| Key Words Classical developmental psychology, developmental stages, developmental theories, research methodology, psysical development, cognitive development, emotional development, social development
Position of the CourseThis course contributes to the following competence areas:
- To work in a team on educational theory construction, practice and policy.
- To design, to carry out and to report on scientific research related to an educational problem definition.
- To deal with a multitude of theoretical models or research approaches relevant to educational sciences.
The given competence areas are to be realised based on introductary learning outcomes in a clear defined situation with concrete conditions and shared responsability. The competence areas are situated in the context as described in 'content'.
Contents- Theory: Different developmental lines (physical, cognitive, emotional, and social) are presented in an age-bounded fashion, ranging from prenatal development to adulthood. Throughout the course, attention will be paid to the interdependency of different developmental lines and to the internal logical succession of different stages of phases within one single developmenal line. The course aims to encourage deep level learning in this way.
Exercises: The students choose between three developmental themes that will be initially be discussed from a theoretical perspective (the theory will be taught over two sessions and theoretical concepts will be illustrated with vivid learning materials). Next, the students will conduct two specific developmental exercises in smaller groups. The aim of these exercises is to deepen insight into a specific developmental theme and to learn to intepret concrete behaviors and responses from a developemental theoretical perspective. Students are encouraged and taught to collaborate with fellow students in a constructive fashion. The observations and interpretations obtained in the excercises are discussed during the practical sessions in the presence of the assistant who functions as a coach.
Starting CompetencesPsychology
Final Competences- to demonstrate cooperative and social skills
- to interpret behaviors and responses of children, adolescents, and adults from the perspective of a developmental theory or research question
- to have insight in normal development
- to have insight in the most prevailing psychological theories about human development
- to critically reflect upon and to evaluate developmental theories
- to situate and compare developemntal theories
- to collaborate with fellow students in a group work on a well-defined developmental theme
- to design and conduct a small study from the perspective of a developmental theory and to report on the results in a group work
Teaching and Learning MaterialCost: 60.0 EUR
- Berk, L. (2006). Development through the lifespan. Allyn & Bacon, Inc. ISBN-13: 978-0205494842.
- Additional slides (via Minerva).
ReferencesCraeynest, P. (2005). Psychologie van de levensloop: Inleiding in de ontwikkelingspsychologie. Leuven: Acco.
Erikson, E. H. (1972). Het kind en de samenleving. Utrecht/Antwerpen: Spectrum.
Marcoen, A. (2002). Ontwikkelingspsychologie (2 delen). Leuven: Acco.
Verhofdstadt-Denève, L., Van Geert, P., & Vyt, A. (2003). Handboek ontwikkelingspsychologie: Grondslagen en theorieën. Houten/Antwerpen:
Bohn-Stafleu Van Loghum.
Course Content-Related Study Coaching- Interactive support using Minerva.
- By appointment.
Teaching Methods- group work
- lecture
- seminar
- seminar: coached exercises
The lectures involve discussion and explanations of (developmental) theory. A number of small assignments and exercises are held during the lectures.
As for the exercises, students can choose between one of three developemental themes that are discussed in the lectures and that are studied more thoroughly during the practical sessions. Guided by a research assistent, students work on a group paper in small groups (with a maximum of 6 students), thereby reporting on the findings of a small developmental study with children, adolescents, or adults.
Evaluation MomentsA combination of periodical evaluation (80%) and non-periodical evaluation (20%).
If the students fail on the exercises, they will need to rework their paper.
Students who eschew periodic and/or permanent evaluations for the course unit concerned may be failed by the examiner.
Evaluation Methods- written examination with multiple choice questions
- assignment
- peer assessment
The group paper is a report discussing the students' answers on a clearly delineated set of questions dealing with the research assignment conducted in small groups. The group paper is evaluated in terms of both substantive and formal qualities. To evaluate students' level of constructive cooperation during the group work and to obtain a fair and individual score for each student in the practical sessions, students evaluate each other using a well-validated peer assessment instrument. Students' collective score on the group paper is multiplied with the peer assessment score.
Special conditions in order to succeed:to obtain a valid score for this course, students need to participate to both the written exam and the group paper.
For the non-periodical evaluation there is the possibility for an alternative exam in the second examination period. Description:a slimmed down version of the collective (group) assignment, thereby receiving guidance from a teaching assistant.
Feedback on the non-periodical evaluation: the exercise assistants can be contacted by appointment to get individualized feedback.
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