DEVELOPMENTAL PSYCHOLOGY: SOCIO-COGNITIVE DEVELOPMENT

Course Information
TitleΕΞΕΛΙΚΤΙΚΗ ΨΥΧΟΛΟΓΙΑ: ΚΟΙΝΩΝΙΚΟΓΝΩΣΤΙΚΗ ΑΝΑΠΤΥΞΗ / DEVELOPMENTAL PSYCHOLOGY: SOCIO-COGNITIVE DEVELOPMENT
CodeΨΥ-836
FacultyPhilosophy
SchoolPsychology
Cycle / Level1st / Undergraduate
Teaching PeriodSpring
CommonNo
StatusActive
Course ID600013568

Programme of Study: PPS Tmīmatos PSychologías (2017-sīmera)

Registered students: 28
OrientationAttendance TypeSemesterYearECTS
KORMOSElective Courses844

Class Information
Academic Year2020 – 2021
Class PeriodSpring
Faculty Instructors
Weekly Hours2
Total Hours26
Class ID
600168099
Course Type 2016-2020
  • Scientific Area
Course Type 2011-2015
Knowledge Deepening / Consolidation
Mode of Delivery
  • Distance learning
Language of Instruction
  • Greek (Instruction, Examination)
Prerequisites
General Prerequisites
Good knowledge of English for the use of international literature. Given that it is an advanced course, it is recommended students to have successfully completed Developmental Psychology I and Developmental Psychology II.
Learning Outcomes
Upon successful completion of the course, students are expected to have achieved the following learning outcomes: (a) deep understanding of the contemporary theoretical perspectives regarding the development of cognitive processes as well as the development of socio-moral thinking, (b) awareness of the current research questions and the perspectives of future research in the above referred domain according to the international literature, (c) competence to associate the different theoretical perspectives to their educational applications.
General Competences
  • Apply knowledge in practice
  • Retrieve, analyse and synthesise data and information, with the use of necessary technologies
  • Adapt to new situations
  • Make decisions
  • Work autonomously
  • Work in teams
  • Generate new research ideas
  • Appreciate diversity and multiculturality
  • Respect natural environment
  • Demonstrate social, professional and ethical commitment and sensitivity to gender issues
  • Be critical and self-critical
  • Advance free, creative and causative thinking
Course Content (Syllabus)
The course aims to familiarize students with the current research questions in the field of cognitive development and the development of socio-moral reasoning as well as with the prospectives for future research. It focuses on the major theories of cognitive development and socio-moral reasoning including both older and contemporary ones, on their critical review, the relevant research findings and their potential applications in education. In particular, the following topics are discussed during the semester: (1) Psychology of cognitive development: Introductory issues and research methods. (2) Constructivism: Vygotsky’s and Piaget’s views of cognitive development. (3) Putting Piaget’s and Vygotsky’s theory into perspective. (4) Information processing views of cognitive development. Principles, research and classroom applications. Critical review. (5) Neo-Piagetian theories of cognitive development: J. Pascual-Leone, K. Fischer, R. Case. Principles, research and classroom applications. Critical review. (6) Knowledge restructuring theories: Principles, research and classroom applications. Critical review. (7) Development of moral and prosocial reasoning: Theoretical and methodological issues, constractivistic approaches (Piaget, Kohlberg). (8) Critical review of Kohlberg’s theory: The theory of C. Gilligan. Methodological and ethical issues. Promoting moral development in the classroom.
Keywords
cognitive development, socio-moral reasoning, methodological issues, critical review.
Educational Material Types
  • Notes
  • Slide presentations
  • Video lectures
  • Multimedia
  • Book
Use of Information and Communication Technologies
Use of ICT
  • Use of ICT in Course Teaching
  • Use of ICT in Communication with Students
Description
- Online teaching (due to the pandemic) - Use of powerpoint during the classes - Use of (elearning (moodle) - Electronic Communication with the students (via e-mail, via elearning, use of the Department's website) - The course is also available as a Massive Online Open Course (MOOCS) in the following address: http://www.opencourses.gr/opencourse.xhtml?id=15797&ln=el
Course Organization
ActivitiesWorkloadECTSIndividualTeamworkErasmus
Lectures391.5
Fieldwork130.5
Exams522
Total1044
Student Assessment
Description
