| Title: | Developmental Psychology ECEC |
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| Long Title: | Developmental Psychology ECEC |
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| Field of Study: |
Psychology
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| Valid From: |
Semester 1 - 2022/23 ( September 2022 ) |
| Module Coordinator: |
Cian ONeill |
| Module Author: |
Judith Butler |
| Module Description: |
This module is designed to introduce students to the psychology of child development and to enable the student to apply principles of developmental psychology in a variety of Early Childhood Education and Care (ECEC) settings. |
| Learning Outcomes |
| On successful completion of this module the learner will be able to: |
| LO1 |
Discuss the main theoretical and historical perspectives of developmental psychology and their application to the ECEC setting. |
| LO2 |
Examine the factors that impact on prenatal development. |
| LO3 |
Evaluate theories of physical, cognitive, language, social and emotional domains of child development with particular emphasis on infancy and early childhood. |
| LO4 |
Appraise the centrality of relationships in ECEC. |
| LO5 |
Interpret appropriate psychological knowledge and research as it applies to ECEC sector. |
| Pre-requisite learning |
Module Recommendations
This is prior learning (or a practical skill) that is strongly recommended before enrolment in this module. You may enrol in this module if you have not acquired the recommended learning but you will have considerable difficulty in passing (i.e. achieving the learning outcomes of) the module. While the prior learning is expressed as named MTU module(s) it also allows for learning (in another module or modules) which is equivalent to the learning specified in the named module(s).
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| Nil |
Incompatible Modules
These are modules which have learning outcomes that are too similar to the learning outcomes of this module. You may not earn additional credit for the same learning and therefore you may not enrol in this module if you have successfully completed any modules in the incompatible list. |
| No incompatible modules listed |
Co-requisite Modules
|
| No Co-requisite modules listed |
Requirements
This is prior learning (or a practical skill) that is mandatory before enrolment in this module is allowed. You may not enrol on this module if you have not acquired the learning specified in this section.
|
| No requirements listed |
Module Content & Assessment
| Indicative Content |
|
Introduction to Developmental Psychology
Psychology as a discipline. Understanding developmentalism, psychodynamic, behavioural, cognitive, humanistic, biological and sociocultural approaches to psychology. Holistic nature of children's development, factors affecting children's development. The Nature/Nurture debate. Social, cultural and environmental influences on development, variation in normative development. Application of developmental psychology in ECEC setting.
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Prenatal Development and Birth
The periods of prenatal development; the germinal, the embryonic, the fetal period. The sensory capacities of the foetus, Fetal learning, maternal conditions and prenatal development. Nutritional influences on prenatal development. Teratogens: Environmental sources of birth defects, drugs, infections and other conditions. Principles of Teratogenic Agents. Learning starts before birth. Understand what happens before conception and during pregnancy impacts child development. In accordance with the 'FIrst 5' that a healthy childhood starts from pregnancy.
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Physical and Motor Development
Biological basis of behaviour. Neurological and motor skills development. Cephalocaudal and proximodistal laws. Perception and perceptual development. Theory of Maturation (Gesell). Positive play-based early learning experiences (First 5). Play as a process.
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Learning Theories in Childhood, Language & Cognitive Development
Learning theories of Pavlov and Classical Conditioning, Watson and Behaviourism, Skinner and Operant Conditioning, Types of reinforcements, Bandura and Social Learning theory, Piaget learning and cognitive constructivism, Vygotsky and Social Constructivism & Bruner and discovery learning/scaffolding. Playful learning. Sensory, perceptual & cognitive development. Language and communication development in the children from birth to 6 years. Chomsky's Language Acquisition Device, Imitation theory.
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Attachment, Emotional and Social Development
The importance of early emotional bonds. The centrality of relationships in ECEC. Erikson's psychosocial theory. Bowlby's ethological explanation. Lorenz and imprinting. Harlow's Monkey experiments, Mary Ainsworth's attachment styles and stranger situation. Factors that influence attachment. Still face experiment. Serve and return interactions. Key person approach, professional love. Co-regulation and development of self regulation.
