Class Psychology of Development I

Developmental Psychology I helps to understand how individuals, in particular, from conception to adolescence, grow, develop, and selectively adapt to various life contexts. Developmental psychology attributes great importance to selective specialization, plasticity, and the power of intervention in any individual, assuming that human development is multidirectional and multidimensional. Thus, Developmental Psychology I emerges as useful for psychologists who, recognizing the simultaneity of growth and decline processes, can understand and explain patterns of behavior and individual development, and can intervene to develop their maximum potential in physical, cognitive, social, moral, emotional, or personal dimensions.

1. Human Development  

a. Concepts, historical perspectives, epistemological approaches, and psychological theories 

b. Methodologies and research methods in the study of development

2. Developmental Contexts  

a. Approaches to general contexts of development 

b. Nature-nurture interaction debate in development

3. Prenatal and Neonatal Development 

a. Prenatal developmental stages 

b. Developmental tasks during pregnancy 

c. Newborn competencies

4. The First Two Years of Life and Preschool Age 

a. Attachment 

b. Parenting practices 

c. Physical, sensory, motor, cognitive, socio-emotional development

5. School Age 

a. Physical, cognitive, moral and social development  

b. Identity development, body image, self-concept 

c. Development in family and peer contexts

6. Adolescence 

a. Physical, cognitive, moral and social development 

b. Identity development, body image, self-concept 

c. Development in family and peer contexts

Different teaching methodologies will be used, including lecturing moments followed by the interrogative method and the dialectic thesis-antithesis-synthesis approach, based on various supporting materials. Video viewing, bibliographic research, small group activities in the classroom (e.g., dynamics for representing content and exploring personal insights, role-play activities), developmental observation grids, and feedback from the teacher and peers will also be employed.

1. Berk, L. (2017). Child Development. Boston: Pearson.
2. Jongenelen, I., Carvalho, M., Mendes, T., & Soares, I. (2007). Vinculação na adolescência. In I. Soares (Ed.), Relações de vinculação ao longo do desenvolvimento: teoria e avaliação (pp. 99-120). Braga: Psiquilibrios Edições.
3. Lansford, J., & Banati, P. (2018). Handbook of adolescent development research and its impact on global policy. NY: Oxford University Press.
4. Lerner, R., & Steinberg, L. (Eds.). (2009). Handbook of adolescent psychology: Individual bases of adolescent development (Vol. 1) (2nd ed.). New Jersey: John Wiley & Sons.
5. Papalia, D. E., Olds, S. W., & Feldman, R. D. (2001). O mundo da criança. Lisboa: McGraw-Hill.
6. Piaget, J., & Inhelder, B. (1997). A psicologia da criança. Porto: Asa.