PSYCHOLOGY AND SCHOOL
| Title | ΨΥΧΟΛΟΓΙΑ ΚΑΙ ΣΧΟΛΕΙΟ / PSYCHOLOGY AND SCHOOL |
| Code | Υ-1 |
| Faculty | Education |
| School | Primary Education |
| Cycle / Level | 1st / Undergraduate |
| Teaching Period | Winter/Spring |
| Coordinator | Ioanna Bibou |
| Common | Yes |
| Status | Inactive |
| Course ID | 80003842 |
| Academic Year | 2018 – 2019 |
| Class Period | Winter |
| Faculty Instructors |
|
| Weekly Hours | 3 |
| Total Hours | 39 |
| Class ID | 600130911
|
Class Schedule
| Building | Παιδαγωγικό (Αρχ. Μουσείου 29, A) |
| Floor | Όροφος 2 |
| Hall | ΑΜΦΙΘΕΑΤΡΟ (322) |
| Calendar | Δευτέρα 09:00 έως 12:00 |
Type of the Course
- Background
- General Knowledge
- Scientific Area
Course Category
Specific Foundation / Core
Mode of Delivery
- Face to face
Digital Course Content
- e-Study Guide https://qa.auth.gr/en/class/1/600130911
- At the Website of the School:
Language of Instruction
- Greek (Instruction, Examination)
Learning Outcomes
On the completio of the course students will be able to:
Discriminate basic developmental processes which are responseble for school adjustment.
Detect protective and damaging factors in school and wider social environment which are connected to psychosocial development.
Organize and create ways and practices for intervention in schools.
Create ways of cooparation with professionals and parents.
General Competences
- Apply knowledge in practice
- Adapt to new situations
- Make decisions
- Work autonomously
- Appreciate diversity and multiculturality
- Be critical and self-critical
Course Content (Syllabus)
The general objective of the module is to present in a critical way, an understanding of the “normal” child development and the processes involved; these are presented in relation to the dynamic changes in the cognitive, emotional, social and moral process. Issues of continuity versus discontinuities are discussed in relation to the main psychosocial systems of children, namely the family, the school, and the community. More specifically, we deal with a) the basic theoretical /applied psychological models that interpret human development and its “deviations”, focusing upon the school age b) examples of research findings that inform school policies in relation to the cognitive, emotional and social-moral child development and c) psychosocial contexts of development, such as the family and the school. Children are acknowledged as competent agents of social interaction since their birth. The concepts of adequacy, resilience, protective and risk factors are explained as mediators or moderators of children’s well being. Finally, we end by highlighting the conditions of good-enough schools working as communities and good-enough, resilient future teachers for their students’ well being.
Keywords
Development, Psychological health, learning, cognitive mechanisms, social and emotional processes
Educational Material Types
- Notes
- Slide presentations
- Multimedia
- Interactive excersises
- Book
Use of Information and Communication Technologies
Use of ICT
- Use of ICT in Course Teaching
- Use of ICT in Communication with Students
Course Organization
| Activities | Workload | ECTS | Individual | Teamwork | Erasmus |
|---|---|---|---|---|---|
| Lectures | 60 | 2 | ✓ | ||
| Internship | 30 | 1 | ✓ | ||
| Exams | 60 | 2 | ✓ | ||
| Total | 150 | 5 |
Student Assessment
Student Assessment methods
- Written Exam with Short Answer Questions (Formative, Summative)
- Written Exam with Extended Answer Questions (Formative, Summative)
- Report (Formative, Summative)
Bibliography
Course Bibliography (Eudoxus)
Cole, M. & Cole, S. (2011). Η ανάπτυξη των παιδιών. Αθήνα: Τυπωθύτω, Γιώργος Δαρδανός.
Additional bibliography for study
Feldman, R. (2010). Εξελικτική Ψυχολογία. Αθήνα: Gutenberg.
Last Update
06-07-2016
