Run by School of Psychology
10 Credits or 5 ECTS Credits
Organiser: Dr Mihela Erjavec
Overall aims and purpose
This module focuses on biological, cognitive, and social development processes and their interrelations. In the first part of the module, students are presented with a critical overview of the main theories and approaches to the study of basic processes in development, with an emphasis on their origins in childhood. In later lectures, some of the applications of developmental research are presented and discussed.
In the first part of the module, topics covered in lectures will include: Introduction to developmental psychology; Prenatal development and birth; Early development, perception, and learning; Piagetian view of cognitive development; Vygotskian theory and context for development; Development of social cognition, imitation, and theory of mind; Development of language and communication; Development of emotions and attachment.
In the second part of the module, through lectures and guest talks, we will consider the ways in which research findings can be applied to improve developmental outcomes in children, adolescents, adults, and families.
Adequate answer to the question, largely based on lecture material. No real development of argumnets. Demonstrates familiarity with key developmental concepts introduced in the Module but without elaboration. Minor errors. Students who perform at this level would receive D-, D, or D+ grades.
Reasonably comprehensive coverage. Well organised and structured. Good understanding of the material. Evidence of engagement and understanding of all developmental concepts introduced in the Module. Students who only just reach this level would receive C-, C, or C+ grades. Those who show more accomplished performances would receive B-, B, or B+ grades.
Comprehensive and accurate coverage of the area clarity of argument and expression. Depth of insight into theoretical issues. Evidence of wider reading and detailed knowledge of developmental topics covered in the Module. Students who perform at this level would receive A-, A, A+, or A* grades.
Understand major concepts in developmental psychology and theoretical approaches to the study of child development, including biological, cognitive, and social developmental perspectives.
Critically evaluate issues surrounding some of the major topics studied by developmental psychologist within the framework of relevant theoretical perspectives.
Consider developmental psychology as a science in its wider societal and cultural context; examine some of its key concepts, ethical issues, and political influences.
Understand research methods used to investigate the origins of individual differences in children and evaluate their strengths and limitations.
Describe the major stages and processes in children’s cognitive, language, and social development.
Examine the broader context in which development occurs.
Understand the origins and impact of some of main childhood development issues and evaluate the effectiveness of the interventions designed to alleviate these problems.
Communicate some of recent research in developmental psychology in a way that can be helpful to specified target (specialist or lay) audiences.
Working independently, search the literature to learn about methods and findings used to investigate specific topics, and consider their strengths and shortcomings.
Teaching and Learning Strategy
- Literacy - Proficiency in reading and writing through a variety of media
- Numeracy - Proficiency in using numbers at appropriate levels of accuracy
- Computer Literacy - Proficiency in using a varied range of computer software
- Self-Management - Able to work unsupervised in an efficient, punctual and structured manner. To examine the outcomes of tasks and events, and judge levels of quality and importance
- Exploring - Able to investigate, research and consider alternatives
- Information retrieval - Able to access different and multiple sources of information
- Critical analysis & Problem Solving - Able to deconstruct and analyse problems or complex situations. To find solutions to problems through analyses and exploration of all possibilities using appropriate methods, rescources and creativity.
- Safety-Consciousness - Having an awareness of your immediate environment, and confidence in adhering to health and safety regulations
- Presentation - Able to clearly present information and explanations to an audience. Through the written or oral mode of communication accurately and concisely.
- Mentoring - Able to support, help, guide, inspire and/or coach others
- Caring - Showing concern for others; caring for children, people with disabilities and/or the elderly
- Argument - Able to put forward, debate and justify an opinion or a course of action, with an individual or in a wider group setting
- Self-awareness & Reflectivity - Having an awareness of your own strengths, weaknesses, aims and objectives. Able to regularly review, evaluate and reflect upon the performance of yourself and others
Subject specific skills
- Understand the scientific underpinnings of psychology as a discipline.
- Apply multiple perspectives to psychological issues and integrate ideas and findings across the multiple perspectives in psychology.
- Communicate psychological concepts effectively in written form.
- Be computer literate for the purpose of processing and disseminating psychological data and information.
- Retrieve and organise information effectively.
