Registry
Module Specifications
Archived Version 2020 - 2021
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Description This module builds on Child Development 1 (BECE101). In addition to further developing students understandings of communication and language in early childhood, this module will focus on how psychology as a discipline can inform our understandings of children’s social, emotional and moral development, and of our practices as early childhood educators. It will focus in particular on how the environment and interactions can support early learning. Students will be equipped with an emerging understanding of children's social emotional and moral development from a developmental psychological perspective. The module will also aim to create 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 social, emotional and moral development from infancy to six years of age 2. Demonstrate understanding of the application of psychological theories and research to professional values and practice 3. 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 well-being and development. 4. Integrate significant insights, arguments and perspectives from developmental psychology with learning from other college courses and from their reflection on their own experiences. 5. 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 Emotional developmentEarly emotional development, emotional regulation and emotional display rules, children’s understanding of their own and other emotionsAttachmentTheories of attachment, how attachment evolves, the nature and quality of attachment, consequences of attachment quality and multiple caregivers and attachmentPsychosocial developmentErikson’s frameworkThe familyThe family system, social class, ethnicity and socialisation, the changing family, child abuse within the familyPeers and friendsDevelopmental patterns in peer interaction, how peers help to socialise children, peer acceptance, when peers become friendsGender and gender rolesDefining sex and gender, gender role standards and stereotypes, biology, cognition and gender, gender differences in development, social influences on gender typingMoral DevelopmentTheories of moral development, behaviour and moral development, prosocial behaviour and altruismAggressionDevelopment of aggression, gender differences in aggression, origins of aggressive behaviour, and control of aggression | |||||||||||||||||||||||||||||||||||||
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Indicative Reading List
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Other Resources 40514, YouTube, 0, Food or security, Harlow’s experiments on young monkeys, http://www.youtube.com/watch?v=hsA5Sec6dAI&feature=youtu.be, 40515, YouTube, 0, Social referencing experiment, Joseph Campos, http://www.youtube.com/watch?v=p6cqNhHrMJA, 40516, YouTube, 0, Still Face Experiment: Dr. Edward Tronick, http://www.youtube.com/watch?v=apzXGEbZht0, 40517, Youtube, 0, The Strange Situation: Mary Ainsworth, http://www.youtube.com/watch?v=QTsewNrHUHU, | |||||||||||||||||||||||||||||||||||||
Programme or List of Programmes | |||||||||||||||||||||||||||||||||||||
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