Module: Development Psych & Individual Differences

Latest Module Specifications

Current Academic Year 2025 - 2026

Module Title	Development Psych & Individual Differences
Module Code	EDS1073 (ITS: HD230)
Faculty	Human Development	School	DCU Institute of Education
NFQ level	8	Credit Rating	5

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

Section Breakdown
CRN	20340	Part of Term	Semester 2
Coursework	0%	Examination Weight	0%
Grade Scale	40PASS	Pass Both Elements	Y
Resit Category	RC1	Best Mark	N
Module Co-ordinator	Geraldine Scanlon	Module Teacher

Type	Description	% of total	Assessment Date
Assessment 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; 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

Indicative Reading List

Books:

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,

Articles:
None

Other Resources

None