Psychology of Development

There is no recommended Basic Knowledge.

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.

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.

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.

NAO

 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.