Registry

Module Specifications

Current Academic Year 2012 - 2013
Please note that this information is subject to change.

Module Title	Developmental Psychology
Module Code	ES401
School	School of Education Studies
Online Module Resources
Module Co-ordinator	Semester 1: Geraldine Scanlon Semester 2: Geraldine Scanlon Autumn: Geraldine Scanlon
Module Teacher	Geraldine Scanlon
NFQ level	8	Credit Rating	5
Pre-requisite	None
Co-requisite	None
Compatibles	None
Incompatibles	None

Description

This module aims to develop student's understanding of the theoretical framework of child and adolescent development within the context of educational settings. Specifically, it will integrate research findings to assist students to develop best practice in helping them to identify developmental milestones across physical, social, emotional and cognitive domains from childhood to adolescence

Learning Outcomes

1. Identify key developmental theorists from childhood to adolescence
2. Describe the key terms across physical, social, emotional and cognitive domains
3. Explore the relationship between genetics and the environment and the impact on psychological development
4. Identify individual differences within human development
5. Identify developmental milestones to create positive learning environments
6. Devise appropriate teaching strategies to accommodate individual differences and diversity in mainstream educational settings

Workload	Full-time hours per semester
*Type*	*Hours*	*Description*
Lecture	48	Direct Contact Time with Lecturer
Assignment	60	Application of Theory to Practice
Library	17	Reading & Research
Total Workload: 125

All module information is indicative and subject to change. For further information,students are advised to refer to the University's Marks and Standards and Programme Specific Regulations at: http://www.dcu.ie/registry/examinations/index.shtml

Indicative Content and Learning Activities

Theme 1.
Overview of theories of human development.

Theme 2.
The impact of genetics and environment on human development.

Theme 3.
The identification of individual differences in educational settings.

Theme 4.
The relationship between individual differences and academic outcomes.

Theme 5.
The development of teaching strategies to accommodate individual differences and diversity in mainstream education.

Assessment Breakdown
Continuous Assessment	100%	Examination Weight	0%

Course Work Breakdown
Type	Description	% of total	Assessment Date

Reassessment Requirement
Resit arrangements are explained by the following categories; 1 = A resit is available for all components of the module 2 = No resit is available for 100% continuous assessment module 3 = No resit is available for the continuous assessment component
This module is category 1

Indicative Reading List

Pinker. Steven.: 2002, The Blank Slate: The Modern Denial of Human Nature., Penguin Press, London,
Pinker. Steven: 1994, The Language Instinct; The New Science of Language and Mind, Penguin Press, London,
Santrock. John. W.: 2008, Adolescence, 12th, McGraw-Hill, United Kingdom,
Pressley. M. & McCormick. C. , B.: 2007, Child and Adolescent Development for Eductors, Guilford Press, London,
Helen Bee, Denise Boyd,: 0, Developing Child, The, 12th, Pearson International Edition, USA, 978-0-205-68593-6
Tony Cline, Norah Frederickson,: 0, Special Educational Needs, Inclusion and Diversity, 2nd, McGraw Hill: Open University Press, England, 978-033-5221462
Alloway , Tracy Packiam: 2011, Improving Working Memory: SUpporting Students Learning, Sage, London, 978-1-84920-747-8
Dr Susan E Gathercole, Tracy Packiam Alloway,: 2010, Working Memory and Learning, Sage, London, 978-1-4129-3612-5
Griffin, S & Shevlin M.: 2011, Responding to Special Educational Needs, 2nd, Gill & Macmillan, Dublin, 978-07171-4998-8
Therese McPhillips,: 0, Supporting Teaching and Learning in the Second Level School, 1st, Blackrock Education Centre, Dublin, 978-0-9563141-0-9
Snowman, McCown & Biehler: 2009, Psychology Applied to Teaching, 12th, Wadsworth, USA, 978-0-495-81214-2