.
Development Psychology
Study Course Description
Course Description Statuss:Approved
Course Description Version:7.00
Study Course Accepted:15.06.2021 10:23:59
| Study Course Information | |||||||||
| Course Code: | VPUPK_003 | LQF level: | Level 6 | ||||||
| Credit Points: | 4.00 | ECTS: | 6.00 | ||||||
| Branch of Science: | Psychology; Developmental Psychology | Target Audience: | Psychology | ||||||
| Study Course Supervisor | |||||||||
| Course Supervisor: | Aelita Vagale | ||||||||
| Study Course Implementer | |||||||||
| Structural Unit: | Department of Health Psychology and Paedagogy | ||||||||
| The Head of Structural Unit: | |||||||||
| Contacts: | Riga, 5 J. Asara Street, vppk rsu[pnkts]lv, +37167061587 | ||||||||
| Study Course Planning | |||||||||
| Full-Time - Semester No.1 | |||||||||
| Lectures (count) | 24 | Lecture Length (academic hours) | 2 | Total Contact Hours of Lectures | 48 | ||||
| Classes (count) | 8 | Class Length (academic hours) | 2 | Total Contact Hours of Classes | 16 | ||||
| Total Contact Hours | 64 | ||||||||
| Part-Time - Semester No.1 | |||||||||
| Lectures (count) | 12 | Lecture Length (academic hours) | 2 | Total Contact Hours of Lectures | 24 | ||||
| Classes (count) | 8 | Class Length (academic hours) | 2 | Total Contact Hours of Classes | 16 | ||||
| Total Contact Hours | 40 | ||||||||
| Study course description | |||||||||
| Preliminary Knowledge: | Acquired study courses General Psychology, Personality Psychology. | ||||||||
| Objective: | To extend students’ knowledge of the nature of personality development, factors influencing the development of an individual, regularities at different age groups of personality development, as well as to develop the skill to analyse personality development, determine developmental criteria, reveal real and potential development problems and evaluate the possibilities for their solution. | ||||||||
| Topic Layout (Full-Time) | |||||||||
| No. | Topic | Type of Implementation | Number | Venue | |||||
| 1 | Basic issues of developmental psychology. Theories of different authors about personality development at different age groups. | Lectures | 2.00 | auditorium | |||||
| 2 | Summary table of the authors' development theories. | Classes | 1.00 | auditorium | |||||
| 3 | Physical, cognitive and psychosocial development of the personality in the prenatal period and in infancy. | Lectures | 2.00 | auditorium | |||||
| 4 | Recent research on development. The role of reflexes in development. The role of temperament in development. | Classes | 1.00 | auditorium | |||||
| 5 | Physical, cognitive and psychosocial development of personality in the age of a child (1-3 years). Character and temperament. | Lectures | 2.00 | auditorium | |||||
| 6 | The role of parents in raising a child. Parenting styles. | Lectures | 2.00 | auditorium | |||||
| 7 | Domestic violence, its recognition. Case study. | Classes | 1.00 | auditorium | |||||
| 8 | Physical, cognitive and psychosocial development of personality in middle age (3-6 years), child's readiness for school. | Lectures | 2.00 | auditorium | |||||
| 9 | Presentation of a child observation diary using summaries of theories and the latest research on development in the age group of 1-6 years. Assessment of a child's readiness for school. | Classes | 1.00 | auditorium | |||||
| 10 | Physical, cognitive and psychosocial development of personality at school age (7-11 years). | Lectures | 2.00 | auditorium | |||||
| 11 | Physical, cognitive and psychosocial development in adolescence (11-16 years). | Lectures | 2.00 | auditorium | |||||
| 12 | Identity formation in the young age. Identity, identity crisis and developmental crises in E. Erikson's theory. Preparation of interview questions. | Classes | 1.00 | auditorium | |||||
| 13 | Physical, cognitive and psychosocial development of personality in the early youth (18-25 years). | Lectures | 2.00 | auditorium | |||||
| 14 | Physical, cognitive and psychosocial development of personality in adulthood (25-45 years). Mid-life crisis. | Lectures | 2.00 | auditorium | |||||
| 15 | Presentation of an interview with 18-45 year olds using summaries of theories and the latest research on developments in this age group. | Classes | 1.00 | auditorium | |||||
| 16 | Physical, cognitive and psychosocial development of personality in adulthood (45-65 years). | Lectures | 2.00 | auditorium | |||||
