Development Psychology

Year
1
Academic year
2019-2020
Code
01010169
Subject Area
Psychology
Language of Instruction
Portuguese
Mode of Delivery
Face-to-face
Duration
SEMESTRIAL
ECTS Credits
6.0
Type
Compulsory
Level
1st Cycle Studies

Recommended Prerequisites

NA

Teaching Methods

Lecture method (supported power-point); Presentation and discussion of the main contents; individual and group presentations, discussion of texts and other materials.

Learning Outcomes

This unit aims to provide students with basic knowledge and fundamental concepts to understand the process of normative development (from infancy to adolescence). Attention is drawn to the fact that developmental psychology intend to study the processes of change and stability throughout life span – although this unit focuses on these periods – students should understand the ways in which development in early stages may compromise (or promote) later stages development. Designed for future social workers, we emphasis the importance of characterization of developmental tasks, from childhood to adolescence, to make possible an early identification of risk’s situation and the implementation of early intervention programs.

Characterizing an epistemic subject (i.e. normative ideal subject) – it is intended to provide the knowledge that enables to the adequate identification of conditions (individual, in family, or environmental) that promote/compromise the development.

Work Placement(s)

No

Syllabus

1. Introduction

2. Cognitive development in childhood

2.1. Characteristics sensorimotor development;

2.2. Accomplishments of thought "preoperative" and "concrete operational".

3. Psychosocial development in childhood

3.1. Role of parents - expectations and quality of attachment;

3.2. Erikson's theory and development throughout childhood;

3.4. Moral development in childhood (Bandura, Piaget, Kohlberg).

3.5. "Risk situations" for development in childhood.

4. Adolescence

4.1. Physical growth: pubertal changes, interindividual differences, psychological effects of puberty

4.2. Cognitive development: the “universality” of formal reasoning and formal operations “learning”

4.3. Moral reasoning development;

4.4. Identity construction: Erikson and the theory of identity in adolescence; identity assessment in adolescence and the identity status

4.5. Socialization development: the relationships with parents, peers, school.

Head Lecturer(s)

Maria Teresa Mesquita Carvalho Sousa Machado

Assessment Methods

Assessment
Works of synthesis written & oral presentation (50%); Written test (50%): 100.0%

Bibliography

Guralnick, M. J. (2008). Family influences on early development: Integrating the science of normative development, risk and disability, and intervention. In K. McCartney & D. Phillips (Eds.), Blackwell handbook of early childhood development (pp.44-61). MA: Blackwell Publishing.

Keenan, T., & Evans, S. (2009). An introduction to child development. 2th ed. London: Sage.

Lerner, R., & Steinberg, L. (2009). Handbook of Adolescent Psychology. NJ: John Wiley & Sons.

Machado, T. S. (2009). Vinculação aos pais: Retorno às origens. Psicologia, Educação e Cultura, XIII (1), 139-165.

Newman, B. M., & Newman, P. R. (2003). Development through life. A psychosocial approach. 8th ed., New York: Thomson- Wadsworth.

Papalia, D. F., Olds, S. W., & Feldman, R. D. (2008). A Child’s world. Infancy through adolescence. 11th ed. New York: McGraw- Hill.

Taborda Simões, M. C., & Nobre Lima, L. (2004). Adolescência: Concepções dos Professores. Psychologica, extra-série, 399- 416.