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Module Specifications..

Current Academic Year 2023 - 2024

Please note that this information is subject to change.

Module Title Child Development 2
Module Code EC201
School 77
Module Co-ordinatorSemester 1: Sinead McNally
Semester 2: Sinead McNally
Autumn: Sinead McNally
Module TeachersGeraldine French
Sinead McNally
NFQ level 8 Credit Rating 5
Pre-requisite None
Co-requisite None
Compatibles None
Incompatibles None
Coursework Only
As above

This module builds on Child Development 1 (BECE101). In addition to further developing students understandings of communication and language in early childhood, this module will focus on how psychology as a discipline can inform our understandings of children’s social, emotional and moral development, and of our practices as early childhood educators. It will focus in particular on how the environment and interactions can support early learning. Students will be equipped with an emerging understanding of children's social emotional and moral development from a developmental psychological perspective. The module will also aim to create awareness among students of the complex range of issues that require consideration in the process of early childhood education.

Learning Outcomes

1. Draw on a wide range of psychological theories to illuminate their understanding of children’s social, emotional and moral development from infancy to six years of age
2. Demonstrate understanding of the application of psychological theories and research to professional values and practice
3. Reflect critically on contested issues in child development in ways that are informed by psychological theory and authoritative up to date research in the psychology of children’s well-being and development.
4. Integrate significant insights, arguments and perspectives from developmental psychology with learning from other college courses and from their reflection on their own experiences.
5. Explore how psychology informs and can be given expression in areas of Aistear, The Early Childhood Curriculum Framework (2009)

Workload Full-time hours per semester
Type Hours Description
Lecture24No Description
Assessment Feedback45No Description
Independent Study56No Description
Total Workload: 125

All module information is indicative and subject to change. For further information,students are advised to refer to the University's Marks and Standards and Programme Specific Regulations at: http://www.dcu.ie/registry/examinations/index.shtml

Indicative Content and Learning Activities

Emotional development
Early emotional development, emotional regulation and emotional display rules, children’s understanding of their own and other emotions

Theories of attachment, how attachment evolves, the nature and quality of attachment, consequences of attachment quality and multiple caregivers and attachment

Psychosocial development
Erikson’s framework

The family
The family system, social class, ethnicity and socialisation, the changing family, child abuse within the family

Peers and friends
Developmental patterns in peer interaction, how peers help to socialise children, peer acceptance, when peers become friends

Gender and gender roles
Defining sex and gender, gender role standards and stereotypes, biology, cognition and gender, gender differences in development, social influences on gender typing

Moral Development
Theories of moral development, behaviour and moral development, prosocial behaviour and altruism

Development of aggression, gender differences in aggression, origins of aggressive behaviour, and control of aggression

Assessment Breakdown
Continuous Assessment0% Examination Weight100%
Course Work Breakdown
TypeDescription% of totalAssessment Date
AssignmentAssignment that will assess key aspects of course (as outlined in indicative content).90%n/a
Reflective journalStudents reflect on their learning and engagement throughout the module and self-assess their participation10%n/a
Reassessment Requirement Type
Resit arrangements are explained by the following categories;
1 = A resit is available for all components of the module
2 = No resit is available for 100% continuous assessment module
3 = No resit is available for the continuous assessment component
This module is category 1
Indicative Reading List

  • Whitebread, D.: 2011, Developmental Psychology and Early Childhood Education : A Guide for Students and Practitioners, 1st, Sage, Thousand Oaks, United States,
  • Shaffer, D & Kipp, K.: 2014, Developmental Psychology: Childhood and Adolescence, 9th, Cengage,
  • Boyd, D, & Bee, H.: 2018, Lifespan Development, 7th, Pearson,
Other Resources

40514, YouTube, 0, Food or security, Harlow’s experiments on young monkeys, http://www.youtube.com/watch?v=hsA5Sec6dAI&feature=youtu.be, 40515, YouTube, 0, Social referencing experiment, Joseph Campos, http://www.youtube.com/watch?v=p6cqNhHrMJA, 40516, YouTube, 0, Still Face Experiment: Dr. Edward Tronick, http://www.youtube.com/watch?v=apzXGEbZht0, 40517, Youtube, 0, The Strange Situation: Mary Ainsworth, http://www.youtube.com/watch?v=QTsewNrHUHU,
Programme or List of Programmes
BECEBachelor of Early Childhood Education

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