- Handle primary source material critically.
- Be sensitive and react appropriately to contextual and interpersonal psychological factors.
- Use effectively personal planning and project management skills.
- Work effectively under pressure (time pressure, limited resources, etc) as independent and pragmatic learners.
- Problem-solve by clarifying questions, considering alternative solutions, making critical judgements, and evaluating outcomes.
- Reason scientifically and demonstrate the relationship between theory and evidence.
- Comprehend and use psychological data effectively, demonstrating a systematic knowledge of the application and limitations of various research paradigms and techniques.
- Employ evidence-based reasoning and examine practical, theoretical and ethical issues associated with the use of different methodologies, paradigms and methods of analysis in psychology.
- Be aware of ethical principles and approval procedures.
Resource implications for students
Core reading for this module is: Shaffer, D.R., & Kipp, K. (2014). Developmental Psychology: Childhood and Adolescence. (9th Ed.) International Edition. London: Thompson. Students are strongly advised to buy the core text. As we used the same text over several years, there should be numerous second-hand copies for sale by previous students. The earlier edition of the same text is acceptable (the students need to ascertain the corresponding chapters). There are a limited number of these books in the Library, although reliance on these resources requires good planning. Additional reading will be made available to the class through Blackboard. Required reading for each lecture topic will be indicated in class.
Talis Reading listhttp://readinglists.bangor.ac.uk/modules/ppp-2011.html
Courses including this module
Compulsory in courses:
- X320: BA Astudiaethau Plentyndod ac Ieuenctid a Seicoleg year 2 (BA/APIS)
- MC98: BA Criminology/Psychology year 2 (BA/CRP)
- X319: BA Childhood and Youth Studies and Psychology year 2 (BA/CYP)
- X313: BA Childhood and Youth Studies year 2 (BA/CYS)
- CQ83: BA English Language & Psychology year 2 (BA/ELPSY)
- R181: BA French with Psychology (with International Experience) year 2 (BA/FPIE)
- R1C8: BA French with Psychology year 2 (BA/FPSY)
- R2C8: BA German with Psychology year 2 (BA/GPSY)
- Q1C8: BA Linguistics and Psychology year 2 (BA/LP)
- CQ81: BA Psychology/Linguistics year 2 (BA/PL)
- CL83: BA Sociology/Psychology year 2 (BA/PS)
- C842: Psych with Health Psych year 2 (BA/PSYH)
- CL84: BA Social Policy/Psychology year 2 (BA/SPP)
- C8X1: BSc Psychology with Child Language Development (Int Exp) year 2 (BSC/PCIE)
- C880: BSC Psych with Cl & Hlth Psych year 2 (BSC/PHS)
- C88B: BSc Psychology w Clin & Health Psy (4yr with Incorp Found) year 2 (BSC/PHS1)
- 8X44: BSc Psychology with Clinical & Health Psychology (Int Exp) year 2 (BSC/PHSIE)
- C804: BSc Psychology (with International Experience) year 2 (BSC/PIE)
- C800: BSC Psychology year 2 (BSC/PS)
- C81B: BSc Psychology (4 year with Incorporated Foundation) year 2 (BSC/PS1)
- C8X9: BSC Psychology w.Chld Lng. Dvlpmnt year 2 (BSC/PSCLD)
- C801: BSC Psychol w Neuropsychol year 2 (BSC/PSYN)
- C83B: BSc Psychology with Neuropsychology (4yr with Incorp Found) year 2 (BSC/PSYN1)
- C809: BSc Psychology with Neuropsy (with International Experience) year 2 (BSC/PSYNIE)
- 2R87: BSc Psychology with Business year 2 (BSC/PWB)
- C82B: BSc Psychology with Business (4yr with Incorp Foundation) year 2 (BSC/PWB1)
- 2R88: BSc Psychology with Business with International Experience year 2 (BSC/PWBIE)
- C680: BSc Sport and Exercise Psychology year 2 (BSC/SEXP)
- C808: MSci Psychology with Clinical & Health Psychology year 2 (MSCI/PHS)
- C807: MSci Psychology year 2 (MSCI/PS)