Registry

Module Specifications

Archived Version 2021 - 2022

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

To introduce students to the intellectual, cognitive, social and emotional aspects of human development as these bear on the work of the teacher at second level.

Learning Outcomes

1. Demonstrate a knowledge and understanding of the intellectual/cognitive, social and emotional aspects of human development.
2. Engage with a variety of questions concerning the different aspects of human development.
3. Show how key aspects of developmental theory contribute to an understanding of the world of learners at second level.
4. Show an understanding of the implications of developmental theory for the work of the teacher at second-level.
5. Show an understanding of key aspects of constructivist learning theory (cognitive and social).
6. Display knowledge of the relationship between intellectual and other aspects of human development and performance at academic subjects.

*Type*	*Hours*	*Description*
Workload	Full-time hours per semester
Lecture	24	Formal
Independent Study	101	Directed reading
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

Psychology and human development

Nature, nurture and human development

Social and emotional development from childhood to adolescence and adult life with particular reference to the concepts of identity and role

Constructivist theory - cognitive and social

Sexuality and human development

Theories of cognitive development with reference to the work of Piaget, Donaldson and Gardner

A study of the nature of adult/advanced/abstract/formal thinking

Implications of developmental & constructivist theory for the teachers

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

Barbara M. Newman,Philip R. Newman: 2020, Theories of Adolescent Development, Academic Press, 0128154500
Alan Slater,J. Gavin Bremner: 2017, An Introduction to Developmental Psychology, John Wiley & Sons, 1118767209
John Maltby,Liz Day,Ann Macaskill: 0, Personality, Individual Differences and Intelligence, 1292090510
Dennis Child: 2007, Psychology and the Teacher, Continuum, 9780826487162
Jean Piaget,Barbel Inhelder: 1972, The Psychology Of The Child, Basic Books, 0465095003
Jean Piaget: 2002, The Language and Thought of the Child, Psychology Press, 0415267501
Piaget, J.: 1973, The Child's Conception of the World, Paladin, London,
Donaldson, M.: 1987, Children's Minds, Fontana, London,
Howard E. Gardner: 2006, Multiple Intelligences, Basic Books, 0465047688
Howard Gardner: 2011, The Unschooled Mind, Basic Books (AZ), 9780465024384

Other Resources

0, Academic Journal, ESAI, 0, Irish Education Studies Journal (ESAI), http://esai.ie/, 0, Academic Journal, Wiley, 0, Journal of Adolescence, Wiley Publishing, https://www.sciencedirect.com/journal/journal-of-adolescence, 0, Academic Journal, 0, Journal of Applied Developmental Psychology, Science Direct ISSN: 0193-3973, https://www.sciencedirect.com/journal/journal-of-applied-developmental-psychology,

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