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Unit information: Developmental and Educational Psychology in 2019/20

Please note: Due to alternative arrangements for teaching and assessment in place from 18 March 2020 to mitigate against the restrictions in place due to COVID-19, information shown for 2019/20 may not always be accurate.

Please note: you are viewing unit and programme information for a past academic year. Please see the current academic year for up to date information.

Unit name Developmental and Educational Psychology
Unit code EDUC20007
Credit points 20
Level of study I/5
Teaching block(s) Teaching Block 2 (weeks 13 - 24)
Unit director Dr. Bakopoulou
Open unit status Not open
Pre-requisites

Introduction to Psychology in Education

Co-requisites

None

School/department School of Education
Faculty Faculty of Social Sciences and Law

Description

The unit will build on year 1 work to develop students’ understanding of the study of developmental psychology and its’ application to educational contexts. In particular, the unit aims to:

  • develop students' interest, scientific knowledge and understanding of the study of developmental and educational psychology;
  • introduce students to the methodological approaches to the study of developmental and educational psychology, and the application of these to particular areas such as: cognitive, emotional, social and language development;
  • develop a thorough understanding of the role of empirical evidence in the formation of theory and how theory guides the collection and interpretation of empirical data;
  • help students to understand the conceptual and historical issues in the subject matter and their relation to other areas of psychological science;
  • allow students to explore the way in which different approaches to education and psychology relate to and complement each other;
  • help students to acquire a wide range of transferable skills.

Throughout, students will be required to consider ethical issues in this field.

Intended learning outcomes

Upon successful completion of this unit students will be able to demonstrate that they have:

1. understood key concepts in the current study of developmental psychology at an appropriate level;

2. developed a good range of skills in the evaluation and interpretation of psychological research on education and developmental psychology;

3. developed the ability to critically interrogate claims about developmental psychology in the educational literature;

4. developed the ability to evaluate the relevance of psychology for educational policy and innovation;

5. developed an awareness of the ethical issues and practices of the field;

Teaching details

This unit will consist of 1 x two-hour weekly lecture and 1 x one-hour practical class. Classes will involve a combination of lectures, class discussion, debates and group presentations. Each week the first session will introduce a new core area of psychology through a lecture, as well as class participation and exercises. The practical class will focus on using qualitative and quantitative research methodology to explore these concepts. Students will be expected to engage with readings and participate on a weekly basis.

Assessment Details

Formative Assessment

Formative assessment will take the form of ‘in session’ participation whereby students will be able to demonstrate critical thinking and questioning in response to reading. Students will be expected to demonstrate an awareness of the links between theoretical concepts in the field of developmental psychology introduced in the sessions and the implications for educational psychology.

Summative Assessment

The unit will be assessed by means of an Essay on a topic in developmental psychology, 1,500 words (50%) and a Research Report, 1,500 words (50%). Both the Essay and the Report assess ILO 1-5.

Reading and References

Harley, T. A. (2008) The Psychology of Language: From Data to Theory (3rd Ed.). Hove: Psychology Press.

Lloyd, G., Stead, J., & Cohen, D. (2005) Critical New Perspectives on ADHD London Routledge.

Meadows, S. (2006) The Child As Thinker. London: Routledge.

Meadows, S. (2010) The Child As Social Person. London: Routledge.

Schneider, B.H. (2014) Child Psychopathology from Infancy to Adolescence. Cambridge: Cambridge University Press.

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