Base Knowledge
There is no recommended Basic Knowledge.
Teaching Methodologies
The curricular unit will be developed according to a theoretical model with a structured exposition of the contents and respective analysis and discussion. An interrogative and interactive methodology will be used prior to the presentation of the main contents and concepts, and demonstration/exemplified by their practical application in everyday situations and resorting, whenever justified, to audiovisual means. It also includes the autonomous study with research on the exposed contents and the reading and critical analysis of texts/articles.
Learning Results
The student must acquire:
Knowledge of:
* Development and human growth
* Developmental behaviors, tasks and transitions throughout life
Skills for:
*Knowing, understanding and integrating the development of children, youth and adults, in its different dimensions and in different contexts;
* Recognize, interpret and analyze the consequences of developmental changes or differences in human capabilities, characteristics and behavior.
competencies for:
* Identify the relevant behaviors from a developmental point of view that allow us to understand the stage of development of a particular child;
* Recognize, interpret and analyze the consequences of developmental changes or differences in human abilities, characteristics and behavior.
Program
1. Behavior and human development.
1.1. Biological bases of behavior.
1.2. Introductory notions and relationship between concepts.
2. Human growth and development throughout the life cycle.
2.1. Child and adolescent development
- cognitive development;
- Postural, motor and physical development;
- Language development;
- Social, emotional and moral development.
2.2. Youth and adult developmen
- Adolescence, adulthood and old age;
- Body, cognitive and interpersonal development;
- Psychosocial and psychosexual development;
- Development in the family context.
Curricular Unit Teachers
Lúcia Maria Simões Fernandes CostaGrading Methods
Students are evaluated through active participation in classes (small reflection works in groups along the approach to the syllabus, participatory initiative, punctuality and attendance); a more in-depth group work, written and with oral presentation, on contents covered in the discipline, which reveals the ability to reflect on them; and a written test for knowledge assessment, summative, consisting of questions that assess the extent and depth of theoretical knowledge acquired in the discipline and the ability to apply this knowledge to everyday situations that are specific to the scientific area of the course.
Approval in the subject is obtained with a classification equal to or greater than 10 values (on a scale from 0 to 20), resulting from the sum of the classifications obtained in two components: 1- small works (including participation, initiative, punctuality and attendance) and the written work with oral presentation; 2- written test; weighted, respectively, with a weight of 30% and 70%. The classification in each of the assessments (works/participation in classes and test) cannot be less than 8 values.
The assessment can also be carried out through a written exam, with the same structure as the written test, during the times designated for this purpose.
Internship(s)
NAO
Bibliography
Primary Bibliography:
*Craig, G. J. (1992). Human Development. New Jersey: Prentice Hall.
*Delmine, R. & Vermeulen, S. (2001). O Desenvolvimento Psicológico da Criança. Lisboa: Edições Asa.
*Feldman, R. (2001). Compreender a Psicologia. Lisboa: McGraw Hill.
*Hultsch, D. & Deutsch, F. (1981). Adult Development and Aging. New York: McGraw-Hill.
*Joyce-Moniz, L. J. (2002). Psicopatologia do desenvolvimento do adolescente e do adulto. Lisboa. Lisboa: McGraw-Hill.
*Lourenço, O. (2010). Psicologia do Desenvolvimento Cognitivo – Teorias, Dados e Implicações. Coimbra: Almedina.
*Lourenço, O. (2006). Psicologia do Desenvolvimento Moral – Teorias, Dados e Implicações. Coimbra: Almedina.
*Robert, L. (1995). O envelhecimento: Factos e teorias. Lisboa: Instituto Piaget.
*Slater, A.; Muir, D. (2004). Psicologia do desenvolvimento. Lisboa: Instituto Piaget.
Secondary Bibliography:
*Berger, K.S. (2011). The developing person through the life span (8ªed). New York: Worth Publishers.
*Berryman, J. et al. (2001). A psicologia do desenvolvimento humano. Instituto Piaget.
*Carr, A. (2014). O desenvolvimento normativo. IN A. Carr Manual de psicologia clínica da criança e do adolescente. Uma abordagem contextual (Cap. 1; pps 15-47). Braga: Psiquilibrios Edições
*Damásio, A. (1995). O Erro de Descartes: Emoção, Razão E Cérebro Humano (10 ed.). Mem Martins: Europa- América.
*Joyce-Moniz, L. J. (2002). A Modificação do comportamento. Lisboa: Horizonte de Psicologia.
*Moshman, D. (2005). Adolescent psychological development. Rationality, morality and identity. London: Lawrence Erlbaum Associates Publishers.
*Piaget. J., & Inhelder, B. (1995). A psicologia da criança. Porto: Edições ASA.
*Santos, P. (org). (2007). Temas Candentes em Psicologia do Desenvolvimento. Lisboa: Climepsi Editores.
*Schaffer, H. R. (2004). Introducing Child Psychology. Oxford: Blackwell Publishing.
*Slater, A. & Lewis, M. (Eds). (2002). Introduction to Infant Development. Oxford: University Press.
*Sroufe, L. A.; Cooper, R. G. & DeHart, G. B. (2004). Child development, its nature and course. New York: McGraw-Hill.
*Tetzchner, S. (2019). Child and adolescent psychology. Tipical and typical development. New York: Routledge
During the academic period, support texts are provided to students, as well as the documentation used in classes.