Unit name | Developmental Psychology |
---|---|
Unit code | EDUCM5411 |
Credit points | 10 |
Level of study | M/7 |
Teaching block(s) |
Teaching Block 2D (weeks 19 - 24) |
Unit director | Dr. Hoicka |
Open unit status | Not open |
Pre-requisites |
None |
Co-requisites |
None |
School/department | School of Education |
Faculty | Faculty of Social Sciences and Law |
In this unit, students will engage with classic and contemporary research and theory in developmental psychology. Students will bring their critical knowledge of developmental psychology, learned through this course and across other complementary units, to address key psychological issues and how these apply to educational settings. Students will also refine their critical analysis skills and ability to evaluate experimental methods.
The core concepts to be investigated (indicative content) include: the development of emotional functioning and emotional regulation, symbolic understanding of words and pictures, atypical development and approaches for studying cognitive development, and play and the development of peer relationships.
Aims:
Students will demonstrate that they:
The course will be delivered through whole group lectures and discussion led by research-active members of the School.
An essay of 2000 words, or a research report. In negotiation with tutors, students will be expected to analyse relevant texts and synthesise concepts from the psychology of individual differences, make links/connections and recognise associations/relationships between these concepts, and draw upon current understanding of the psychology of individual differences. They will be expected to develop balanced arguments that reflect a multidisciplinary awareness and an ability to contextualise concepts, and draw appropriately upon a wide range of psychological evidence.
Bjorklund, D., and Pellegrini, A. (2002) The origins of human nature: evolutionary developmental psychology. Washington, D.C.: American Psychological Association
Caspi, A., Roberts, B.W., and. Shiner, R. L. (2005) Personality Development: Stability and Change, Annual Review of Psychology, Vol. 56: 453-484
Greene, S., and Hogan, D. (2005) Researching children’s experience. SAGE
Meadows, S. (2006) The Child as Thinker. London: Routledge.
Meadows, S. (2010) The Child as Social Person. London: Routledge.
Wenar, C., and Kerig, P. (2006) Developmental psychopathology from infancy through adolescence. New York: McGraw-Hill