Module Code: H6LDE
Long Title Lifespan Development
Title Lifespan Development
Module Level: LEVEL 6
EQF Level: 5
EHEA Level: Short Cycle
Credits: 10
Module Coordinator: Rebecca Maguire
Module Author: Grainne Kent
Departments: School of Business
Specifications of the qualifications and experience required of staff  
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 impact on research and applications.
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 Lifespan Development
Basic concepts and methods Theories of Development Research methods in Lifespan Development
• 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
Summary and Overview of Course
Assessment Breakdown%
End of Module Assessment50.00%


Full Time

Assessment Type: Written Report % of total: 30
Assessment Date: n/a Outcome addressed: 1,2,3,4
Non-Marked: No
Assessment Description:
Assessment Type: Practical (0260) % of total: 20
Assessment Date: n/a Outcome addressed: 1,2,3,4
Non-Marked: No
Assessment Description:
End of Module Assessment
Assessment Type: Terminal Exam % of total: 50
Assessment Date: End-of-Semester Outcome addressed: 1,2,3,4
Non-Marked: No
Assessment Description:
End-of-Semester Final Examination
No Workplace Assessment

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 No Description 48 Every Week 48.00
Tutorial No Description 12 Every Week 12.00
Independent Learning No Description 190 Once per semester 15.83
Total Weekly Contact Hours 60.00

Module Resources

Recommended Book Resources
  • Boyd, D. & Bee, H.. (2015), Lifespan development, 7th. Harlow, Pearson.
  • John Santrock. Life-Span Development, McGraw-Hill Humanities/Social Sciences/Languages, p.800, [ISBN: 0073532096].
  • O’Brien, E.. (2013), Human Growth and Development, Gill & Macmillan..
  • H. Rudolph Schaffer. (2006), Key concepts in developmental psychology, SAGE, London, [ISBN: 9780761943457].
Supplementary Book Resources
  • Denise G. Boyd, Helen L. Bee.. (2011), The developing child, 13th. Harlow; Pearson Education Limited, p.602, [ISBN: 9781292020808].
  • Rutter, M. & Rutter, M.. (1993), Developing Minds. Continuity and Change across the Lifespan, Penguin.
  • Schaffer, H. R.. (2004), Introducing Child Psychology, Blackwell.
  • Shaffer, D & Kipp, K.. (2014), Developmental psychology : childhood and adolescence, 9th. Cengage Learning, Belmont, CA.
  • Kathleen Stassen Berger. (2011), The Developing Person Through the Life Span, 8th. Worth Publishers, New York, p.667, [ISBN: 9781429232036].
  • Patricia H. Miller. (2011), Theories of Developmental Psychology, 5th. Worth Publishers, p.518, [ISBN: 1429216344].
  • Neil J. Salkind. An introduction to theories of human development, Thousand Oaks, Calif. ; Sage Publications, c2004., [ISBN: 9780761926399].
  • John Santrock. A Topical Approach to Life-Span Development, McGraw-Hill Humanities/Social Sciences/Languages, [ISBN: 0078035139].
  • Peter K. Smith, Helen Cowie, Mark Blades. Understanding Children's Development, Wiley-Blackwell, [ISBN: 1405176016].
  • Crain. W.. (2011), Theories of Development, Prentice Hal, Paperback(2010), [ISBN: 9780205008629].
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, p.611-6.
  • Bronfenbrenner, U. & Ceci, S. J.. (1994), Nature-nurture reconceptualized in developmental perspective: A bioecological model., Psychological Review, 101, p.568-5.
This module does not have any other resources
Discussion Note: