Contact details: Dr David Smalley Tel: Convenor and tutor Office: Pev1 2B20 Office hours: Mon& Thur 12-1

Transcription

1 Developmental Psychology Category: Psychology Code: IS286 Level: 5 Credits: 15 Contact details: Dr David Smalley davidsm@sussex.ac.uk Tel: Convenor and tutor Office: Pev1 2B20 Office hours: Mon& Thur 12-1 Outline This 15 credit upper division module explores the psychology of child development from birth through adolescence. The emphasis is on exploring major theories and research in the field of developmental psychology and their application to the real world. The module will examine contemporary research in four key areas of development: biological, emotional, social and communicative, and cognitive. Topics covered include attachment and temperament; emotional development and regulating affect; language acquisition; parenting and moral development; gender development; adolescence and peer relations. Students will be challenged to unpack contributions of nature and nurture and develop an appreciation of the methodological constraints on developmental psychology research. This module employs team-based-learning to encourage group interaction and student-centred learning. It has been designed to meet the requirements for accreditation as a core module for psychology majors. Learning Outcomes 1. Demonstrate an up-to-date detailed knowledge of developmental psychology theories and concepts 2. Demonstrate an awareness of the major contemporary issues in developmental psychology and identify areas where the knowledge base is most/least secure 3. Analyse and evaluate the strengths and weaknesses of competing theoretical perspectives and/or research evidence 4. Interact effectively within a team, giving and receiving information and ideas and modifying responses where appropriate 1 SUMMER Session 2

2 Assessment of Learning Outcomes Mode of assessment Learning outcomes assessed Duration or word length Day and week of submission Submission point Weighting IN-CLASS 1, 4 10 mins Twice weekly In class 25 QUIZZES ESSAY 1, 2, Thursday W4 ISS Office 65 OBSERVATION 4 n/a n/a n/a 10 Teaching Structure and Delivery Teaching Method Session length Frequency Lectures 1 hour 3 x weekly Workshops 2 hours 3 x weekly Student-led group work 2 hours 2 x weekly Independent study Approx. 100 hours As required Workshops and student-led group work This module utilises a team-based learning approach for its small group teaching. Team-based learning is a collaborative approach designed to enhance student engagement, scaffold students in their independent learning, and deepen the level of learning in class. It also strengthens your ability to work in groups an important professional skill. You will remain in the same team throughout the entire module so it is important to spend time and effort learning how you can work effectively together. This is a key learning outcome of the module and is often not as easy as it sounds! Learning takes place in teams over a three step cycle: 1. First, you are expected to prepare for each workshop by studying the preparatory readings individually and then discussing the readings as a group. Group work sessions have been included on your teaching timetable and it is strongly recommended that you stick to the arranged times, but there is flexibility for you to make your own arrangements as well. 2. Second, at the beginning of each workshop your team will take an in-class readiness test that contributes towards your overall grade on the module (note that there will be no test in weeks 2 and 12). You will get the results of the test immediately and will subsequently have an opportunity to seek clarity on any aspect of the preparatory reading. 3. Third, your team will get cracking on an activity designed to challenge you to apply their knowledge of developmental theory to real world contexts and engage in high level critical thinking about content covered in the module. A summary of the workshop activities (the workshop programme) can be found on Study Direct in the Important information about the module section. Please note that students are expected to attend and participate in ALL workshops and that proper preparation is essential to enable participation. Prerequisites There are no strict prerequisites for this module but it is strongly recommended that students have successfully completed a lower division introductory module in developmental psychology. 2 SUMMER Session 2

3 Module Outline Week Session Topic 1 Introduction to the module 1 2 Newborn reflexes and motor development 3 Temperament 4 Emotional development and the self (incl. attachment) 2 5 Processing and regulating affect 6 Language acquisition 7 Intelligence and the nature and nurture of cognitive development 3 8 Gender development 9 Moral development and parenting 10 The role of family 4 11 Peer relations and bullying 12 Adolescence and sexual relationships Attendance policy, class etiquette, academic integrity Students are expected to attend and engage fully in all lectures and workshops. They are also expected to do the preparatory reading and discuss with other students in preparation for each session. Engagement in preparatory reading will be assessed via in-class quizzes and engagement in the workshop activities is assessed by means of an observation report completed by the tutor at the end of the module. In order to achieve a good observation report grade, students need to arrive on time, regularly make positive contributions in the workshops, and respect the opinions of their classmates. Consistent with all teaching at the University of Sussex, strict adherence to the principles of academic integrity is expected and suspected plagiarism will be dealt with by our academic misconduct panel. 3 SUMMER Session 2

