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: 10
| Orientation | Attendance Type | Semester | Year | ECTS |
|---|---|---|---|---|
| Psychology Applications in Education | Compulsory Course | 1 | 1 | 10 |
| Academic Year | 2022 – 2023 |
| Class Period | Winter |
| Faculty Instructors |
|
| Weekly Hours | 2 |
| Total Hours | 26 |
| Class ID | 600223835
|
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/1/600223835
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 relevant knowledge in the educational 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, students are expected to understand and elaborate on key issues regarding cognitive, language, emotional, and social development, focusing on childhood and adolescence. Mechanisms of change, developmental milestones, and basic factors of influence will be discussed, adopting a critical viewpoint on the literature and focusing especially on recent findings and current methods of investigation. Discussion will also focus on possible applications of relevant knowledge in educational settings.
Keywords
cognitive development, language development, emotional development, social development, child, adolescent, mechanisms of change, 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 in teaching
- Use of e-learning (moodle) for providing material to students, as well as for submitting and marking assignments
- Use of new technologies by the students for assignments
- 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. Αssignment on children’s - adolescents’ cognitive development (written CW & oral presentation - 40% of the final grade – group work).
2. Αssignment on children’s – adolescents’ socioemotional development (written CW & oral presentation - 60% of the final grade)
Student Assessment methods
- Written Assignment (Formative, Summative)
- Report (Formative, Summative)
Bibliography
Additional bibliography for study
Albarello, F., Crocetti, E., & Rubini, M. (2018). I and us: A longitudinal study on the interplay of personal and social identity in adolescence. Journal of youth and adolescence, 47(4), 689-702.
Barrouillet, P. (2015). Theories of cognitive development: From Piaget to today. Developmental Review, 38, 1-12.
Berk, L. (2019). Αναπτυξιακή Ψυχολογία: Η προσέγγιση της δια βίου ανάπτυξης. Αθήνα: Πολιτεία.
DeVries, R. (2000). Vygotsky, Piaget, and education: A reciprocal assimilation of theories and educational practices. New ideas in Psychology, 18(2-3), 187-213.
Dunn, W. L. & Craig, G. J. (2021). Κατανοώντας την ανάπτυξη του ανθρώπου. Αθήνα: Παπαζήση.
Eun, B. (2010). From learning to development: A sociocultural approach to instruction. Cambridge Journal of Education, 40(4), 401-418.
Feldman, R. S. (2011). Εξελικτική Ψυχολογία: Δια βίου ανάπτυξη – Ενιαίο. Εκδόσεις Γ. Δαρδανός - Κ. Δαρδανός Ο.Ε.
Leary, M. R. (2007). Motivational and emotional aspects of the self. Annual Review of Psychology, 58, 317-344.
Lerner, R. M., & Castellino, D. R. (2002). Contemporary developmental theory and adolescence: Developmental systems and applied developmental science. Journal of Adolescent Health, 31(6), 122-135
Lerner, R. M., Lerner, J. V., von Eye, A., Bowers, E. P., & Lewin-Bizan, S. (2011). Individual and contextual bases of thriving in adolescence: A view of the issues. Journal of adolescence, 34(6), 1107-1114
Lightfoot, C., Cole, M., & Cole, S. (2014, Επιμ. Ζ. Μπαμπλέκου). Η ανάπτυξη των παιδιών. Εκδ. Γ. Δαρδανός – Κ. Δαρδανός Ο.Ε.
Μπαμπλέκου Ζ. (2003). Η ανάπτυξη της μνήμης: Γνωστική διαδρομή στην παιδική ηλικία. Εκδόσεις Τυπωθήτω.
Ντούση, Ι., Γωνίδα, Ε., & Κιοσέογλου, Γ. (2019). Children’s cognitive and metacognitive performance during early childhood: Rate of growth and individual differences. Ψυχολογία: το περιοδικό της Ελληνικής Ψυχολογικής Εταιρείας, 24(1), 157-176. https://doi.org/10.12681/psy_hps.22419
Qi, H., & Roberts, K. P. (2019). Cultural Influences on the Development of Children's Memory and Cognition. Advances in Child Development and Behavior, 56, 183-225.
Ράλλη, Α. (2019). Γλωσσική Ανάπτυξη: Βρεφική, παιδική & εφηβική ηλικία. Αθήνα: Gutenberg.
Schacter, D. L., Gilbert D. T., & Wegner, D. M. (2012, Επιμ. Σ. Βοσνιάδου). Ψυχολογία. Εκδ. Gutenberg.
Schaffer, H. R. (2006). Key concepts in developmental psychology. Sage.
Schneider, W., & Ornstein, P. A. (2015). The development of children's memory. Child Development Perspectives, 9(3), 190-195.
Sebastian, C., Burnett, S., & Blakemore, S. J. (2008). Development of the self-concept during adolescence. Trends in Cognitive Sciences, 12(11), 441-446.
Silke, C., Brady, B., Boylan, C., & Dolan, P. (2018). Factors influencing the development of empathy and pro-social behaviour among adolescents: A systematic review. Children and Youth Services Review, 94, 421-436.
Slater, A. & Bremner, G. (2019, Επιμ. Β. Τσούρτου). Εισαγωγή στην Αναπτυξιακή Ψυχολογία. Θεσσαλονίκη: Εκδ. Τζιόλα.
Smith, L. B., & Thelen, E. (2003). Development as a dynamic system. Trends in Cognitive Sciences, 7(8), 343-348.
Smith, P. K.., Cowie, H., & Blades, M. (2018, Επιμ. Ε. Γαλανάκη). Κατανοώντας την ανάπτυξη των παιδιών. Θεσσαλονίκη: Εκδ. Τζιόλα.
Sternberg, R. J. (2015). Still Searching for the Zipperump‐a‐Zoo: A Reflection After 40 Years. Child Development Perspectives, 9(2), 106-110.
Sznycer, D. (2019). Forms and functions of the self-conscious emotions. Trends in cognitive sciences, 23(2), 143-157.
Tanti, C., Stukas, A. A., Halloran, M. J., & Foddy, M. (2011). Social identity change: Shifts in social identity during adolescence. Journal of adolescence, 34(3), 555-567.
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Last Update
15-03-2022
