Developmental and educational psychology

studia drugiego stopnia

English Philology - Teacher Training Programme

semestr 2

studia stacjonarne

profil akademicki

obowiązkowe
uprawnienia pedagogiczne

Realizowany w sali

ECTS points in relation to student’s duties

total number of ECTS points: 1

0,5 ECTS – 20 hours: participation in classes

0,5 ECTS – 10 hours: preparation to class with direct participation of the teacher

Course description:

The course Developmental and Educational Psychology (classes) unveils the psychological processes behind growth and development across the lifespan, with a distinct focus on educational aspects.

Course objectives:

The course Developmental and Educational Psychology (classes) aims at teaching how we, people, develop the ability to think about the world, speak to each other, and form social attachments across the lifespan, in order to empower one's didactic and educational abilities.

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Course content:

Developmental psychology block:

Introduction to developmental psychology.

Characteristics of the different phases: from prenatal development to old age.

Individual differences in development. Factors of development and sources of differences in development.

Educational psychology block:

Introduction to educational psychology.

Home and school – two worlds of a child.

Common educational problems in different phases of development.

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Methods of instruction/ forms of classroom activity: ICT tools/MSTeams, multimedia presentation, discussion, pair-work.

Reading list:

Bee, H. L. (1994). Lifespan development. HarperCollins College Publishers.

Duchesne, S., McMaugh, A. (2018). Educational psychology for learning and teaching. Cengage Learning Australia Pty Limited.

Additional sources:

Ashiabi, G. S., & O’Neal, K. K. (2015). Child Social Development in Context: An Examination of Some Propositions in Bronfenbrenner’s Bioecological Theory. SAGE Open.

Prior, V., & Glaser, D. (2006). Understanding attachment and attachment disorders: Theory, evidence and practice. Jessica Kingsley Publishers.

Shaver, P. R., & Mikulincer, M. (2010). New directions in attachment theory and research. Journal of Social and Personal Relationships, 27(2), 163–172.

Takahashi, K. (1986). Examining the strange-situation procedure with Japanese mothers and 12-month-old infants. Developmental Psychology, 22(2), 265–270.

Wadsworth, B. J. (2004). Piaget's theory of cognitive and affective development: Foundations of constructivism. New York: Longman.

Whitbourne, S. K., Sneed, J. R., & Sayer, A. (2009). Psychosocial development from college through midlife: A 34-year sequential study. Developmental Psychology, 45(5), 1328–1340

Learning outcomes acc to PQF 2019 - specific to teacher profession

Knowledge

The student knows and understands

1. theoretical concepts of human development, learning processes, and role of the teacher in modeling behaviour and attitude (N_W02/P7S_WG; N_W03/ P7S_WG; M_N_B1.W02)

2. the value of including diversified teaching methods to meet the specific educational and developmental needs (N_W06/P7S_WG; M_N_B1.W04)

Skills

The student is able to

3. recognise distinct developmental needs, requirements and capabilities in order to deliver supportive, motivating and effective teaching proces (N_U03/P7S_UW; N_U06/P7S_UW; M_N_B1.U05)

4. accomodate special educational needs coming from psychological and developmental stages, by adequatly applying psychological knowledge to adjust the teaching proces (N_U12/P7S_UW; P7S_UK; M_N_B1.U06)

5. communicate in a conflict situation using psychological strategies (M_N_B1.U04)

Forms of evaluation of learning outcomes:

1. Active participation during the classes - 50% of the final grade (outcome 1,2,3,4,5)

2. Test 50% of the final grade (outcome 1,2,3,4)

The test consists of 20 questions. All of the questions are closed-end questions. Of the four possible answers, only one is correct.

pass at 60%