Teaching plan for the course unit

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General information

 

Course unit name: Psychoeducation in Early Childhood Education

Course unit code: 569268

Academic year: 2023-2024

Coordinator: SILVIA BLANCH GELABERT

Department: Faculty of Psychology

Credits: 3

Single program: S

 

 

Estimated learning time

Total number of hours 75

 

Face-to-face and/or online activities

30
 

-  Lecture with practical component

Face-to-face

  

30

Supervised project

20

Independent learning

25

 

 

Learning objectives

 

Referring to knowledge

  • Know the characteristics of early childhood and latest developments in neuroeducation.
  • Identify different child care services and the roles they play.
  • Learn to work in collaboration with families for the well-being of children.

 

 

Teaching blocks

 

1. The concept of childhood: characteristics and needs based on the latest developments in research in educational psychology and neuroeducation

2. Positive parenting and the responsive classroom

3. The role of professionals in psychoeducational care and intervention strategies with children and their families at school and other psycho-socio-educational services, such as family services

 

 

Official assessment of learning outcomes

 

Students obtaining a final grade of 9 or more, may, at the discretion of the faculty, be awarded a ’matrícula d’honor’, albeit that no more than 5% of the students enrolled on the course can receive this award.

Student assignments must be original work. Students copying on a test or plagiarising in a written assignment will be deemed to be in breach of the student code and automatically failed (see Article 16.7 and the annex to the Regulations governing the teaching, assessment and grading of learning at the University of Barcelona: http://www.ub.edu/acad/noracad/avaluacio.pdf).

Attendance and active participation in class sessions is compulsory. Students must attend at least 75% of the sessions in order to opt for continuous assessment.

 

Activities

  • Activity 1: Photovoice. Individual activities reflecting on class content. This is conducted after each class between the first and the fifth sessions.
    • Critical presentation of the content of the previous session and joint-assessment in class (50%).
  • Activity 2: Team workshop. Theoretical and practical monographic study and presentation. This is prepared throughout the course and presented in the last session.
    • a) Presentation of written monographic study (30%).
    • b) Oral presentation of study + practical activity (20%).



Activity

Percentage

Format

Authorship


Act.1 

50

Written

Individual


Act. 2 a)

30

Written

Group


Act. 2 b)

20

Oral

Group


Assessment criteria
  • Aesthetics and relevance.
  • Organization of delivery.
  • Writing and vocabulary.
  • Relationship with what was covered in class, adequacy of content, concepts and the theoretical framework of subject.
  • Use of documentary sources and readings. The study includes citations to the literature; the citations are correctly referenced (APA regulations).
  • Clarity and depth of the reflection made on what was learned and on previous knowledge; links are established with other subjects or content.
  • Raises relevant questions.
  • Clear argumentation.
  • Degree of clarity in the presentation.


Repeat assessment

Students that fail the continuous assessment mode of evaluation are entitled to repeat the assessment tasks. Students failing to submit all the activities are awarded a maximum of 3 points and must repeat the assessment tasks. Students opting for repeat assessment renounce any grades awarded previously as part of their continuous assessment.

Repeat assessment comprises a written exam covering all course content, both theoretical and practical. Students sit the exam on the date and time set by the MIPE Academic Committee. The final grade for students sitting the repeat assessment is the grade obtained on this exam and this exam alone.

 

Examination-based assessment

Prerequisite
In accordance with University regulations, any student can request they be evaluated by single assessment. To do so, they must fill out the "Single assessment request" form, which can be downloaded from the virtual classroom, and submit it no later than twenty calendar days from the start of the course. Single assessment is based on a written assignment in which each student has to provide a synthesis of all the theoretical and practical content taught on the course and demonstrate their acquisition of the skills defined in the guide.

 

Activities and criteria

Single assessment comprises a written exam in which students have to complete four exercises, three on the content of each theme taught, and present a monographic study or an applied study in the field of positive parenting in young children. The first three exercises are worth 2 points each and the third is worth 4. To pass the course, students must obtain a minimum score of 5 points.

 

Repeat assessment

Students that fail the single assessment mode of evaluation are entitled to repeat the assessment tasks. Students opting for repeat assessment renounce any grades awarded previously as part of their continuous assessment. Repeat assessment comprises a written exam covering all course content, both theoretical and practical. Students sit the exam on the date and time set by the MIPE Academic Committee. The final grade for students sitting the repeat assessment is the grade obtained on this exam and this exam alone.

