Teaching Methodologies
The syllabus will be developed through: theoretical-practical sessions, where the active participation of the student becomes important so that their learning is meaningful, enhancing critical thinking and the ability to analyze problems.
The evaluation in this curricular unit respects the terms of the Rules of the School of Education and of The Polytechnic University of Coimbra. Students may choose between the evaluation during the semester and examination.
The continuous assessment system includes components related to classroom activities, participation, and engagement in assigned tasks (25%). The remaining 75% of the final grade is based on one or two written tests covering the material addressed in class. The exam assessment consists of a written test.
Learning Results
This course contributes to the acquisition and development of the following skills:
Knowing and identifying the foundations of human development;
Understanding the determinants of the process of learning for children and young people;
Be able to develop content and teaching support appropriate to education and teaching/learning in childhood and adolescence.
• Know and apply methods and resources appropriate to education and teaching from the earliest years of life until the second cycle of Elementary School.
Program
A – INTRODUCTION
1. Developmental Psychology and Education: concepts and subject of study
B – PERSPECTIVES ON DEVELOPMENT AND LEARNING
1. The scientific study of development and learning: principal theories
a) Psychoanalytic perspective
b) Behaviourism
c) Cognitive perspective
d) Social learning perspective
e) Contextual Perspective
2. Psychopedagogical implications of different perspectives: critical balance
3. Relationships between learning and motivation: Relevant factors in the school context.
C – The Psychosocial Dimension of Learning
1. Educator/student interaction: importance of the quality of the educational relationship
2. Behavior management in the classroom, indiscipline and school violence 3. Assessment of the emotional situation
4. Emotional intelligence
5. Self-concept and self-esteem
Grading Methods
- - Exam - 100.0%
- - Frequency - 75.0%
- - Attendance and Participation - 25.0%
Internship(s)
NAO
Bibliography
Bronfenbrenner, U. (2009). The ecology of human development: experiments by nature and design. Cambridge, Massachussetts: Harvard University Press.
Holliman, A. (Ed.) (2013). The routledge international companion to educational psychology. London: Routledge.
Papalia, D. E., & Feldman, R. D. (2013). Desenvolvimento humano.Porto Alegre: Artmed Editora.
Ormord, J. E., Anderman, E. M., & Anderman, L. (2020). Educational psychology: Developing learners (10th ed.). Pearson.
Rato, J. (2023). Mente, cérebro e educação. Fundação Francisco Manuel dos Santos.
Veiga, F. coord (2013). Psicologia da Educação: Teoria, investigação e aplicação. Climepsi Editores.
Sternberg, R. J. (2010). Educational Psychology. Boston: Allyn & Bacon.
Vygotsky, L. S. et al. (1991). Aprendizagem e Desenvolvimento Intelectual na Idade Escolar. In L. Luria, Psicologia e Pedagogia I Bases Psicológicas da Aprendizagem e do Desenvolvimento. Lisboa: Estampa.