Module: Psychology & Human Development

Module Specifications.

Current Academic Year 2024 - 2025

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Date posted: September 2024

Module Title	Psychology & Human Development
Module Code	ED1302 (ITS) / EDS1046 (Banner)
Faculty	DCU Institute of Education	School	Policy & Professional Practice
Module Co-ordinator	Sabrina Fitzsimons
Module Teachers	-
NFQ level	6	Credit Rating	5
Pre-requisite	Not Available
Co-requisite	Not Available
Compatibles	Not Available
Incompatibles	Not Available

Repeat examination

Description

To introduce students to the intellectual, cognitive, social and emotional aspects of human development as these bear on the work of the teacher at second level.

Learning Outcomes

1. Demonstrate a knowledge and understanding of the intellectual/cognitive, social and emotional aspects of human development.
2. Engage with a variety of questions concerning the different aspects of human development.
3. Show how key aspects of developmental theory contribute to an understanding of the world of learners at second level.
4. Show an understanding of the implications of developmental theory for the work of the teacher at second-level.
5. Show an understanding of key aspects of constructivist learning theory (cognitive and social).
6. Display knowledge of the relationship between intellectual and other aspects of human development and performance at academic subjects.

*Type*	*Hours*	*Description*
Workload	Full-time hours per semester
Lecture	24	Formal
Independent Study	101	Directed reading
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

Psychology and human development
Learning to teach requires an understanding of the diverse contexts of adolescents’ lives and the changing and multiple concepts of children and childhoods. It requires knowledge of prior learning experiences and development. This section of the module considers a range of topics including the nature/nurture debate, the factors that influence human development, personality and individual difference, and learning and developmental theories (cognitive and social constructivism, socio-emotional development and others). It includes the study of the nature of advanced abstract/formal thinking.

Teacher as Professional
Professionalism is fostered through a growing understanding of varying abilities pertaining to the student cohort range (12-18).

Professional Relationships and working with parents
Understanding the role of family/home context in the foundational theories of adolescent learning, development and well‐being are explored within this module.

Inclusive Education
Through the consideration of various learning theories, students reflect upon and consider the importance of fostering appropriate learning environments to provide for the learning needs of all pupils (for example, the importance of differentiation, scaffolding learning etc.).

Integrated Learning Opportunities
Students consider the importance of learning theories which helps to provide a foundation for the understanding of changes to the syllabi and curricular enactment (covered in detail in other foundation discipline modules).

Research-Informed Insights
The module is informed by research pertaining to the discipline, and students are encouraged and supported to engage with current research on teaching and learning in particular as it pertains to the Irish Education system (for example, policy documents, relevant academic journals etc).

Creative, Critical and Reflective Thinking
Students are prompted to think critically about the topics discussed in this module. This is fostered through detailed lectures, support via online/digital resources coupled with suitable recommended reading. Critical, creative and reflective thinking is encouraged via the type of assignment employed, in-’class’ discussion through interactive digital resources, and the nature of readings students are encouraged to engage with.

Assessment Breakdown
Continuous Assessment	100%	Examination Weight	0%

Type	Description	% of total	Assessment Date
Course Work Breakdown
Assignment	Continuous Assignment Activities	100%	n/a

Reassessment Requirement Type
Resit arrangements are explained by the following categories: Resit category 1: A resit is available for both* components of the module. Resit category 2: No resit is available for a 100% continuous assessment module. Resit category 3: No resit is available for the continuous assessment component where there is a continuous assessment and examination element.
* ‘Both’ is used in the context of the module having a Continuous Assessment/Examination split; where the module is 100% continuous assessment, there will also be a resit of the assessment
This module is category 1

Indicative Reading List

Barbara M. Newman,Philip R. Newman: 2020, Theories of Adolescent Development, Academic Press, 0128154500
Alan Slater,J. Gavin Bremner: 2017, An Introduction to Developmental Psychology, John Wiley & Sons, 1118767209
John Maltby,Liz Day,Ann Macaskill: 0, Personality, Individual Differences and Intelligence, 1292090510
Dennis Child: 2007, Psychology and the Teacher, Continuum, 9780826487162
Jean Piaget,Barbel Inhelder: 1972, The Psychology Of The Child, Basic Books, 0465095003
Jean Piaget: 2002, The Language and Thought of the Child, Psychology Press, 0415267501
Piaget, J.: 1973, The Child's Conception of the World, Paladin, London,
Donaldson, M.: 1987, Children's Minds, Fontana, London,
Howard E. Gardner: 2006, Multiple Intelligences, Basic Books, 0465047688
Howard Gardner: 2011, The Unschooled Mind, Basic Books (AZ), 9780465024384

Other Resources

50761, Academic Journal, ESAI, 0, Irish Education Studies Journal (ESAI), http://esai.ie/, 50762, Academic Journal, Wiley, 0, Journal of Adolescence, Wiley Publishing, https://www.sciencedirect.com/journal/journal-of-adolescence, 50763, Academic Journal, 0, Journal of Applied Developmental Psychology, Science Direct ISSN: 0193-3973, https://www.sciencedirect.com/journal/journal-of-applied-developmental-psychology, 0, Website, 0, The Teaching Council of Ireland, www.teachingcouncil.ie,