- Oral exams in small groups - In-class presnetation of selected literature - Presentation of the exercises on experimentation skills (carrying out clasical experiments measuring cognitive and socio-cognitive development like Piaget's experiments and Kohlberg's moral dilemmas / on a voluntary basis) The above procedure is described in the Course Sullabus.
Student Assessment methods
  • Oral Exams (Summative)
  • Performance / Staging (Summative)
  • Labortatory Assignment (Summative)
Bibliography
Course Bibliography (Eudoxus)
1. Siegler, R. S. (2002, translated in Greek). How children think. Athens: Gutenberg (Editor of the Greek edition: Stella Vosniadou). 2. Smith, P. K.., Cowie, H., & Blades, M. (2018, Επιμ. Ε. Γαλανάκη). Κατανοώντας την ανάπτυξη των παιδιών. Θεσσαλονίκη: Εκδ. Τζιόλα.
Additional bibliography for study
Προτεινόμενη βιβλιογραφία Barrouillet, P. (2015). Theories of cognitive development: From Piaget to today. Developmental Review, 38, 1-12. Carey, S., Zaitchik, D., Bascandziev, I. (2015). Theories of development: In dialog with Jean Piaget. Developmental Review, 38, 36-54. Daiute, C., & Lee, C. D. (2019). Studying cognitive development in digital playgrounds. Cognitive Development, 49, 33-42. Demetriou, A. (2010). Neo-Piagetian theories of cognitive development. In W. Schneider & F. Wilkening (Eds.), Theorien, modelle, und methoden der Endwicklungpsychologie. Gotingen: Hogrefe-Verlag. Demetriou, A., & Kyriakides, L. (2005). The functional and developmental organization of cognitive developmental sequences. British Journal of Educational Psychology, 1-35. Demetriou, A., Spanoudis, G., Mouyi, A. (2011). Educating the developing mind: towards an overarching paradigm. Educational Psychology Review. DOI 10.1007/s10648-011-9178-3 Demetriou, A., Makris, N., Tachmatzidis, D., & Spanoudis, G. (2019). Decomposing the influence of mental processes on academic performance. Intelligence, 77. DOI: 10.1016/j.intell.2019.101404 Δημητρίου, Α. Π. (1993). Γνωστική ανάπτυξη: Μοντέλα, μέθοδοι, εφαρμογές. Θεσσαλονίκη: Art of Text. Fischer, K. W. (2008). Dynamic cycles of cognitive and brain development: Measuring growth in mind, brain, and education. In A. M. Battro, K. W. Fischer & P. Léna (Eds.), The educated brain (pp. 127-150). Cambridge U.K.: Cambridge University Press. Gredler, M. E. (2011). Understanding Vygotsky for the classroom: Is it too late? Educational Psychology Review. DOI 10.1007/s10648-011-9183-6 Lourenco, O. (2012). Piaget and Vygotsky: Many resemblances, and a crucial difference. New Ideas in Psychology, 30, 281-295. Lourenco, O. M. (2016). Developmental stages, Piagetian stages in particular: A critical review. New Ideas in Psychology, 30, 123-137. Markoulis, D. (2000). Cognitive, sociomoral and family influences on adolescent’s political ideology. In R. Reichenback and F. Oser (Eds), Zwischen Pathos und Ernuchterung (pp. 184-198). Freiburg: University of Freiburg Press. Μισαηλίδη, Π. (2002). Η κατανόηση του νου στην παιδική ηλικία. Αθήνα: Τυπωθήτω – Δαρδανός. Ντούση, Ι., Γωνίδα, Ε., & Κιοσέογλου, Γ. (2019). Γνωστική και μεταγνωστική επίδοση παιδιών κατά την προσχολική και πρώτη σχολική ηλικία: Ρυθμός ανάπτυξης και ατομικές διαφορές. Ψυχολογία, 24, 157-176. Πνευματικός, Δ., & Μακρής, Ν. (2011). Η έννοια του Θεού: εννοιολογική αλλαγή και νοητικά μοντέλα παιδιών και εφήβων. Ψυχολογία, 18, 1-19. Rochat, P. (2015). Layers of awareness in development. Developmental Review, 38, 122-145. Shayer, M. (2003). Not just Piaget; not just Vygotsky, and certainly not Vygotsky as alternative to Piaget. Learning and Instruction, 13, 465-485. Smith, L., Dockrell, J., & Tomlison, P. (1997). Piaget, Vygotsky and beyond: Future issues for developmental psychology and education. London: Routledge. Spruijta, A. M., Ziermansa, T. B., Dekkera, M. C., & Swaaba, H. (2020). Educating parents to enhance children’s reasoning abilities: A focus on questioning style. Journal of Applied Developmental Psychology, 66. https://doi.org/10.1016/j.appdev.2019.101102 Τόμπρου, Δ. Μ., Ντόλκα, Ε., Παπαδάτου-Παστου, Μ. (2017). Το νευροβιολογικό υπόστρωμα της νοημοσύνης: Ανατομικά και λειτουργικά χαρακτηριστικά που συνδέονται με γνωστικές ικανότητες. Ψυχολογία, 22, 14-29. Van der Graaff, J., Carlo, G., Crocceti, E., Koot, H. M., Branje, S. (2018). Prosocial behavior in adolescence: Gender differences in development and links with empathy. Journal of Youth Adolescence, 47, 1086–1099. Vygotsky, L. (1997). Νους στην κοινωνία.. Αθήνα: Gutenberg.(Επιμ.: Σ. Βοσνιάδου) Φωτακοπούλου, Ο., & Μαρκουλής Δ. (2011). Πολιτικός προσανατολισμός, πολιτική σκέψη και κοινωνικο-ηθική κρίση: Βίοι παράλληλοι; Ψυχολογία, 18, 440-467.
Last Update
02-06-2021