SR20-4 - Developmental psychology
| Course specification | ||||
|---|---|---|---|---|
| Type of study | Bachelor academic studies | |||
| Study programme | ||||
| Course title | Developmental psychology | |||
| Acronym | Status | Semester | Number of classes | ECTS |
| SR20-4 | mandatory | 1 | 2L + 2E | 6.0 |
| Lecturers | ||||
| Lecturer | ||||
| Lecturer/Associate (practicals) | ||||
| Prerequisite | Form of prerequisites | |||
| - | - | |||
| Learning objectives | ||||
| The main goals of the course are to acquaint students with the essential processes and aspects of psychological development, to encourage active adoption of scientific facts, a critical attitude towards certain interpretations, and to get them interested in their monitoring and study with the help of studied psychological methods and techniques. | ||||
| Learning outcomes | ||||
| At the end of the course, the student is expected to be able to: - Understands what constitutes developmental changes and how they differ from non-developmental changes; - Understands the basic theories related to cognitive development; - Understands the principles of emotional development of the personality from the point of view of the leading schools in the contemporary world psychological theory; - Understands the basic principles of social and moral development; - Thinks critically about theories and compares them; - Knows how to assess cognitive, emotional and social development from childhood to the maturity of the instruments offered by the different approaches; - Understands the importance of different contexts and their role in a person's development. | ||||
| Content | ||||
| The curriculum of this course is designed so that students, considering their professional commitment, get acquainted with the psychological development of a human being from birth until maturity, as well as the psychophysical changes that occur in mature and elderly life age. Emphasis is placed on scientific-theoretical conceptions and dilemmas, as well as the results of empirical research psychological development. The student gets acquainted with the most important theories of cognitive development, with a special emphasis on Piaget's theory of development, as well as theories of cognitive information approach, and theories that emphasize the formative role of culture (Vygotsky's cultural-historical theory, Bruner's theory development), as well as theories of social and emotional development. In addition to parent-child relationships, partner relationships are also studied more intensively as the dominant form of attachment in adulthood. In addition to emotional, social and moral development is studied, and the student is trained for the application of various instruments and techniques to study these aspects of development. The program insists on understanding the key stages in emotional development, changes and the role of crises in each of the developmental changes. The basic idea is to train students for problem-based learning. | ||||
| Teaching Methods | ||||
| The curriculum is implemented through plenary lectures, work in small groups, exercises and workshops, as individual engagement of students through practical tasks. | ||||
| Literature | ||||
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| Evaluation and grading | ||||
| Pre-examination obligations consist of: two (2) colloquiums (20 points each); activity in class (10 points – practical activities realized in exercises). A maximum of 50 points can be earned on the pre-examination requirements. The final exam is conducted in written form. In the exam, knowledge is checked from the whole materials. The final exam carries a maximum of 50 points. | ||||
| Specific remarks | ||||
| - | ||||