Module: Child Development

Module Specifications.

Current Academic Year 2024 - 2025

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Date posted: September 2024

Module Title	Child Development
Module Code	PSYC106 (ITS) / PSY1010 (Banner)
Faculty	Science & Health	School	Psychology
Module Co-ordinator	Emma Nicholson
Module Teachers	-
NFQ level	8	Credit Rating	5
Pre-requisite	Not Available
Co-requisite	Not Available
Compatibles	Not Available
Incompatibles	Not Available

None
Repeat examination and coursework

Description

This module will provide the student with an understanding of child development, highlighting the nature of physical, cognitive, social and emotional development during the childhood years. The module will explore and evaluate the various theoretical approaches to child development. The module will present to the student, in a comprehensive and meaningful way, key influential studies alongside contemporary and cross-disciplinary developments that have emerged in the field and will consider the practical applications of theoretical knowledge about child development.

Learning Outcomes

1. Identify key figures, theoretical approaches, and research in the field of developmental psychology
2. Critically evaluate major and contemporary theory and research in the area of child development
3. Examine child development from a multidisciplinary perspective through the adoption of knowledge from social, emotional, biological, cognitive and language developmental theory
4. Recognise the role of social and cultural contexts on child development
5. Discuss challenges and controversies in the field of developmental psychology

*Type*	*Hours*	*Description*
Workload	Full-time hours per semester
Lecture	20	Synchronous lectures based on indicative content and learning outcomes
Directed learning	30	Assignment Completion
Independent Study	75	Lecture review and independent learning
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

Introduction to Development Psychology: themes, theory and research

Research in developmental psychology

Prenatal development and birth

Cognitive development

Language Development

Emotional, Social and Moral Development

Atypical Development

Adolescence

Contexts of Child Development

Assessment Breakdown
Continuous Assessment	30%	Examination Weight	70%

Type	Description	% of total	Assessment Date
Course Work Breakdown
Assignment	Written report on observation of free play	30%	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

Santrock, J. W.: 2014, Child development, 14th edition, New York: McGraw-Hill.,
Berk. L.: 2017, Child development, International, London: Allyn & Bacon.,
Bee, H.: 2007, The developing child., 11th Edition, London: Allyn & Bacon.,
Mercer, Jean: 2010, Child development: myths and misunderstandings, Sage, Los Angeles,
Levine, Laura & Munsch, Joyce: 2011, Child development: an active learning approach, Sage, Thousand Oaks,
Greene, S., & Hogan, D.: 2005, Researching children's experiences: Methods and approaches., London: Sage.,
Clarke-Stewart, A., & Dunn, J.: 2006, Families count: Effects on child and adolescent development., Cambridge: Cambridge University Press.,
Freeman, Mellissa & Mathison, Sandra: 2009, Researching children's experiences, Guilford Press, New York,
Meadows, Sara: 2010, The child as social person, Routledge, New York,
Prinstein, Mitchell & Dodge, Kenneth: 2008, Understanding peer influence in children and adolescents, Guilford, London,
Strasburger, Victor, Wilson, Barbara, & Jordan, Amy: 2013, Children, adolescents, and the media, 3rd, Sage, Thousand Oaks,

Other Resources

None