| 17 | Physical, cognitive and psychosocial development of the personality in late adulthood (aged 65 and more). | Lectures | 2.00 | auditorium | |||||
| 18 | Presentation of an interview with 45-year old and older people, using summaries of theories and the latest research on developments in this age group. | Classes | 1.00 | auditorium | |||||
| 19 | Ageing and death. Development crises and traumatic crises. | Lectures | 2.00 | auditorium | |||||
| 20 | Development as a life process. | Classes | 1.00 | auditorium | |||||
| Topic Layout (Part-Time) | |||||||||
| No. | Topic | Type of Implementation | Number | Venue | |||||
| 1 | Basic issues of developmental psychology. Theories of different authors about personality development at different age groups. | Lectures | 1.00 | auditorium | |||||
| 2 | Summary table of the authors' development theories. | Classes | 1.00 | auditorium | |||||
| 3 | Physical, cognitive and psychosocial development of the personality in the prenatal period and in infancy. | Lectures | 1.00 | auditorium | |||||
| 4 | Recent research on development. The role of reflexes in development. The role of temperament in development. | Classes | 1.00 | auditorium | |||||
| 5 | Physical, cognitive and psychosocial development of personality in the age of a child (1-3 years). Character and temperament. | Lectures | 1.00 | auditorium | |||||
| 6 | The role of parents in raising a child. Parenting styles. | Lectures | 1.00 | auditorium | |||||
| 7 | Domestic violence, its recognition. Case study. | Classes | 1.00 | auditorium | |||||
| 8 | Physical, cognitive and psychosocial development of personality in middle age (3-6 years), child's readiness for school. | Lectures | 1.00 | auditorium | |||||
| 9 | Presentation of a child observation diary using summaries of theories and the latest research on development in the age group of 1-6 years. Assessment of a child's readiness for school. | Classes | 1.00 | auditorium | |||||
| 10 | Physical, cognitive and psychosocial development of personality at school age (7-11 years). | Lectures | 1.00 | auditorium | |||||
| 11 | Physical, cognitive and psychosocial development in adolescence (11-16 years). | Lectures | 1.00 | auditorium | |||||
| 12 | Identity formation in the young age. Identity, identity crisis and developmental crises in E. Erikson's theory. Preparation of interview questions. | Classes | 1.00 | auditorium | |||||
| 13 | Physical, cognitive and psychosocial development of personality in the early youth (18-25 years). | Lectures | 1.00 | auditorium | |||||
| 14 | Physical, cognitive and psychosocial development of personality in adulthood (25-45 years). Mid-life crisis. | Lectures | 1.00 | auditorium | |||||
| 15 | Presentation of an interview with 18-45 year olds using summaries of theories and the latest research on developments in this age group. | Classes | 1.00 | auditorium | |||||
| 16 | Physical, cognitive and psychosocial development of personality in adulthood (45-65 years). | Lectures | 1.00 | auditorium | |||||
| 17 | Physical, cognitive and psychosocial development of the personality in late adulthood (aged 65 and more). | Lectures | 1.00 | auditorium | |||||
| 18 | Presentation of an interview with 45-year old and older people, using summaries of theories and the latest research on developments in this age group. | Classes | 1.00 | auditorium | |||||
| 19 | Ageing and death. Development crises and traumatic crises. | Lectures | 1.00 | auditorium | |||||
| 20 | Development as a life process. | Classes | 1.00 | auditorium | |||||
| Assessment | |||||||||
| Unaided Work: | A systematic, independent analysis of the literature specified, which is reflected in the following independent and group work: • Child observation (aged 1-6) and analysis of the child observation diary, correctly using the concepts of developmental theories for the specific case (individual work) or interview of an adult, interview analysis on the interviewee's development at different stages and developmental crises (individual work) – the interviewee's age and interview questions are coordinated with the teacher, students interview people of different ages (from the age of 18 and older). Present a child observation diary or an adult interview and the latest research on the respective age group. | ||||||||
