Developmental and educational psychology 1.S2.EP.TTP.AP.36

Course objectives:
-to present issues related to human mental development, changes occurring in the psyche throughout his life and the factors that condition these changes;
-to present 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;
-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;
-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/ forms of classroom activity:
lecture, multimedia presentation, discussion, ICT tools/MSTeams

Kierunek studiów

English Philology - Teacher Training Programme

Nakład pracy studenta

ECTS points in relation to student’s duties total number of ECTS points: 1 0,5 ECTS – 15 hours: participation in lectures 0,5 ECTS – 15 hours: preparation to class with direct participation of the teacher

Poziom studiów

studia drugiego stopnia

Profil kształcenia

studia stacjonarne profil akademicki

Rodzaj przedmiotu

obowiązkowe
uprawnienia pedagogiczne

Semestr, w którym realizowany jest przedmiot

semestr 2

Tryb prowadzenia

Realizowany w sali

Wymagania

General psychology (lecture) General psychology (classes)

Koordynatorzy przedmiotu

Małgorzata Adams-Tukiendorf
Dariusz Krok

Efekty kształcenia

Learning outcomes acc to PQF 2019 - specific to teacher profession

Knowledge
The student knows and understands
1. the psychological concepts of man and his development and the biological conditions of mental processes (N_W02/P7S_WG; M_N_B1.W01)
2. the psychological mechanisms of development (N_W06/P7S_WG, N_W07/P7S_WG; M_N_B1.W02)
3. concepts and theories concerning psychological developmental conditions including social perception and communication (N_W12/P7S_WG; M_N_B1.W03)
4. concepts and theories concerning psychological developmental conditions regarding the learning process and potential barriers (N_W14/P7S_WK; M_N_B1.W04)

Skills
The student
5. has the ability to critically analyse social phenomena in the context of their psychological development and educational conditions (N_U01/P7S_UW; N_U03/P7S_UW)

Kryteria oceniania

Forms of evaluation of learning outcomes:

1. Exam - a written test - 100% of the final grade (outcome 1,2,3,4,5)

Criteria of assessment:
- 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

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.

Więcej informacji

Dodatkowe informacje (np. o kalendarzu rejestracji, prowadzących zajęcia, lokalizacji i terminach zajęć) mogą być dostępne w serwisie USOSweb:

Strona przedmiotu 1.S2.EP.TTP.AP.36 w USOSweb