PY7017 - Developmental Psychology (2018/19)
| Module specification | Module approved to run in 2018/19 | ||||||||||||
| Module title | Developmental Psychology | ||||||||||||
| Module level | Masters (07) | ||||||||||||
| Credit rating for module | 20 | ||||||||||||
| School | School of Social Sciences | ||||||||||||
| Total study hours | 200 | ||||||||||||
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| Assessment components |
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| Running in 2018/19(Please note that module timeslots are subject to change) |
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Module summary
The first aim of this module is to develop students’ systematic understanding of theories of cognitive and social development throughout the lifespan. The second aim is to facilitate students’ ability to think critically about these theories, especially in the context of empirical evidence. A third aim is to develop students’ skills in locating primary sources, and to read, understand, critically evaluate and accurately communicate the relevant information.
Syllabus
Topics will be drawn from: development of language, development of theory of mind, development of memory, understanding the fantasy-reality distinction, education and development, risk and resilience, attachment and parenting, identity, self and gender development. LO1,LO2,LO3,LO4
Balance of independent study and scheduled teaching activity
Students will gain core knowledge and understanding of the topics through lectures, but deeper understanding, evaluation and skill development will be promoted through directed study of recommended reading material, seminars, and online resources.
Learning outcomes
On successful completion of this module, students will:
1) possess systematic in-depth knowledge and critical awareness of a range of core topic areas and related research in developmental psychology;
2) have comprehensive knowledge and critical awareness of a range of different research methods used in developmental psychology;
3) be able to summarise and evaluate critically theoretical developments in developmental psychology in the light of empirical evidence.
4) be able to investigate psychological development using appropriate methodologies and present research findings in line with discipline-specific expectations and requirements.
Assessment strategy
Summative assessments will take the form of an extended essay (70%) and a research report (30%). Both will address all learning outcomes. Formative assessment consists of a series of in class tests and a presentation.
Bibliography
CORE
Bjorklund, F. & Blasi, C. (2012). Child and Adolescent Development. Belmont, CA: Wadsworth, Cengage Learning. [This book is available online via the library’s electronic catalogue]
Croker, S. (2012). The Development of Cognition. Hampshire: Cengage Learning.
Gillibrand, R., Lam, V., & O’Donnell, V. (2016). Developmental Psychology. 2nd edition. Pearson/Prentice Hall.
Smith, P.K., Cowie, H., & Blades, M. (2015) Understanding Children’s Development (6th Edition). Blackwell.
Additional
Quinlan, P. & Dyson, B. (2008). Cognitive Psychology. Harlow, Essex, UK: Pearson.
Hoff, E. (2014). Language Development. 5th edition. Belmont, CA: Wadsworth, Cengage Learning