Module: Development Psych & Individual Differences

Module Specifications..

Current Academic Year 2023 - 2024

Please note that this information is subject to change.

Module Title	Development Psych & Individual Differences
Module Code	HD230
School	76
Module Co-ordinator	Semester 1: Geraldine Scanlon Semester 2: Geraldine Scanlon Autumn: Geraldine Scanlon
Module Teachers	Geraldine Scanlon
NFQ level	8	Credit Rating	5
Pre-requisite	None
Co-requisite	None
Compatibles	None
Incompatibles	None

Coursework Only
The student will be required to resubmit the same assignment.

Description

This module aims to develop the student teachers understanding of the theoretical framework of child and adolescent development within the context of post primary educational settings . Specifically, it will integrate innovative research findings to assist students to develop best practice in helping them to identify developmental milestones across physical, social, emotional and cognitive domains from childhood to adolescence in order to provide optimal learning environments in post primary classrooms and develop a holistic understanding of pupils needs

Learning Outcomes

1. Identify key developmental theorists from childhood to adolescence
2. Describe the key terms across physical, social, emotional and cognitive domains
3. Explore the relationship between genetics and the environment and the impact on psychological development
4. Identify individual differences within adolescent development
5. Recognize individual needs and devise teaching strategies
6. Develop an understanding of holistic development

*Type*	*Hours*	*Description*
Workload	Full-time hours per semester
Lecture	48	Direct contact time with lecturer
Assignment Completion	60	Application of theory to practice
Independent Study	17	Reading & Research
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

Assessment Breakdown
Continuous Assessment	100%	Examination Weight	0%

Type	Description	% of total	Assessment Date
Course Work Breakdown
Essay	Case study format - students will identify the holistic needs of pupils from two case studies and identify strategies to support the pupil in the classroom and the wider school community - self reflection on current and past practices - research informed	100%	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

Stephen Pinker: 2002, The Blank Slate,
Stephen Pinker: 1994, The language Instinct,
Santrock John: 2008, Adolescence,
Pressley & Mc Cormack: 2007, Child and Adolescent Development for Educators,
Bee and Boyd: 0, The Developing Child,
Alloway and Packiam: 2011, Improving Working Memory,
Snowman McCowan & Biehler: 2009, Psychology Applied to Teaching,
Therese Mc Phillips: 2011, Supporting Teaching and Learning in the Second Level School : A Resource for Teachers, Blackrock Education Centre, Dublin,
Scanlon, G., Barnes-Holmes, Y., Shevlin, M., & McGuckin. C.: 2019, Transition for Pupils with Special Educational Needs, Peter Lang, London,
Scanlon, G. & McKenna. G.: 2018, HOMEWORKS': A study on the Educational Needs of Children Experiencing Homelessness and Living in Emergency Accommodation., The Children's Right Alliance, Dublin,

Other Resources

None

Programme or List of Programmes

PEB	B.Sc Physical Education with Biology
PEM	BSc in Physical Education with Maths.
SE	BSc Science Education

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