2023
Psychology of Child Education
Name: Psychology of Child Education
Code: PSI11398M
6 ECTS
Duration: 15 weeks/156 hours
Scientific Area:
Psychology
Teaching languages: Portuguese
Languages of tutoring support: Portuguese, English
Regime de Frequência: Presencial
Presentation
Psychology of Child Education
Sustainable Development Goals
Learning Goals
- Know and understand the complexity and interdependence of the development processes of education and learning in the light of the main psychological currents.
- Deepen knowledge about the ecology of child development.
- To know and critically analyse theories and concepts of Psychology of Child Development and Education
- Describe and analyse psychological phenomena underlying educational processes, in their personal, socio-cognitive, relational and contextual dimensions.
- Know and understand the relations between School - Family - Community and its impact on educational and learning processes.
- Deepen knowledge that enables a psychopedagogical intervention in the dynamics of educational relationships, scientifically based.
- Deepen knowledge that makes it possible to sustain educational practices in the results of research.
- Analyse, reflect and critically discuss the themes explored.
- Deepen knowledge about the ecology of child development.
- To know and critically analyse theories and concepts of Psychology of Child Development and Education
- Describe and analyse psychological phenomena underlying educational processes, in their personal, socio-cognitive, relational and contextual dimensions.
- Know and understand the relations between School - Family - Community and its impact on educational and learning processes.
- Deepen knowledge that enables a psychopedagogical intervention in the dynamics of educational relationships, scientifically based.
- Deepen knowledge that makes it possible to sustain educational practices in the results of research.
- Analyse, reflect and critically discuss the themes explored.
Contents
1. Perspectives on Educational Psychology
Educational Psychology in the training of educators and teachers
Evolution of models in Educational Psychology
2. Perspectives on Human Development
Theoretical models of human development
Constructivist and socio-constructivist perspectives of development
Bio-ecological model of human development
3. Ecology of Childhood - Development and Education in Context
The child as a social person
Contexts of development and educational processes
The child and microsystems: educational interactions (family, peers and school)
The child and the broader social systems
4. Perspectives for Intervention in the Dynamics of Educational Relationships
Risk and protection factors
Child involvement in school
Educational interactions and conflict management
School transitions, adaptation and development processes
Diversities in educational contexts
Research and educational practice
Educational Psychology in the training of educators and teachers
Evolution of models in Educational Psychology
2. Perspectives on Human Development
Theoretical models of human development
Constructivist and socio-constructivist perspectives of development
Bio-ecological model of human development
3. Ecology of Childhood - Development and Education in Context
The child as a social person
Contexts of development and educational processes
The child and microsystems: educational interactions (family, peers and school)
The child and the broader social systems
4. Perspectives for Intervention in the Dynamics of Educational Relationships
Risk and protection factors
Child involvement in school
Educational interactions and conflict management
School transitions, adaptation and development processes
Diversities in educational contexts
Research and educational practice
Teaching Methods
The syllabus contents are approached in a perspective of interpretation of the psychological perspectives of development and education, looking for a permanent articulation between the theoretical foundations and their framing in the training of teachers.
Face-to-face classes with 2 components: more theoretical (exposure of the syllabus, with active intervention by the students); more practical nature (analysis and discussion of practical situations, relating the Psychology of Child Education to intervention in educational situations).
Continuous assessment: a) written test (65%) previously prepared (1 month to prepare the answers); b) group work (35%) - research or bibliographic research on a theme related to the program. Requires participation in at least 75% of classes. Final assessment: a) individual written test (60%); b) individual work on a theme related to the program (40%), delivered on the day of the written test.
Face-to-face classes with 2 components: more theoretical (exposure of the syllabus, with active intervention by the students); more practical nature (analysis and discussion of practical situations, relating the Psychology of Child Education to intervention in educational situations).
Continuous assessment: a) written test (65%) previously prepared (1 month to prepare the answers); b) group work (35%) - research or bibliographic research on a theme related to the program. Requires participation in at least 75% of classes. Final assessment: a) individual written test (60%); b) individual work on a theme related to the program (40%), delivered on the day of the written test.
Teaching Staff
- Fátima Henriques Leal [responsible]
