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Module Specifications..

Current Academic Year 2023 - 2024

Please note that this information is subject to change.

Module Title Psychological Perspectives
Module Code EC207
School 77
Module Co-ordinatorSemester 1: Sinead McNally
Semester 2: Sinead McNally
Autumn: Sinead McNally
Module TeachersSinead McNally
NFQ level 8 Credit Rating 5
Pre-requisite None
Co-requisite None
Compatibles None
Incompatibles None
Coursework Only
As above

This module introduces students to psychological theories of cognitive development, engagement and learning. Particular emphasis is given to the educational implications of these theories and indeed their application in an early childhood education setting. Students will be equipped with an understanding of psychological perspectives on children's thinking, learning and development. Building on previous modules, the module will also aim to create an 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 cognitive development and engagement in learning from infancy to six years of age
2. Demonstrate understanding of the application of psychological theories and research to professional values and practice
3. Acquire an understanding of developmental psychological research and its contribution to policy and practice in areas such as children’s rights, education, healthcare, and the media.
4. 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 learning and cognitive development.
5. Integrate significant insights and arguments from psychological perspectives with learning from other college courses and from their reflection on their own experiences.
6. 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
Independent Study101No 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

Theories of learning
Piaget’s theory of cognitive development and its educational implications

Social learning, social constructivism and sociocultural theory
Vygotsky’s theory of cognitive development and its educational implications

Cognitive development
The information processing approach, developmental changes in attention and memory and the implications for educators

Intelligence and individual differences
Theories of intelligence and of individual differences in temperament which impact learning and development

Motivation and self-efficacy
Motivation and self-efficacy

Engaging children to learn
Psychological needs, curiosity, interest and positive affect, protecting self-worth and overcoming fear of failure

Assessment Breakdown
Continuous Assessment100% Examination Weight0%
Course Work Breakdown
TypeDescription% of totalAssessment Date
ParticipationStudents will document attendance and participation throughout the module using a brief two page reflection journal. Students will self-assess participation and award them selves a mark out of ten for participation in the module.10%n/a
Group assignmentStudents will draw on their reading of the psychological literature of development and learning to develop a research question. This research question will then be used to identify a research paper to critically review in their third and final CA30%n/a
Group project Students will identify and review a research paper that allows them to address the research question developed in CA2. The students will be given a research template to present their review of the research paper and will have the option to share this with the broader research community once corrected by the module coordinator.60%Week 9
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

  • David Whitebread: 2019, The SAGE Handbook of Developmental Psychology and Early Childhood Education, 1, Sage, 9781473975903
Other Resources

Programme or List of Programmes
BECEBachelor of Early Childhood Education

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