2024
Psychology of Development
Name: Psychology of Development
Code: PSI02477L
6 ECTS
Duration: 15 weeks/156 hours
Scientific Area:
Psychology
Teaching languages: Portuguese
Languages of tutoring support: Portuguese, English
Regime de Frequência: Presencial
Sustainable Development Goals
Learning Goals
- Conceptualize development as a set of transformation processes that occur throughout the life cycle;
- Increase knowledge of developmental changes that occur in childhood, adolescence, adulthood and old age, through development theories reflection and contact with these different stages of the life cycle.
- Promote an understanding of human development throughout life cycle that enables students to describe, explain and intervene in the development process;
- To relate the different developmental trajectories with the factors that influence its construction and with the contexts that determine them;
- Conceptualize the relation between development and education and development and wellbeing;
- Promote students reflection on their own development process, enhancing the ability to think about themselves and about others.
- Increase knowledge of developmental changes that occur in childhood, adolescence, adulthood and old age, through development theories reflection and contact with these different stages of the life cycle.
- Promote an understanding of human development throughout life cycle that enables students to describe, explain and intervene in the development process;
- To relate the different developmental trajectories with the factors that influence its construction and with the contexts that determine them;
- Conceptualize the relation between development and education and development and wellbeing;
- Promote students reflection on their own development process, enhancing the ability to think about themselves and about others.
Contents
1. Life-span Development: Psychological, relational and contextual factors
1.1 Concept of development
1.2 Development, change, routes and life trajectory
1.3 Development, developmental stages and transition
1.4 Development and attachment
1.5 Development and education
1.6 Ecology of development
2. From birth to school: Childhood Development
2.1. Psychomotor, cognitive, social-emotional and socio-moral development
3. Entering the School Adolescence
3.1 Personality development
3.2 Cognitive, socio-emotional and socio-moral development
3.3 From childhood to adolescence
4. Development and adolescence
4.1 Adolescence and its evolutionary significance
4.2 Cognitive development, socio-emotional and socio-moral.
4.3 Adolescence and identity construction
4.4 From adolescence to adulthood
5. Development and adulthood
5.1 Cognitive and psychosocial development
5.2 Lifelong Education
6. Development and aging
6.1 Cognitive and psychosocial development
6.2 Risks of aging and successful aging
1.1 Concept of development
1.2 Development, change, routes and life trajectory
1.3 Development, developmental stages and transition
1.4 Development and attachment
1.5 Development and education
1.6 Ecology of development
2. From birth to school: Childhood Development
2.1. Psychomotor, cognitive, social-emotional and socio-moral development
3. Entering the School Adolescence
3.1 Personality development
3.2 Cognitive, socio-emotional and socio-moral development
3.3 From childhood to adolescence
4. Development and adolescence
4.1 Adolescence and its evolutionary significance
4.2 Cognitive development, socio-emotional and socio-moral.
4.3 Adolescence and identity construction
4.4 From adolescence to adulthood
5. Development and adulthood
5.1 Cognitive and psychosocial development
5.2 Lifelong Education
6. Development and aging
6.1 Cognitive and psychosocial development
6.2 Risks of aging and successful aging
Teaching Methods
The course contents are worked into the perspective of interpretation of developmental processes and intervention in promoting development, seeking a permanent link between the theoretical foundations and practices in Educational Sciences.
The theoretical-practical classes are centered on the display / reflection of the syllabus and its relationship with the mechanisms and interventions that promote the development in educational sciences.
The days of tutorials are primarily intended to help and support the process of studying and learning of the students, and monitoring the development of their work (individual and group).
The evaluation methodology is divided into two components mandatory for all students: individual (written test to deliver in the end of the semester or exam) and group (each group of students must interview one person from each of five developmental stages provided and the work is the result of reports from the commentaries and critical analysis of the interviews.
The theoretical-practical classes are centered on the display / reflection of the syllabus and its relationship with the mechanisms and interventions that promote the development in educational sciences.
The days of tutorials are primarily intended to help and support the process of studying and learning of the students, and monitoring the development of their work (individual and group).
The evaluation methodology is divided into two components mandatory for all students: individual (written test to deliver in the end of the semester or exam) and group (each group of students must interview one person from each of five developmental stages provided and the work is the result of reports from the commentaries and critical analysis of the interviews.
Teaching Staff
- Maria João Serrano Carapeto [responsible]
Certificações