 

 

Reading and study resources

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Book

Àngel, C. (2004). Visió panoràmica de l’atenció educativa a la petita infància dins un marc europeu. Lliçó-Comiat. Universitat Autònoma de Barcelona.

Arango, M.M., Nimnicht, G.P., & Peñaranda, F. (2004). Twenty Years on: A report on the PROMESA Program in Colombia. Bernard van Leer Foundation.

Bertalanffy, L, V. (1962). General System theory: foundations, development, applications. George Braziller.

Blanch, S. (2010). Expectatives parentals i pràctiques socioeducatives familiars. Influència mútua. Tesi Doctoral. Universitat Autònoma de Barcelona. 

Blanch, S., Gimeno, X., & Careta. A. (2016). Territoris d’intersecció entre els centres educatius i les famílies. Un estudi en l’etapa de l’educació infantil. ICE UAB.

Bronfenbrenner, U. (1987). La ecología del desarrollo humano. Paidós.

Bueno, D. (2017). Neurociencias para educadores. Octaedro.

Carballo, A., & Portero, M. (2019). Neurociencia y educación. Aportaciones para el aula. 10 ideas clave. Graó.

Corkille, D. (2009). El niño feliz. Gedisa.

Edo, M., Blanch, S., i Anton, M. (2016). El Joc a la primera infància. Octaedro.

Molina, L. (1997). Participar en contextos de aprendizaje y desarrollo. Bases psicopedagógicas para proyectar y compartir situaciones educativas. Paidós.

Ramis, A. (2016). Famílies i mestres per educar. Eumo Editorial.

Rosenthal, R., & Jacobson, L. (1968). Pygmalion en la escuela. Expectativas del maestro y desarrollo intel·lectual del alumno. Marova.

Vila, I., & Esteban-Guitart, M.  (2017). Família, Escuela i comunidad en las sociedades del siglo XXI. ICE-Horsori.

Chapter

Blanch, S., & Gimeno, X. (2016). Espai Familiar "La Casa dels Infants". Indicatori di conduzione del gruppo. A C.Silva i M.A. Riera, Il sostengno alla genitorialità. Un studio fra Italia e Spagna, (pp.82-99). Infanzie studi e richerche, Franco Angeli.

Journal

Cultura y Educación

http://www.fia.es/revistas/culturayeducacion/home

Early Childhood Education Journal https://www.springer.com/journal/10643

European Early Childhood Educational Research Journal http://www.tandfonline.com/toc/recr20/current

Infancia y Aprendizaje http://www.fia.es/revistas/infanciayaprendizaje/home

Article

Arranz, E.,  Oliva, A.,  Olibarrieta, F., & i Antolín, L. (2010). Análisis compartativo de las nuevas estructuras familiares como contextos potenciadores del desarrollo psicológico. Infancia y Aprendizaje, 33(4), 503-513.

Blanqué, J. M. (2015). El grupo multifamiliar como observatorio privilegiado de familias con vivencias psicóticas. Temas de Psicoanàlisis, 10. https://www.scribd.com/document/341695724/J-M-Blanque-El-Grupo-Multifamiliar-Aplicado-Al-Tratamiento-de-Familias-Con-Experiencias-Psicoticas-Plantilla-2

Fletcher, J. (2012). Positive parenting, not physical punishment. CMAJ, 184(12), 13-39.

Geens, N., & vandenbroeck, M. (2012). The (ab)sense of a concept of social support in parenting research: a social work perspective. Child and Family Social Work, 1-10. Doi:10.1111/cfs.12048

Gimeno, X., Martínez, R., Careta, A., & Ballesteros, N. (2019). Recursos creatius en la formació i supervisió de professionals de l’educació: l’experiència de l’Equip BES (Barcelona Espai de Supervisió). Revista Catalana de Pedagogia, 16, 219-237. https://publicacions.iec.cat/repository/pdf/00000280/00000002.pdf

Hepworth, K. (2014). Valorar a los niños, apreciar a los padres. Fundació Bernard van Leer, Espacio para la infancia, 4-7. http://earlychildhoodmagazine.org/wp-content/uploads/2014/07/Valorar-a-los-nin%E2%95%A0%C3%A2os.pdf

Panter-Brick, C., Burgess, A., Eggerman, M., Mcallister, F., Pruett, K., & Leckman, J.F. (2014). Practitioner Review: Engaging fathers –recommendations for a game change in parenting interventions based on a systematic review of the global evidence. Journal of Child Psychology and Psychiatry, 1-26. doi:10.1111/jcpp.12280

Park, S,. & Holloway, S. (2018). Parental Involvement in Adolescents’ Education: An Examination of the Interplay Among School Factors, Parental Role Construction, and Family Income. School Community Jorunal, 28(1).

