Uniwersytet Opolski - Centralny System Uwierzytelniania
Strona główna

Developmental and educational psychology

Informacje ogólne

Kod przedmiotu: 1.S2.EP.TTP.36
Kod Erasmus / ISCED: (brak danych) / (brak danych)
Nazwa przedmiotu: Developmental and educational psychology
Jednostka: Wydział Filologiczny
Grupy: Studia stacjonarne
Studia stacjonarne
Punkty ECTS i inne: (brak) Podstawowe informacje o zasadach przyporządkowania punktów ECTS:
  • roczny wymiar godzinowy nakładu pracy studenta konieczny do osiągnięcia zakładanych efektów uczenia się dla danego etapu studiów wynosi 1500-1800 h, co odpowiada 60 ECTS;
  • tygodniowy wymiar godzinowy nakładu pracy studenta wynosi 45 h;
  • 1 punkt ECTS odpowiada 25-30 godzinom pracy studenta potrzebnej do osiągnięcia zakładanych efektów uczenia się;
  • tygodniowy nakład pracy studenta konieczny do osiągnięcia zakładanych efektów uczenia się pozwala uzyskać 1,5 ECTS;
  • nakład pracy potrzebny do zaliczenia przedmiotu, któremu przypisano 3 ECTS, stanowi 10% semestralnego obciążenia studenta.

zobacz reguły punktacji
Język prowadzenia: angielski
Rodzaj przedmiotu:

obowiązkowe

Skrócony opis:

Course desciption

The lecture presents norms and anomalies concerning the developmental age, conducted in parallel with exercises to supplement knowledge.

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total hours: 15

total ECTS: 1

1 ects = 15 hours in class, 10 hours preparation, 5 hours consultation

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contact:

the teacher: dkrok@uni.opole.pl

the study programme coordinator: m.tukiendorf@uni.opole.pl

Pełny opis:

Course objectives:

The aim of the course is to present issues related to human mental development, changes occurring in the psyche throughout his life and the factors that condition these changes. In addition, the aim of the lectures is to learn the basic issues related to developmental psychology in the educational context, personality properties and ways of human behavior which are very important both for the understanding of the individual and social groups. The aim is to provide students with basic concepts of the main principles of human development, taking into account a wide range of factors determining cognitive, emotional and social development. Moreover, the aim of the classes is to alert students to the reality of the discussed psychological mechanisms in specific life situations.

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Course content:

1. Classification of development factors (in relation to ontogenetic development) - genetic and environmental (ecological) factors.

2. developmental determinants - related to cause and effect relations with developmental changes.

3. theoretical paradigms in developmental psychology - including Bowlby's theory of attachment, biogenetic, psychoanalytic, behavioral, cognitive human development.

4. psychological periodisation of human development stages.

5. types of developmental changes in an educational context.

6. strategies and methods of researching developmental changes.

7. cognitive and emotional development of a man and education.

8. development disorders and educational challenges.

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Methods of instruction: lecture, slides, ICT tools and on-line work, workshops.

Literatura:

Reading list:

Clegg, J. M., Wen, N. J., & Legare, C. H. (2017). Is non-conformity WEIRD? Cultural variation in adult’s beliefs about children’s competency and conformity. Journal of Experimental Psychology: General, 146, 428–441.

Cohen, SH, Reese HW (2019). Life-span developmental psychology: Methodological contributions. New York: Routledge.

Gaskins, S., & Paradise, R. (2010). Learning through observation in daily life. In D. F. Lancy, J. C. Bock, & S. Gaskins (Eds.), The anthropology of learning in childhood (pp. 85–118). Lanham, MD: AltaMira.

Geary, D. C., & Bjorklund, D. F. (2000). Evolutionary developmental psychology. Child Development, 71, 57–65.

Machluf, K., & Bjorklund, D. F. (2015). Social cognitive development from an evolutionary perspective. In V. Zeigler-Hill, L. L. M. Welling, & T. K. Shackelford (Eds.), Evolutionary perspectives on social psychology (pp. 27–37). New York: Springer.

Murphy, A., Steele, H., Bate, J., Nikitiades, A., Allman, B., Bonuck, K.,...

Steele, M. (2015). Group attachment-based intervention: Traumainformed care for families with adverse childhood experiences. Family & Community Health: The Journal of Health Promotion & Maintenance, 38, 268 –279

Waters, E., Petters, D., & Facompre, C. (2013). Epilogue: Reflections on a special issue of Attachment & Human Development in Mary Ainsworth’s 100th year. Attachment & Human Development, 15, 673– 681.

Efekty uczenia się:

Learning outcomes acc to PRK 2019:

Knowledge

1. the student has a structured knowledge of the psychological concepts of man and his development and the biological conditions of mental processes P7S_WG, k_W01, k_W03, N_W02, N_W04

2. has a more detailed knowledge of the psychological mechanisms of development. P7S_WG, P7S_WK, k_W04, N_W06, N_W07

3. is familiar with the most important concepts and theories concerning psychological developmental conditions. P7S_WG, k_W06, N_W12, N_W14

Skills

4. the student has the ability to critically analyse social phenomena in the context of their psychological development and educational conditions. P7S_UW, P7S_UK, k_U01, k_U03, N_U01, N_U03

Metody i kryteria oceniania:

Forms of evaluation of learning outcomes:

Written exam 50% (1,2,3,4)

Active participation during classes 50% (1,2,3,4)

Basic criteria:

- sufficient mark: if the student obtains more than 55% of points

- good grade: if the student obtains more than 70% of the points

- very good grade: if the student obtains more than 85% of the points

Przedmiot nie jest oferowany w żadnym z aktualnych cykli dydaktycznych.
Opisy przedmiotów w USOS i USOSweb są chronione prawem autorskim.
Właścicielem praw autorskich jest Uniwersytet Opolski.
pl. Kopernika 11a, 45-040 Opole https://uni.opole.pl kontakt deklaracja dostępności USOSweb 7.0.2.0-www6-1 (2024-03-12)