Module Code: H6IDVPSY
Long Title Introduction to Developmental Psychology
Title Introduction to Developmental Psychology
Module Level: LEVEL 6
EQF Level: 5
EHEA Level: Short Cycle
Credits: 5
Module Coordinator: David Mothersill
Module Author: David Mothersill
Departments: School of Business
Specifications of the qualifications and experience required of staff

Lecturer with PhD in Psychology or related cognate discipline
Learning Outcomes
On successful completion of this module the learner will be able to:
# Learning Outcome Description
LO1 Describe the developing person at different stages across the life span.
LO2 Identify the key developmental theories impacting development from childhood to adolescence.
LO3 Apply theoretical approaches to understand the physical, cognitive, social, emotional issues in human development.
LO4 Develop an understanding of how the different theoretical perspectives on development impact on research and applications.
Dependencies
Module Recommendations

This is prior learning (or a practical skill) that is required before enrolment on this module. While the prior learning is expressed as named NCI module(s) it also allows for learning (in another module or modules) which is equivalent to the learning specified in the named module(s).
No recommendations listed
Co-requisite Modules
No Co-requisite modules listed
Entry requirements  
 

Module Content & Assessment

Indicative Content
Introduction to Developmental Psychology
Basic Concepts and Methods, Theories of Development, Research methods in Developmental Psychology
Beginnings (0-1 Year of Age)
Genetics, Conception and Prenatal Development, Birth and Competencies of the New born and Infant, Infant Personality and Social- Emotional Development
Early Childhood: Toddlers and Preschool Children (1-6 Years of Age)
Physical, Cognitive and Gender Role Development, Language Development, Personality and Social-Emotional Development
Middle childhood (6-12 Years)
Physical, Cognitive and Moral Development, Intelligence and Creativity, Personality and Social-Emotional Development
Adolescence (12-18 Years)
Physical and Cognitive Development, Social and Personality Development
Early Adulthood (18-40 Years)
Physical, Cognitive, Social and Personality Development
Middle Adulthood (40-65 Years)
Physical, Cognitive, Social and Personality Development
Late Adulthood (65+ Years)
Physical, Cognitive, Social and Personality Development
Death, Dying and Bereavement
n/a
Summary and Overview of Course
n/a
Assessment Breakdown%
End of Module Assessment100.00%

Assessments

Full Time

No Coursework
End of Module Assessment
Assessment Type: Terminal Exam % of total: 100
Assessment Date: End-of-Semester Outcome addressed: 1,2,3,4
Non-Marked: No
Assessment Description:
Students will answer 3 out of 5 questions which may be based on any aspect of course content
No Workplace Assessment
Reassessment Requirement
Repeat examination
Reassessment of this module will consist of a repeat examination. It is possible that there will also be a requirement to be reassessed in a coursework element.
Reassessment Description
Should students fail the module overall, they will be required to resubmit the failed components, and/or sit a repeat examination.

NCIRL reserves the right to alter the nature and timings of assessment

 

Module Workload

Module Target Workload Hours 0 Hours
Workload: Full Time
Workload Type Workload Description Hours Frequency Average Weekly Learner Workload
Lecture Classroom and demonstrations 2 Every Week 2.00
Independent Learning Independent learning 8.4 Every Week 8.40
Total Weekly Contact Hours 2.00
 

Module Resources

Recommended Book Resources
  • Santrock, J. W.. (2021), Essentials of Life-Span Development, 7th Ed. McGraw-Hill, New York.
  • Boyd, D.A., & Bee, H.L.. (2019), Lifespan Development, Global Edition, 8th Ed. Pearson Education, Boston.
  • O’Brien, E.. (2013), Human Growth and Development, 2nd Ed. Gill & Macmillan., Dublin.
Supplementary Book Resources
  • Berger, K.S.. (2011), The Developing Person Through the Life Span., Worth Publishers., New York.
  • Boyd, D.G., & Bee, H.L.. (2014), The developing child (13th ed.), Harlow: Pearson.
  • Crain. W.. (2011), Theories of development (6th ed.)., London: Pearson.
  • Miller, P.H.. (2011), Theories of Developmental Psychology (5th ed.)., New York: Worth Publishers.
  • Rutter, M., & Rutter, M.. (1993), Developing minds: Continuity and Change across the Lifespan., London: Penguin..
  • Salkind, N.J.. (2004), An introduction to theories of human development. London, Sage Publications..
  • Santrock, J.W.. (2012), A Topical Approach to Life-Span Development (6th ed.)., New York: McGraw Hill..
  • Schaffer, H. R.. (2003), Introducing Child Psychology, Oxford: Blackwell.
  • Schaffer, H.R.. (2006), Key concepts in developmental psychology, London: Sage Publications..
  • Schaffer, D., & Kipp, K.. (2013), Developmental Psychology: child and adolescence (9th ed.)., Belmont, CA: Cengage Learning..
  • Smith, P.K., Cowie, H., & Blades, M.. (2011), Understanding Children's Development (5th ed.)., Chichester: Wiley..
Recommended Article/Paper Resources
  • Baltes, P. B.. (1987), Theoretical propositions of life-span developmental psychology: On the dynamics between growth and decline. Developmental Psychology, 23, 611-626..
  • Bronfenbrenner, U. & Ceci, S. J.. (1994), Nature-nurture reconceptualized in developmental perspective: A bioecological model. Psychological Review, 101, 568-586..
This module does not have any other resources
Discussion Note: