Developmental Psychology

Scholar Year: 2020/2021

Courses

Head Teacher Responsability Helena Maria Rodrigues Teotónio Fernandes Head

Weekly workload Hours/week T TP P PL TC S E EL OT TPL O OT/PL Type of classes 2 Lectures Type Teacher Classes Hours Theoretical Totals 1 2,00 Helena Fernandes   2,00

Teaching language

Portuguese

Intended learning outcomes (Knowledges, skills and competencies to be developed by the students)

At the end of this course, the students are expected to:
• Identify and describe the main concepts and theoretical approaches about human development.
• Understand and describe the major developmental tasks and milestones across lifespan.
• Understand the interaction between biological, psychological and social dimensions of human
development across lifespan.
• Understand the importance of applying developmental psychology knowledge in health interventions.

Syllabus

3.4 Psychosocial and emotional development
4. The child in preschool years:
4.1 Main acquisitions in cognitive and motor development
1. Introduction to developmental psychology
2. Major theoretical approaches on human development
3. Infancy:
3.1 The newborn and reflex activity
3.2 Sensorial and motor development
3.3 Cognitive and language development
3.4 Psychosocial and emotional development
4. The child in preschool years:
4.1 Main acquisitions in cognitive and motor development
4.2 Psychosocial development: self, relationships with others, gender
5. - The child at school age:
5.1 Main cognitive and psychosocial developments
6. - Adolescent years:
6.1 Identity construction, self-image and self-esteem
6.2 Psychosexual development
6.3 Relationships with parents and peers
6.4 Cognitive and moral development
7. - Young, Middle and Late Adulthood: main features and developmental tasks, psychosocial and
cognitive development.

Demonstration of the syllabus coherence with the UC intended learning outcomes

The learning goals of this course are based on knowledge attainment within the field of developmental
psychology. Accordingly, it is expected that students can acquire proper knowledge and understanding
about the main concepts and theories of human development, and also on the developmental features and
milestones of individuals across their lifespan. Therefore, the specific contents of syllabus are oriented to
learning of knowledge and understanding about the path and complexity of human development
throughout lifespan considering health interventions.

Teaching methodologies

To promote students learning and understanding of theoretical knowledge several teaching methodologies
are used in this curricular unit, namely expository method, discussion in large group, and video watching
activities. Additionally, case study activities applied to human development are used.
In this course students are exempt from sitting a final exam if they get a minimum grade of 10 on the
following summative evaluations:

Demonstration of the teaching methodologies coherence with the curricular unit's intended learning outcomes

The learning goals of this course are based on understanding and knowledge attainment about concepts,
theoretical principles, and milestones of human development. Consequently, and considering the typology
of classes, the teaching methodologies are articulated with the expected learning goals of this course in
the following ways:
To identify and describe the main concepts and theoretical approaches about human development -
expository method, video watching activities, discussion in large group;
To understand and describe the major developmental tasks and milestones across lifespan - expository
method, video watching activities, case study, presentation/discussion in small groups;
To understand the interaction between biological, psychological and social dimensions of human
development across lifespan - expository method, case study, presentation/discussion in small groups;
To understand the importance of applying developmental psychology knowledge in health interventions –
discussion in large group, case study.

Assessment methodologies and evidences

. Individual written test (weight: 0.7 of final grade) and small group assignment (weight: 0.3 of final grade).
If students fail in this evaluation, or if they miss it, they have the chance to take a written test in final exam
(100% of final grade).

Bibliografia

Berk, L. (2013). Child development. Boston: Pearson.
Berk, L. E. (2004). Development through the lifespan. Boston: Alin & Bacon.
Erikson, E. (1997). The life cycle completed. New York: W. W. Norton & Company.
Ferland, F. (2006). O desenvolvimento da criança no dia a dia: do berço à escola primária. Lisboa: Climepsi
Editores.
Guedeney, N. & Guedeney, A. (2004). Vinculação. Conceitos e implicações. Lisboa: Climepsi Editores.
Lourenço, O. (2002). Psicologia do desenvolvimento cognitivo: teoria, dados e implicações. Coimbra:
Livraria Almedina.
Marchand, H. (2001). Temas de desenvolvimento psicológico do adulto e do idoso. Coimbra: Quarteto.
Papalia, D.E., Olds, S.W. & Feldman, R. D. (2009). O mundo da criança. Da infância à adolescência. São
Paulo: MacGraw Hill.
Sprinthall, N.A & Collins, W.A (2003). Psicologia do adolescente: Uma abordagem desenvolvimentista.
Lisboa: Fundação Calouste Gulbenkian.