What makes us the people we are? Babyhood, adolescence, adulthood and old age all present their challenges. Whether you are thinking of continuing studying to degree level or looking at developing from a more practical and personal point of view, there will be opportunities for discussion, observation and improving study skills. This self-contained course offers an introduction to developmental psychology for students who will pursue the subject no further and as a foundation for those who will continue to study psychology. 

The aims of the module are to introduce psychology as it relates to human development and learning. The module presents some of the main theories in developmental psychology and methods of enquiry. The module aims to familiarise students with influential theorists, terminology and methodology relevant to developmental psychology.

Knowledge and Understanding:

Students should be able to identify distinctive psychological approaches to the study of development and learning and describe specific aspects of human development including cognitive, social and linguistic development

Intellectual Skills:

Students should be able to compare and contrast theories and be able to draw from empirical research effectively

Discipline Specific (including practical) Skills:

Students should be able to analyse and evaluate the methodological basis of developmental psychology research and comment on the techniques used and how well these answer the questions they set out to answer.

Transferable Skills:

Students should be able to keep a journal recording their learning throughout the course and write an academic essay; in both tasks they should be able to reference their written work using the Harvard Referencing System. In order to complete the assessment students will develop time management and organisational skills. Students should also be able to contribute to group discussions and work individually.

The course will be taught weekly and there will be 20 contact hours. Students are expected to supplement their learning with independent private study and readings will be supplied for home learning. The teaching/learning strategy for this module will have an emphasis on 'active learning' for the learner in developing an understanding of the subject matter and its relevance to the real world. The learning outcomes will be met through lectures, debates, group discussions and seminar presentations.

The module will be assessed on the basis of a course journal and one 1,000 word assignment. The course journal will be used to assess the extent to which students can identify distinctive psychological approaches to the study of development and learning and describe specific aspects of human development including cognitive, social and linguistic development that have been delivered across the course. The assignment will be used to assess student’s ability to compare and contrast theories, be able to draw from empirical research effectively and analyse and evaluate the methodological basis of developmental psychology research focusing on any two of the six theorists introduced in sessions 1-5. Both methods of assessment will expect students to manage their time effectively, present organised written work and employ the Harvard Referencing System.

50% - Essay

50% - Reflective Journal

Course Programme:

1. Introduction to the Course – What is developmental psychology? / Assessment Guide
2. Cognitive Development – Piaget / Moral Development - Kohlberg
3. Socio-cultural Development – Vygotsky
4. Behaviourism – Watson and Skinner
5. Psychoanalytical Theory – Freud / Psychosocial Approaches
6. Assignment workshop / Harvard Referencing
7. Language Development
8. Evaluating a Research Study – interrogating social research methods
9. Life Stage Theory – Erikson / Life Course Theory
10. Course Overview / Portfolio Check and Submission / Assignment Submission

Indicative reading list:

Gleason, J. B. (2005). (Ed.), The development of language (sixth edition). Boston: Pearson.

Harris, M. and Butterworth, G. (2002). Developmental psychology. A student's handbook. Hove: Psychology Press.

Kehily, M. J. (Ed). (2009). An introduction to childhood studies (second edition). Maidenhead: Open University Press

Wood, C., Littleton, K. and Sheehy, K. (2006). Developmental Psychology in Action. Oxford: Blackwell

Zeedyk, M. (2008). What’s life in a baby buggy like?: The impact of buggy orientation on parent-infant interaction and infant stress. http://www.literacytrust.org.uk.