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BSc Educational Psychology / Course details
Year of entry: 2023
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Course unit details:
Development and childhood
|Unit level||Level 1|
|Teaching period(s)||Semester 2|
|Offered by||School of Environment, Education and Development|
|Available as a free choice unit?||Yes|
This unit is designed to guide students to critically examine key theory and research in developmental psychology and to critically evaluate applications and extension of developmental psychological theory in relation to education and child development.
Session content is structured around key pre-session reading, structured debate and discussion during the taught session, and a plenary activity to be covered post-session. Topics include:
- Attachment theory
- Cognitive development (Piaget and Vygotsky)
- Language development
- Moral development
- Peer relationships .
- Gender development
- To provide coverage of the BPS qualifying syllabus core area for developmental psychology
- to develop understanding of theory and research in psychological aspects of human development and applications thereof
Knowledge and understanding
Demonstrate an understanding of a number of key theories in developmental psychology, their underpinning research and their limitations.
Discuss and debate chosen topics in developmental psychology and critically evaluate their strengths and limitations of their underpinning research.
Critically evaluate applications and extensions of developmental psychological theory in relation to education
Transferable skills and personal qualities
Take charge of their own learning and undertake self-directed study to produce a credit-bearing assignment
Oral communication (contributing to discussion and debate)
Working with others (group work)
IT skills (word processing, accessing electronic databases and library facilities, managing references)
Teaching and learning methods
Content sessions (e.g. including discussion and debate, case/scenario based learning, and other approaches to learning and teaching)
Blended learning approaches by offering pre and post session stimulus material online for asynchronous group online discussion and private learning.
|Assessment task|| |
|How and when feedback is provided||Weighting within unit|
Using one of the theories discussed in either the cognitive development or the social/emotional development blocks consider the extent to which it is relevant to education
|2,500||Written feedback (utilising Turn-it-in), within University guidelines.|| |
Students are also required to complete an online ‘mid term quiz’, as indicated on Blackboard. This assessment covers a breadth of knowledge from across the unit.
This assessment is open book may be completed at any time, and multiple re-sits are allowed. However, a pass mark of at least 80% is required in order to be able to submit your credit-bearing assignment.
Written feedback (utilising Turn-it-in), within University guidelines.
Bee, H. & Boyd, D. (2008). Lifespan Development. (5th Edition (Int. Ed). London: Pearson/Allyn and Bacon
Berger, K. S. (2014). The developing person through the lifespan. 9th Edition. London: W H Freeman
Lightfoot, C., Cole, M. & Cole, S. R. (2013). The development of children.7th Edition). New York: Palgrave MacMillan
Smith, P.K., Cowie, H. & Blades, M. (2015). Understanding Children’s Development. 6th Edition. Oxford: Wiley Blackwell
|Scheduled activity hours|
|Independent study hours|
|Pamela Qualter||Unit coordinator|
Staff/ Student contact
20* interactive lectures @ 1.5 hours
Online discussion board (pre and post guided activities)
Private study, reading and assignment preparation