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 |
Module Coordinator: |
Barry Coughlan |
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 |
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 Assessment | 100.00% |
AssessmentsFull Time
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 |
|
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.
-
Alan Slater,J. Gavin Bremner. (2017), An Introduction to Developmental Psychology, John Wiley & Sons, p.852, [ISBN: 1118767209].
| 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 |
---|
|