Module: Psychological Perspectives

Latest Module Specifications

Current Academic Year 2025 - 2026

Module Title	Psychological Perspectives
Module Code	ECE1037 (ITS: EC207)
Faculty	DCU Institute of Education	School	Language, Literacy & ECE
NFQ level	8	Credit Rating	5

Description

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)

*Type*	*Hours*	*Description*
Workload	Full time hours per semester
Lecture	24	No Description
Independent Study	101	No Description
Total Workload: 125

Section Breakdown
CRN	10351	Part of Term	Semester 1
Coursework	0%	Examination Weight	100%
Grade Scale	40PASS	Pass Both Elements	N
Resit Category	RC1	Best Mark	N
Module Co-ordinator	Sinéad McNally	Module Teacher

Type	Description	% of total	Assessment Date
Assessment Breakdown
Formal Examination	End of year 2 hour exam in which students answer two essay type questions out of a choice of 5.	100%	End-of-Semester

Reassessment Requirement Type
Resit arrangements are explained by the following categories; RC1: A resit is available for both^* components of the module. RC2: No resit is available for a 100% coursework module. RC3: No resit is available for the coursework component where there is a coursework and summative examination element. ^* ‘Both’ is used in the context of the module having a coursework/summative examination split; where the module is 100% coursework, there will also be a resit of the assessment

Pre-requisite	None
Co-requisite	None
Compatibles	None
Incompatibles	None

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

Indicative Reading List

Books:

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

Articles:

Lillard, A.S., Lerner, M.D., Hopkins, E.J., Dore, R.A., Smith, E.D., & Palmquist, C.M.: 2013, The Impact of Pretend Play on Children's Development: A Review of the Evidence, Psychological Bulletin, 139(1), 525551
2013: Taking shape: Supporting preschoolers’ acquisition of geometric knowledge through guided play., Child Development, 84, 525552, 1
The stages of the intellectual development of the child: Bulletin of the Menninger clinic, 26(3), 120, 525553, 1, Weisberg, D.S., Hirsh-Pasek, K., Golinkoff, R.M., Kittredge, A.K. & Klahr, D.
Current Directions in Psychological Science: 25(3), 525554, 1, Jordan, B., 2009

Other Resources

None