social and developmental psychology

Topics: Developmental psychology, Child development, Kohlberg's stages of moral development Pages: 17 (3808 words) Published: April 26, 2014


Department of Psychology

Social and Developmental Psychology 1
Extended Handbook Spring Term
(Developmental Psychology)
2013 - 2014

Module Code: PSY020C152Y (Study Abroad PSY010C911S)

Room: G033

Day/Time: Tuesday 11am – 12.45pm

1. MODULE DETAILS: Tutors

2. RATIONALE

3. LEARNING OUTCOMES

4. ORGANISATION OF MODULE

5. ASSESSMENT

All students are required to refer to the Assessment Criteria that are listed in the Psychology Student Handbook.

6. CORE READING For DEVELOPMENTAL PSYCHOLOGY

6. PROGRAMME: Please Note:

7. PROGRAMME DETAILS: Note this is subject to change – please check notices regularly on StudyZone

7. TIMETABLE FOR SPRING TERM (DEVELOPMENTAL PSYCHOLOGY)

(Provisional – Please check Moodle for any changes and announcements)

Week 2: Introduction. History and Theory. (Dr Mark Wright)

In this introductory lecture we will cover historical approaches to the study of child development and examine the core issues in contemporary developmental theory. Contemporary theories of child development are the result of centuries of change in cultural values, philosophical thinking about childhood, and scientific progress. The core issues for developmental theory centre on three key questions: 1) Is the course of development continuous or discontinuous? 2) Does one course of develoment charactise all children or are there many possible courses? 3) Are genetic or environmental factors more important in influencing development?

SET READING

Berk, L. (2012). Child Development (9th ed.). London: Allyn & Bacon. Chapter 1 (pp. 4-32).

BACKGROUND READING

Bronfenbrenner, U. & Evans, G. W. (2000). Developmental science in the 21st century: Emerging questions, theoretical models, research designs and empirical findings. Social Development, 9 (1), 115-125.

Scarr, S (1992). Developmental Theories for the 1990’s: Development and individual differences. Child Development, 63, 1-19.

Spencer, J. P., Blumberg, M. S., McMurray, B. Robinson, S. R., Samuelson, L. K., & Tomblin, J, B. (2009). Short arms and talking eggs: Why we should no longer abide the nativist-empiricist debate. Child Development Perspectives, 3(2), 79-87.

Stiles, J. (2009). On genes, brains, and behavior: Why should developmental psychologists care about brain development? Child Development Perspectives, 3(3), 196-202.

Week 3: Methods and Ethics (Dr Jennifer Mayer)

How do we discover what babies understand and assess their developing capabilities before they are old enough to tell us? This week we will consider some of the experimental methods that have been developed specifically to assess infants’ knowledge and abilities. We will also consider the special methods used to analyse developmental data, such as longitudinal and cross-lagged designs. Alongside a discussion of the methods used to gather and analyse developmental data we will also consider the specific ethical issues that arise when carrying out research with infants and children.

SET READING

Berk, L. (2012). Child Development (9th ed.). London: Allyn & Bacon. Chapter 2 (from the relevant sections).

BACKGROUND READING

Bee, H., & Boyd, D. (2007). The Developing Child. (11th ed.). Allyn & Bacon (Relevant section from Chapter 1; note that the earlier edition is also acceptable).

Smith, P.K., Cowie, H., & Blades, M. (2003). Understanding children’s development, (4th ed.). London: Blackwell Publishers (Chapter 1)

Additional reading will be given in the lecture.
Week 4: Growing Bodies and Minds (Dr Jennifer Mayer)

This week we will be considering genetic and environmental influences on the earliest stages of development, both...

Links: Newcomb, A. F., Bukowski, W. M., & Pattee, L. (1993) Children’s peer relations: A meta-analytic review of popular, rejected, neglected, controversial and average sociometric status. Psychological Bulletin, 113 (1), 99-128.
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