Rangel-Rodríguez, G., Badía, M., & Blanch, S. (2021). Encouraging Emotional Conversations in Children with complex communication needs: an observational case study, Frontiers in Psychology. doi: 10.3389/fpsyg.2021.674755

Rangel-Rodríguez, G.A, Badia Martín, M., Blanch, S., &Wilkinson, K. M (2021). The Early Development of Emotional Competence Profile: A Means to Share Information About Emotional Status and Expression by Children With Complex Communication Needs, American Journal of Speech-Language Pathology, 30(1), 1-15. doi: 10.1044/2020_AJSLP-20-00209

Riera J., Maria A., & Ferrer Ribot, M. (2003). Nous programes socio-educatius adreçats a la millora de les relacions parentals en els primers anys de vida. Educació i Cultura, 16, 115- 125. 

Robinson, S., Tejada, J., & Blanch, S. (2018). ¿cómo construyen su identidad las educadoras de párvulos principiantes? una mirada desde diferentes realidades educatives. Perspectiva educacional, 57(3), 104-130. doi: 10.4151/07189729

Robinson, S., Tejada, J., & Blanch, S. (2018). ¿cómo construyen su identidad las educadoras de párvulos principiantes? una mirada desde diferentes realidades educatives. Perspectiva educacional, 57(3), 104-130. doi: 10.4151/07189729

Ward, U. (2018). How do early chidhood practitioners definí professionalisme in their interactions with parents? EECERJ, 26(2), 274-284.

Web page

APEFAC. (2012). Els Espais Familiars. Associació Professionals Espais Familiars de Cataluyña. http://www.apefac.cat/p/els-espais-familiars.html

Center for Family Research https://www.cfr.cam.ac.uk/

Parentalidad Positiva. Familias en positivo https://familiasenpositivo.org/parentalidad-positiva/concepto

Electronic text

Blanch, S., &  Badia, G. (2015). A criar fills se n’aprèn? Una anàlisi de programes que enforteixen les capacitats parentals. Fundació Jaume Bofill.  http://www.fbofill.cat/publicacions/criar-fills-se-napren

Blasco, J. (2018). ¿Los programas para fomentar la implicación parental sirven para mejorar el rendimiento escolar? Fundació Jaume Bofill. https://www.fbofill.cat/publicacions/los-programas-para-fomentar-la-implicacion-parental-en-la-educacion-sirven-para-mejorar

DIBA, Diputació de Barcelona (2006). Els Espais Familiars de Petita Infància. Document Marc. Diputació de Barcelona.

Nacions Unides (1989). Convenció dels Drets dels Infants. Assemblea General de les Nacions Unides. http://w110.bcn.cat/fitxers/dretscivils/annexe16.convencidelsdretsdelsinfants.546.pdf

Rodrigo, M.J., Amorós, P., Arranz, E., Hidalgo, M.V., Máiquez, M.L., Martín, J.C., Martínez, R.A., & Ochaita, E. (2015). Guia de buenas prácticas en parentalidad positiva. Un recurso para apoyar la pràctica professional con familias. FEMP. https://www.mscbs.gob.es/ssi/familiasInfancia/ayudas/docs2013-14/GuiadeBuenasPracticas2015.pdf

Save the Children (2019). La infància marca. Recuperat de Ubia, M., & Blanch, S. (2010). Les competències professionals en relació als Educadors Infantils. Universitat Autònoma de Barcelona. https://ddd.uab.cat/pub/tfg/2013/112208/Mariona_Ubia.pdf

Blanch, S. (2018). Redissenyem la reunió amb famílies. Fundació Jaume Bofill. http://www.educaciodema.cat/crides/Families/redissenyem-la-reunio-amb-families