4 Reading Core texts The core text for this module is recommended for purchase: Siegler, R., Deloache, J., Eisenberg, N., & Saffran, J. (2014). How children develop (4th edition). NY: Worth. There are other textbooks that offer similarly excellent coverage of the module topics, including: Berk, L. E. (2006). Child Development. Boston: Allyn & Bacon. Smith P. K., Cowie H., & Blades M. (2007). Understanding Children s Development, 4th Edition. Oxford, England: Blackwell. Reading for both lectures and workshops on this module are taken from a combination of chapters from the core texts and additional readings listed below. Further readings for support with essays will also be provided. Additional reading Bariola, E., Hughes, E. K., & Gullone, E. (2012). Relationships between parent and child emotion regulation strategy use: A brief report. Journal of Child and Family Studies, 21(3), Caspi, A., Sugden, K., Moffitt, T. E., Taylor, A., Craig, I. W., Harrington, H. et al. (2003). Influence of life stress on depression: moderation by a polymorphism in the 5-HTT gene. Science, 301(5631), Cole, P. M., Martin, S. E., & Dennis, T. A. (2004). Emotion regulation as a scientific construct: Methodological challenges and directions for child development research. Child Development, 75(2), Dawson, A., Pike, A., & Bird, L. (2015). Parental division of household labour and sibling relationship quality: Family relationship mediators. Infant and Child Development, 24(4), DeVries, M. W. (1984). Temperament and infant mortality among the Masai of East Africa. The American Journal of Psychiatry, 141(10), Fargas-Malet, M., McSherry, D., Larkin, E., & Robinson, C. (2010). Research with children: methodological issues and innovative techniques. Journal of Early Childhood Research, 8(2), Ibbotson, P. (2012). A new kind of language. The Psychologist, 25(2), SUMMER Session 2

5 Ibbotson, P. & Tomasello, M. (2016). Language in a new key. Scientific American, 315, Murray, L., Creswell, C., & Cooper, P. J. (2009). The development of anxiety disorders in childhood: an integrative review. Psychological Medicine, 39(9), Muris, P. & Field, A. P. (2011). The normal development of fear in children and adolescents. In W. K. Silverman, & A. P. Field (Eds.) Anxiety Disorders in Children and Adolescents: Research, Assessment and Intervention (2nd Edition, pp ). Cambridge: Cambridge University Press. Plomin, R., DeFries, J. C., Knopik, V. S., & Neiderheiser, J. (2013). Behavioral genetics. Palgrave Macmillan. Rapee, R. M. (2013). The preventative effects of a brief, early intervention for preschool aged children at risk for internalising: follow up into middle adolescence. Journal of Child Psychology and Psychiatry, 54(7), Reck, C., Hunt, A., Fuchs, T., Weiss, R., Noon, A., Moehler, E. et al. (2004). Interactive regulation of affect in postpartum depressed mothers and their infants: an overview. Psychopathology, 37(6), Rothbart, M. K. (2011). Becoming who we are: Temperament and personality in development. Guilford Press. Shiner, R. L., Buss, K. A., McClowry, S. G., Putnam, S. P., Saudino, K. S., & Zentner, M. (2012). What Is Temperament Now? Assessing Progress in Temperament Research on the Twenty- Fifth Anniversary of Goldsmith et al. (1987). Child Development Perspectives, 6, Sroufe, L. A. (1997). Emotional development: The organization of emotional life in the early years. Cambridge University Press. University Library The Library, University of Sussex, Brighton BN1 9QL Phone: library@sussex.ac.uk 5 SUMMER Session 2