| Assessment Criteria: | • Systematic, independent analysis of the indicated literature, which is reflected in the following independent and group works: o Child observation and analysis and presentation of the child observation diary, correctly using the concepts of development theory for the specific case (individual work) – the age of the observer is agreed with the teacher, students observe children from 1-6 years of age. Observation results are presented using the latest research on the development of the observed child or adult interview, interview presentation, interview analysis of the interviewee's development at different ages and developmental crises (individual work) – the interviewee's age is agreed with the teacher, students interview people of different ages (from 15 -80). The results of the interview are presented using the latest research on the development of the interviewed age group – 25% of the final assessment; Test for each age group – 25% of the final assessment; Final test – exam – on the basic issues of developmental psychology and physical, cognitive and psychosocial development of the personality – 50% of the final assessment; • Active participation in lectures and seminars + 1 evaluation point. | ||||||||
| Final Examination (Full-Time): | Exam (Written) | ||||||||
| Final Examination (Part-Time): | Exam (Written) | ||||||||
| Learning Outcomes | |||||||||
| Knowledge: | Students are familiar with the general concepts of personality development psychology and their relationship to other sectors; they define basic problems and facts analysed in developmental psychology; enumerate and describe the processes of developmental psychology, using professional terminology; are well aware of and understand the basic theories and processes in personality development. | ||||||||
| Skills: | Students are able to use cognitive and practical skills acquired in the course of personality development psychology in order to perform professional tasks and address problems; are able to use the necessary knowledge for analysis of basic personality development theories and are able to choose and apply basic methods, tools, materials and information to compare different theoretical concepts. Able to evaluate physical, cognitive and psychosocial development in different age groups; apply knowledge for evaluation of personality development at different stages in theoretical aspect and use it for describing the work done in practice. | ||||||||
| Competencies: | Students are able to use theoretical findings and results of practical research, are able to interpret them in the context of developmental psychology and specialisation. They are able to use theoretical concepts of personality development, analysing the development of a particular child and the history of adult life. They have experience in holistic interpretation of regularities of developmental psychology. | ||||||||
| Bibliography | |||||||||
| No. | Reference | ||||||||
| Required Reading | |||||||||
| 1 | Keil F. (2014). Developmental Psychology: The Growth of Mind and Behavior 1st Edition, Norton&Company inc. | ||||||||
| 2 | Mārtinsone, K. un Miltuze, K. (red.), (2015). Psiholoģija. 1. Pamatjautājumi–teorijas un pētījumi (358. lpp.). Rīga: Zvaigzne ABC. | ||||||||
| 3 | Craig, G. and Baucum, D. (2008). Human Development (9th ed.). Upper Saddle River N. J. Prentice Hall. | ||||||||
| 4 | Schaie, W. and Sherry, L. (2016). Handbook of the psychology of aging. | ||||||||
| Additional Reading | |||||||||
| 1 | Boulbijs, Dž. (1998). Drošais pamats. Rīga. Rasa ABC. | ||||||||
| 2 | Ding, Sh. (2005). Children's Personal and Social Development. Malden. Blackwell Publishing. | ||||||||
| 3 | Eriksons, E.H. (1998). Identitāte: jaunība un krīze. Rīga. Jumava. | ||||||||
| 4 | Gilibrand, R., (2016). Developmental Psychology, Harlow, England : Pearson. | ||||||||
| 5 | Helwig, C.C., (2018). New perspectives on moral development, NY, Routledge. | ||||||||
| 6 | Piažē, Ž. (2002). Bērna intelektuālā attīstība. Rīga. Pētergailis. | ||||||||
| 7 | Vinikots, D. V. (2004). Bērns un viņa māte. Rīga. Raka. | ||||||||
| Other Information Sources | |||||||||
| 1 | British Journal of Developmental psychology | ||||||||
| 2 | European Journal of developmental Psychology | ||||||||
| 3 | Journal of Applied Developmental Psychology | ||||||||
