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Developmental Psychology

Course leader: Alan Martin
alan.martin@buckingham.ac.uk
One term (15 units, Winter Term)

Course overview

The course explores some of the processes of psychological development within the first ten years of life. The lectures and associated readings follow a roughly chronological route from birth to 10-years-old, focusing upon key psychological processes along the way. The topics covered include the ways in which children make sense of the world and learn about it before they can talk, the origin and early development of language and the ways in which we can 'read' the minds of other people.

Aims of the course

• Introduce students to the key approaches and issues in developmental psychology.
• Provide students with a scientific understanding of the core theories in developmental psychology.
• Demonstrate the link between developmental research and developmental theory.
• Show how key developmental points can have knock-on effects in later life

Skills acquired or developed on the course

• Knowledge of theories, research methods and special issues in developmental psychology.
• Ability to discuss the value of competing theories in areas of developmental psychology.
• Experience in researching, writing and giving an oral presentation about developmental psychology.
• Ability to present, either in writing or orally, the theoretical and empirical issues in child development in a clear and coherent manner.
• Students will be encouraged to explore extensive primary source material held by the University, in both physical and online formats, on developmental psychology.

Lecture subjects

• Piaget & Vygotsky: the two 'big names' of developmental psychology
• Perceptual development: how babies recognise faces
• Attachment: the bonds between children and their parents
• Language development: when and how children start to talk
• Social development: Theory of Mind; the way in which children start to become mind readers
• Play: why do children play and is it a form of learning?
• Moral development: how do children learn about morality?
• Cognitive development: how we learn to think
• Conceptual change: the way in which children learn about abstract concepts

Assessment

• 60% examination (June exams)
• 40% course work, of which:
  • 20% essay (around 2500 words)
  • 10% research paper précis
  • 10% presentation

Core text

• Smith, P.K., H. Cowie & M. Blades. Understanding children's development (4th ed., Oxford: Blackwell, 2002). ISBN: 978-063-122823-3.