Course Information
SchoolEarly Childhood Education
Cycle / Level1st / Undergraduate
Teaching PeriodWinter/Spring
CoordinatorZoe Bablekou
Course ID80003373

Programme of Study: UPS of School of Early Childhood Education (2012-today)

Registered students: 102
OrientationAttendance TypeSemesterYearECTS
CoreBackround CourseWinter/Spring-6

Class Information
Academic Year2019 – 2020
Class PeriodSpring
Faculty Instructors
Instructors from Other Categories
Weekly Hours3
Total Hours39
Class ID
Course Type 2016-2020
  • Background
Course Type 2011-2015
General Foundation
Mode of Delivery
  • Face to face
Language of Instruction
  • Greek (Instruction, Examination)
Learning Outcomes
Upon successful course completion, students will be able to: 1. define the major theories of child development, with an emphasis on cognitive development, 2. identify the basic developmental parameters of children's behavior in the nursery school, at home, as well as in everyday activities, 3. understand cognitive development during each age phase, using the theories taught as a tool, and 4) comprehend and identify the basic developmental aspects of children's cognitive operations (memory, language, thinking, and learning).
General Competences
  • Apply knowledge in practice
  • Adapt to new situations
  • Work autonomously
  • Work in teams
  • Work in an interdisciplinary team
  • Generate new research ideas
  • Appreciate diversity and multiculturality
  • Advance free, creative and causative thinking
Course Content (Syllabus)
Introduction to the study of human development. Fundamental questions – research methods in developmental psychology. Behavioral (or learning) theories (Pavlov, Skinner, Bandura). Psychodynamic theories (Freud, Erikson). Piaget’s theory of intellectual development and the NeoPiagetians. Information processing theory (Klahr, Siegler). Sociocultural theories (Bronfenbrenner, Bruner, Vygotsky). Cognitive development in infancy (sensory-motor, cognitive change), interaction with the world. Cognitive development in early childhood (language, memory, though), gender schema formation. Cognitive development in middle childhood (memory, reading, writing, intelligence)
Educational Material Types
  • Notes
  • Slide presentations
  • Audio
  • Multimedia
  • 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
Course Organization
Reading Assigment753
Written assigments361.4
Student Assessment
Student Assessment methods
  • Written Exam with Multiple Choice Questions (Summative)
  • Written Assignment (Formative)
Course Bibliography (Eudoxus)
Lightfoot, C., Cole, M. & Cole, S.R., (Επιμ. Ζ. Μπαμπλέκου). Η ανάπτυξη των παιδιών (2014). Εκδόσεις Gutenberg. Αθήνα. [Lightfoot, C., Cole, M. & Cole, S.R., (Ed. in Greek, Z. Bablekou) The development of children (2014). Gutenberg. Athens.]
Additional bibliography for study
Μπαμπλέκου Ζ. (2003). Η ανάπτυξη της μνήμης: Γνωστική διαδρομή στην παιδική ηλικία. Εκδόσεις Τυπωθήτω. Αθήνα. [Bablekou, Z. (2003). Memory development: A cognitive route through childhood. G. & K. Dardanos Publishers. Athens.] Εξειδικευμένη βιβλιογραφία που ανακοινώνεται κατά τη διδασκαλία συγκεκριμένων θεματικών [Specialized references durig classes]. Specialized references during classes.
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