Registry
Module Specifications
Archived Version 2018 - 2019
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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) | |||||||||||||||||||||||||||||||||||||
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 |
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Indicative Content and
Learning Activities Theories of learningPiaget’s theory of cognitive development and its educational implicationsSocial learning, social constructivism and sociocultural theoryVygotsky’s theory of cognitive development and its educational implicationsCognitive developmentThe information processing approach, developmental changes in attention and memory and the implications for educatorsIntelligence and achievementTheories of intelligence, testing intelligence, ethnicity, social class and intellectual performanceMotivation and self-efficacyMotivation and self-efficacyEngaging children to learnPsychological needs, curiosity, interest and positive affect, protecting self-worth and overcoming fear of failure | |||||||||||||||||||||||||||||||||||||
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Indicative Reading List
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Other Resources 26037, Website, 0, Piaget’s conservation test, http://www.youtube.com/watch?v=YtLEWVu815o, 26038, Website, 0, Piaget’s three mountains test, http://www.youtube.com/watch?v=OinqFgsIbh0, 26039, Website, 0, The false belief test, http://www.youtube.com/watch?v=8hLubgpY2_w, 26040, Publication, Maloney, M. & McCarthy, E., 2010, Development of a Framework for Action for the Inclusion of Children with Special Needs in Early Childhood Education Settings. Dublin, Ireland, DES, http://www.education.ie/en/Schools-Colleges/Information/Early-Years/eye_framework_development_special_needs.pdf, 26041, Publication, Child and Youth Care Forum 22(5):337-350, 1993, Teaching in the zone of proximal development: Implications for responsive teaching practice, http://link.springer.com/article/10.1007%2FBF00760943, | |||||||||||||||||||||||||||||||||||||
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