Developmental Psychology
| Title | Αναπτυξιακή Ψυχολογία / Developmental Psychology |
| Code | ΣΧ-101 |
| Faculty | Philosophy |
| School | Psychology |
| Cycle / Level | 2nd / Postgraduate |
| Teaching Period | Winter |
| Common | No |
| Status | Active |
| Course ID | 600016403 |
Programme of Study: Scholikī PSychología (2020-2022)
Registered students: 0
| Orientation | Attendance Type | Semester | Year | ECTS |
|---|---|---|---|---|
| Psychology Applications in Education | Compulsory Course | 1 | 1 | 10 |
| Academic Year | 2018 – 2019 |
| Class Period | Winter |
| Faculty Instructors |
|
| Weekly Hours | 2 |
| Total Hours | 26 |
| Class ID | 600131832
|
Course Type 2011-2015
Specific Foundation / Core
Mode of Delivery
- Face to face
Digital Course Content
- e-Study Guide https://qa.auth.gr/en/class/1/600131832
Language of Instruction
- Greek (Instruction, Examination)
Prerequisites
General Prerequisites
There are no prerequisites for this unit.
Learning Outcomes
By the end of the unit, a student will be able to:
• describe and analyze development (cognitive, language, social and emotional) during infancy and toddlerhood (for some children, first preschool years), in relation to contexts of development and sociocultural influences.
• critically approach relevant theoretical frameworks and research evidence, and think creatively and argue efficiently on their basis.
• efficiently review the literature and organize, analyze and combine theoretical suggestions and research findings
• reflect on issues regarding children’s and adolescents’ development, indicate future research directions, and discuss application of knowledge to enhance development in the school setting.
General Competences
- Retrieve, analyse and synthesise data and information, with the use of necessary technologies
- Work autonomously
- Appreciate diversity and multiculturality
- Be critical and self-critical
- Advance free, creative and causative thinking
Course Content (Syllabus)
In the context of the unit’s lectures and seminars, students are required to enrich and deepen their understanding of cognitive, language, emotional, and social development, focusing on the childhood (early and middle) and adolescence periods. The course and outcomes of development will be discussed in relation to its context (family, school, sociocultural environment), indicating in parallel, factors that might affect school performance. Special emphasis will be placed on the presentation and analysis of recent methodological approaches and research findings, aiming for the discussion of the contribution as well as limitations of core theoretical frameworks, and the indication of future research directions and application of knowledge in the school setting.
Keywords
cognitive development, language development, emotional development, social development, child, adolescent, contexts of development
Educational Material Types
- Notes
- Slide presentations
- Video lectures
- Book
Use of Information and Communication Technologies
Use of ICT
- Use of ICT in Course Teaching
- Use of ICT in Communication with Students
- Use of ICT in Student Assessment
Description
- Use of powerpoint during the classes
- Use of e-learning (moodle) for providing material to students, as well as submitting and marking assignments
- Students are expected to use new technologies for their assignments
- Electronic Communication with the students (via e-mail/ Department's website)
Course Organization
| Activities | Workload | ECTS | Individual | Teamwork | Erasmus |
|---|---|---|---|---|---|
| Lectures | 117 | ✓ | ✓ | ||
| Reading Assigment | 65 | ✓ | ✓ | ||
| Tutorial | 13 | ✓ | ✓ | ||
| Written assigments | 65 | ✓ | |||
| Total | 260 |
Student Assessment
Description
1. Written assignment (40% of the final grade): Review of the recent literature on a given topic, reflection on the review method, study and selection of relevant papers, analysis of the papers’ content and organization and presentation (in a table format) of the studies’ aims, research questions / hypotheses, methodology, and findings - conclusions
2. Written assignment (60% of the final grade): Study of papers – books in relation to the topic, summary, critical analysis and synthesis of evidence – conclusions, discussion of future research directions and applications of knowledge in the school setting
Student Assessment methods
- Written Assignment (Formative, Summative)
- Report (Formative, Summative)
Bibliography
Additional bibliography for study
Προτεινόμενη Βιβλιογραφία:
Craig, G. & Baucum, D. (2008). Η ανάπτυξη του ανθρώπου (Τόμοι Α’ και Β). Αθήνα: Παπαζήση.
Berk, L. (2015, Επιμ. Χ. Τζορμπατζούδης). Ανάπτυξη του Παιδιού. Εκδοτικός Όμιλος ΙΩΝ.
Berk, L. (2016, Επιμ. Ε. Μακρή- Μπότσαρη). H ανάπτυξη των βρεφών, των παιδιών και των εφήβων. Εκδοτικός Όμιλος ΙΩΝ.
Feldman, R. S. (2011, Επιμ. Η. Μπεζεβέγκης). Εξελικτική ψυχολογία: Δια βίου ανάπτυξη. Εκδ. Gutenberg
Lehalle, H. & Mellier, D. (2010, Επιμ. Λ. Μπεζέ). Ψυχολογία της ανάπτυξης. Εκδ. Πεδίο
Lightfoot, C., Cole, M., & Cole, S. (2014, Επιμ. Ζ. Μπαμπλέκου). Η ανάπτυξη των παιδιών. Εκδ. Γ. Δαρδανός – Κ. Δαρδανός Ο.Ε.
Μότσιου, Ε. (2017). Εισαγωγή στην ανάπτυξη της γλώσσας. Εκδόσεις Open University Press
Μπαμπλέκου Ζ. (2003). Η ανάπτυξη της μνήμης: Γνωστική διαδρομή στην παιδική ηλικία. Εκδόσεις Τυπωθήτω.
Schacter, D. L., Gilbert D. T., & Wegner, D. M. (2012, Επιμ. Σ. Βοσνιάδου). Ψυχολογία. Εκδ. Gutenberg.
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Last Update
08-02-2019
