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PINE210 : Developmental Psychology in Education

Year:11/12
Department:Educational Research
Level:Part II (yr 2)
Learning Hours:150
Credit Points:15
Weight:0.5
Course Convenor:Dr SR Dempster
Status:Live

Assessment Rules

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  • 60% Exam
  • 40% Coursework

Curriculum Design: Outline Syllabus

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The syllabus may vary annually to reflect the areas of expertise of staff teaching the module. However, the following underlying conceptual concerns will be included:

  • Developmental theories that emphasise the social and cultural contexts of human development
  • An introduction to influential theorists of cognitive, social and emotional development such as Bruner, Vygotsky, Piaget, and Gardiner.
  • Contextual influences on the development of language
  • Critiques of traditional developmental approaches

Specific topics will be drawn from the following indicative list:

  • The influences of early social deprivation
  • The development of identity in early childhood
  • The cultural worlds of home and school
  • Pro-social goals: school policies and practices 
  • Applications of Piaget’s theories to the classroom
  • Vygotsky and Bruner. Learning to think in school
  • The development of language in educational settings
  • ‘Linguistic deprivation’ and the impact of literacy practices at home
  • The transition from primary to secondary schooling
  • Questions about the distinctiveness of adolescence
  • The formation of peer group cultures and their influence on attitudes to school
  • Independence and dependence within the parent/adolescent relationship
  • Understanding the social construction of developmental psychology

Curriculum Design: Pre-requisites/Co-requisites/Exclusions

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Students must demonstrate eligibility for PINE major status and have the normal pre-requisites for admission to PINE Part 2. Normally, we would expect students to have successfully completed the Part I in PINE, and/or the new Part 1 course ‘Education in the 21st century’  However, we would be willing to consider students with other backgrounds.

Educational Aims: Subject Specific: Knowledge, Understanding and Skills

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The focus of this module is human development from early childhood to late adolescence. The underlying question that we address is: “What is distinctive about human development within social contexts such as the family and school?” In answering this we review a range of classical and recent perspectives on developmental psychology. For example we consider how social interaction in the early years of school develops thinking. We explore ideas about the kind of language and literacy practices that children bring to school with them and what difference this makes to how well they do. Our emphasis throughout the module is on the social and cultural context in which learning occurs. This is combined with a critical analysis of general principles in developmental theory. We aim to cover social, emotional and cognitive development. We incorporate content that reflects the various phases of education for children and young people from pre-school to the end of compulsory education.

Educational Aims: General: Knowledge, Understanding and Skills

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The module will help students to develop awareness of the relationship between theory and research and the practical applications of such knowledge to real world settings, in particular to education. The module provides opportunities for students to work collaboratively together; to further develop and demonstrate thinking and evaluation skills; communicate in an accessible and coherent manner in both written and oral work; manage time effectively to meet deadlines; locate, select and use appropriate resources; evaluate different perspectives.

Learning Outcomes: Subject Specific: Knowledge, Understanding and Skills

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On successful completion of the module students will be able to:

  •  demonstrate understanding of theory, research and debate in a range of child developmental issues and be able to evaluate them critically.
  • Recognise and apply theoretical debates in this field
  • Apply theory and research to the analysis of teaching and learning situations
  • Understand the complexity of social and cultural influences on children’s experiences of learning
  • Situate learning on this course within a wider understanding of related issues in the disciplines of psychology and education.

Learning Outcomes: General: Knowledge, Understanding and Skills

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On successful completion of this module students will be able to:

- Apply and extend existing knowledge to a new specialist area of study
-Demonstrate critical thinking and evaluation skills during class activities and in completing the coursework assessment and examination.
- Communicate information in an accessible and coherent manner in both written and oral work.
- Interact effectively and work collaboratively within a learning group and   engage effectively in debate in a professional manner.
- Locate, select and use appropriate information in order to undertake coursework and prepare for the examination.
- Locate, select and use appropriate resources (including electronic information and information management systems) in order to maximise their learning.
- Manage time effectively to meet deadlines in order to fulfil the requirement of the module
- Present conclusions in the form of appropriate formal academic writing.

Assessment: Details of Assessment

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2, 500 word essay and 2 hour examination. 

Curriculum Design: Select Bibliography

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Indicative books:  

Alexander, R J (ed) (2010) Children, their World, their Education. Final report and recommendations of the Cambridge Primary Review. Abingdon: Routledge

Baldock, P. (2011) Developing Early Childhood Services: past, present and future, Buckingham: Open University Press.

Brooker, L. (2006) Starting School. Young Children learning cultures. Buckingham: Open University Press

 

Bruner, J S (1996) The Culture of Education. Cambridge MA: Harvard University Press

 

Burman, E.,  (2007),  Deconstructing Developmental Psychology 2nd ed., London, Routledge

 

Collins, J  and Foley, P  (2008) Promoting Children’s Wellbeing: policy and practice. Bristol: Policy Press in association with The Open University

 

Cole, M., Cole, S. & Lightfoot, C., (2005) The Development of Children 5th ed., Worth Publishers

 

Gardner, Howard (1999) Intelligence Reframed. Multiple intelligences for the 21st century, New York: Basic Books. 292 + x pages. Useful review of Gardner's theory and discussion of issues and additions.

 

Harley, T., (2001),The psychology of language: from data to theory, Hove, Psychology Press.

 

Layard, R and Dunn, J (2009) A Good Childhood. Searching for values in a competitive age. London: The Children’s Society and Penguin Books

 

Piaget, J., (2001), The stages in the intellectual development of the child, in: Gauvain, M. & Cole, M, (eds) (3rd ed.), Readings on the development of children, New York, Worth Publishers

 

Slee, P. & Shute, L.(2003) Child Development: Thinking About Theories, London, Arnold

 

Woolfolk, A., Hughes, M. & Walkup, V., (2008), Psychology in Education, London, Pearson Education (chapter 2 – Pay particular attention to the implications of each theorist for classroom)

 

Indicative journals:

 

Child Development

Children and Society

Developmental Psychology 

Early Child Development and Care

Human Development

Curriculum Design: Single, Combined or Consortial Schemes to which the Module Contributes

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Single:  BSc (Hons) Psychology in Education
Lancaster University
Bailrigg
LancasterLA1 4YW United Kingdom
+44 (0) 1524 65201