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Module Specifications..

Current Academic Year 2023 - 2024

Please note that this information is subject to change.

Module Title Psychology and Human Development
Module Code ED1302
School 78
Module Co-ordinatorSemester 1: Sabrina Fitzsimons
Semester 2: Sabrina Fitzsimons
Autumn: Sabrina Fitzsimons
Module TeachersSabrina Fitzsimons
NFQ level 8 Credit Rating 5
Pre-requisite None
Co-requisite None
Compatibles None
Incompatibles None
Repeat examination

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.

Workload Full-time hours per semester
Type Hours Description
Independent Study101Directed 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 Assessment100% Examination Weight0%
Course Work Breakdown
TypeDescription% of totalAssessment Date
AssignmentContinuous Assignment Activities100%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

  • 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,
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HMSAOStudy Abroad (Humanities & Soc Science)
IESAStudy Abroad (Institute of Education)
IESAOStudy Abroad (Institute of Education)

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