Unit name | Developmental Psychology |
---|---|
Unit code | EDUCM5411 |
Credit points | 10 |
Level of study | M/7 |
Teaching block(s) |
Academic Year (weeks 1 - 52) |
Unit director | Dr. Meadows |
Open unit status | Not open |
Pre-requisites |
None |
Co-requisites | - EDUCM5410 - The Psychology of Individual Differences. |
School/department | School of Education |
Faculty | Faculty of Social Sciences and Law |
This unit explores research and theory on psychological development. As the last taught unit of the MEd/BPS conversion course, it will extend and consolidate the coverage of developmental psychology topics in earlier units. Students will bring their critical knowledge of developmental psychology to address key topics.
Topics studied will be determined by the interests of the staff and students involved. An indicative list follows.
Research methods appropriate to the study of development. General theories of the nature and nurture of psychological attributes. Development of general representational abilities: especially language, drawing and number. Development of executive function in preschool children. Out-of-school learning. Epidemiology of cognitive development and behaviour problems. Early literacy. Emotion and cognition. Developmental neuroscience.
Aims:
To review research on important topics in child development
Students will demonstrate that they:
The course will be delivered through whole group lectures and discussion led by research-active members of the Graduate School.
The needs of a wide range of students, including those with disabilities, international students and from ethnic minority backgrounds have been considered. It is not anticipated that the teaching and assessment methods used will cause disadvantage to any person taking the unit. The Graduate School of Education is happy to address individual support requests as necessary.
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