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| Assessment Breakdown | % |
|---|
| Course Work | 40.00% |
| End of Module Formal Examination | 60.00% |
| Course Work |
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| Assessment Type |
Assessment Description |
Outcome addressed |
% of total |
Assessment Date |
| Essay |
Essay assessing the contribution of key theorists/theory to understanding children's development |
1,3,5 |
40.0 |
Week 7 |
| End of Module Formal Examination |
|---|
| Assessment Type |
Assessment Description |
Outcome addressed |
% of total |
Assessment Date |
| Formal Exam |
Terminal Exam focusing on key topics covered throughout the module. |
1,2,3,4,5 |
60.0 |
End-of-Semester |
| Reassessment Requirement |
Repeat examination
Reassessment of this module will consist of a repeat examination. It is possible that there will also be a requirement to be reassessed in a coursework element.
|
The institute reserves the right to alter the nature and timings of assessment
Module Workload
| Workload: Full Time |
| Workload Type |
Workload Description |
Hours |
Frequency |
Average Weekly Learner Workload |
| Lecture |
Lecture |
3.0 |
Every Week |
3.00 |
| Independent & Directed Learning (Non-contact) |
Reading and Research |
4.0 |
Every Week |
4.00 |
| Total Hours |
7.00 |
| Total Weekly Learner Workload |
7.00 |
| Total Weekly Contact Hours |
3.00 |
| Workload: Part Time |
| Workload Type |
Workload Description |
Hours |
Frequency |
Average Weekly Learner Workload |
| Lecture |
Lecture |
3.0 |
Every Week |
3.00 |
| Independent & Directed Learning (Non-contact) |
Independent reading and research |
4.0 |
Every Week |
4.00 |
| Total Hours |
7.00 |
| Total Weekly Learner Workload |
7.00 |
| Total Weekly Contact Hours |
3.00 |
Module Resources
| Recommended Book Resources |
|---|
- Aubrey, K & Riley, A 2022, Understanding and Using Educational Theories, Sage Publishing London [ISBN: 9781529761306]
- Levine, L & Munsch, J., 2021, Child Development An Active Learning Approach, Sage Publications NY [ISBN: 9781544359724]
- Santrock, J.W 2020, Lifespan Development, McGraw-Hill OH, United State [ISBN: 1260571459]
| | Supplementary Book Resources |
|---|
- Barnyard, P., Dillon, Norman, C., & Winder, B. 2019, Essential Psychology, 2nd Ed., Sage Publishing London [ISBN: 9781526456854]
- Lightfoot, C. Cole, M., & Cole., S 2018, Development of Children (International Edition), 8th Ed., Worth Publishers NY [ISBN: 9781319188337]
- Slater, A.M., & Quinn, P. C 2021, Developmental Psychology, revisiting the classic studies, 2nd Ed., Sage Publications London [ISBN: 9781526496843]
| | Recommended Article/Paper Resources |
|---|
- Centre for Early Childhood Development and Education 2006, Síolta: The national quality framework for early childhood education. Dublin: Centre for Early Childhood Development and Education
- National Council for Curriculum Assessment Aistear The Early Childhood Curriculum Framework
| | Supplementary Article/Paper Resources |
|---|
- Butler, J., Murphy, V and Clerkin F. 2020, 0, An Leanbh Óg, The Irish Journal of Early Childhood Studies, 14 [ISSN: 2009-5910]
| | Other Resources |
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- Website: Center on the Developing Child at Harvard UniversityReaching for Breakthroughs with
Science-Based Innovation
- Youtube: Start EarlyChange the First 5 years and you change
everything
- Website: Government of Ireland 2019, First 5 A Government Strategy For
Babies & Young Children.
, Dublin
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Module Delivered in
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