Registry

Module Specifications

Archived Version 2019 - 2020

Module Title
Module Code
School
Online Module Resources
NFQ level	8	Credit Rating	5
Pre-requisite	None
Co-requisite	None
Compatibles	None
Incompatibles	None

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
Assessment Feedback	45	No Description
Independent Study	56	No Description
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

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 achievement
Theories of intelligence, testing intelligence, ethnicity, social class and intellectual performance

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

Assessment Breakdown
Continuous Assessment	%	Examination Weight	%

Type	Description	% of total	Assessment Date
Course Work Breakdown

Reassessment Requirement
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
Unavailable

Indicative Reading List

Patrick Leman ... [et al.].: 2012, Developmental psychology, 1st, McGraw-Hill, New York, 0077126165
National Council for Curriculum and Assessment (NCCA): 2009, Aistear: The early childhood curriculum framework. Principles and themes, Dublin,
National Council for Curriculum and Assessment (NCCA): 2009, Aistear: The early childhood curriculum framework. Guidelines for good practice, Dublin,
Angela O'Donnell, Johnmarshall Reeve, Jeffrey Smith: 2011, Educational Psychology, 3rd, 14, Wiley, Danver, 1118076133
Ross D. Parke, Mary Gauvain: 2009, Child psychology, 1st, McGraw-Hill, Boston, 007338268X
Robson, S: 2006, Developing thinking and understanding in young children, Routledge, London,
John Loughran: 2010, What expert teachers do, 1st, 12, Routledge, 2010., London, 0415579678

Other Resources

37715, Website, 0, Piaget’s conservation test, http://www.youtube.com/watch?v=YtLEWVu815o, 37716, Website, 0, Piaget’s three mountains test, http://www.youtube.com/watch?v=OinqFgsIbh0, 37717, Website, 0, The false belief test, http://www.youtube.com/watch?v=8hLubgpY2_w, 37718, 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, 37719, 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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