| CODE | PSY1622 | ||||||||
| TITLE | Developmental Psychology 1 | ||||||||
| UM LEVEL | 01 - Year 1 in Modular Undergraduate Course | ||||||||
| MQF LEVEL | 5 | ||||||||
| ECTS CREDITS | 6 | ||||||||
| DEPARTMENT | Psychology | ||||||||
| DESCRIPTION | This study-unit takes students on the first part of the journey in lifespan development, focusing on child psychology. It provides a general understanding of the current theoretical issues and research findings in child psychology within a biopsychosocial perspective. The material presented will focus on the basic questions asked in the study of child development, neo-natal and post natal development; the physical, cognitive, personality and social and moral development of the child; the ecology of development, the child within the family system and the impact of the broader culture. Difficulties in development will also be introduced. The foundations of cognitive psychology and development will be dealt with in-depth. Students will also be introduced to some of the classical authors in child development (Vygotsky L.S., Winnicott D., Mahler M., Bandura A., Piaget. Erikson). Study-unit Aims: - To provide a general understanding of the current theoretical issues and research findings in child psychology within a biopsychosocial perspective. - To focus on the basic questions asked in the study of child development, neo-natal and post natal development; the physical, cognitive, personality and social and moral development of the child; the ecology of development, the child within the family system and the impact of the broader culture. - To understand difficulties in development and introduce the students to a basic understanding of developmental psychopathology. - To provide in-depth understanding of foundations of cognitive psychology & development. Students will also be introduced to some of the classical authors in child development ( Vygotsky, L.S., Winnicott D., Mahler M.,Bandura A., Piaget. Erikson). Learning Outcomes: 1. Knowledge & Understanding By the end of the study-unit the student will be able to: - Understand: - current theoretical issues and research findings in child psychology within a biopsychosocial perspective; - the basic questions asked in the study of child development, neo-natal and post natal development; - the physical, cognitive, personality and social and moral development of the child; - the ecology of development, the child within the family system and the impact of the broader culture; and - understand difficulties in development and a basic understanding of developmental psychopathology. - Understand some of the classical authors in child development. 2. Skills By the end of the study-unit the student will be able to: - apply the knowledge on child development to different contexts like the school; - read classical authors and understand their influence on common thought on child development; - apply the knowledge acquired to formulate a hypothesis on a specific area of child development. Main Text/s and any supplementary readings: - Bee H.,The developing child (12th Ed.)USA: Allyn and Bacon. - Berk, L. Development through the lifespan (latest edition) USA: Allyn and Bacon. - Kail, R. V., & Cavanaugh, J. C. (2014). Essentials of human development: A life span approach. Boston: Cengage Learning. |
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| ADDITIONAL NOTES | Co-requisite Study-unit: PSY1617 | ||||||||
| STUDY-UNIT TYPE | Lecture | ||||||||
| METHOD OF ASSESSMENT |
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| LECTURER/S | Paul A. Bartolo Jo Christine Scicluna |
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The University makes every effort to ensure that the published Courses Plans, Programmes of Study and Study-Unit information are complete and up-to-date at the time of publication. The University reserves the right to make changes in case errors are detected after publication.
The availability of optional units may be subject to timetabling constraints. Units not attracting a sufficient number of registrations may be withdrawn without notice. It should be noted that all the information in the description above applies to study-units available during the academic year 2024/5. It may be subject to change in subsequent years. |
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