Module Details
| Module Code: |
PSYC6016 |
| Title: |
Lifespan Psychology
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Long Title:
|
Lifespan Psychology
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| NFQ Level: |
Fundamental |
| Valid From: |
Semester 1 - 2023/24 ( September 2023 ) |
| Field of Study: |
3110 - Psychology
|
| Module Description: |
This module aims to give students the knowledge base of development across the life span from conception. Students will develop skills in identifying and critically examining major tenets of psychological theory in relation to development through childhood, adolescence and adulthood.
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| Learning Outcomes |
| On successful completion of this module the learner will be able to: |
| # |
Learning Outcome Description |
| LO1 |
Describe the factors that impact on prenatal development. |
| LO2 |
Discuss the main theoretical and historical perspectives of developmental psychology. |
| LO3 |
Apply theories of cognitive, neurological and psychological child development with particular emphasis on infancy, early childhood, middle childhood and late childhood. |
| LO4 |
Examine the centrality of relationships with children and their families. |
| LO5 |
Interpret appropriate psychological knowledge and research as it applies to the education of children from birth to 12 years. |
| Dependencies |
Module Recommendations
This is prior learning (or a practical skill) that is strongly recommended before enrolment in this module. You may enrol in this module if you have not acquired the recommended learning but you will have considerable difficulty in passing (i.e. achieving the learning outcomes of) the module. While the prior learning is expressed as named MTU module(s) it also allows for learning (in another module or modules) which is equivalent to the learning specified in the named module(s).
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Incompatible Modules
These are modules which have learning outcomes that are too similar to the learning outcomes of this module. You may not earn additional credit for the same learning and therefore you may not enrol in this module if you have successfully completed any modules in the incompatible list.
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| No incompatible modules listed |
Co-requisite Modules
|
| No Co-requisite modules listed |
Requirements
This is prior learning (or a practical skill) that is mandatory before enrolment in this module is allowed. You may not enrol on this module if you have not acquired the learning specified in this section.
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| No requirements listed |
| Indicative Content |
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Lifespan Psychology
Psychology as a discipline. Understanding developmentalism, psychodynamic, behavioural, cognitive, humanistic, biological and sociocultural approaches to psychology. Holistic nature of children's development, factors affecting children's development. The Nature/Nurture debate. Social, cultural and environmental influences on development. Variation in normative development. Application of psychology into learning environments birth to 12 years. Maslow Hierarchy of Needs. Needs of Children (Mia Kellmer Pringle). Play as a process.
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Prenatal Development
Importance of prenatal development. Stages of prenatal development. The germinal period, the embryonic period, and the fetal period. Factors that impact on prenatal development. Teratogens. Poverty during pregnancy and its effects on child outcomes. Vitamins, diet, lifestyle, reducing the risk of complications.
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Physical and Motor Development
Biological basis of behaviour. Neurological and motor skills development. Cephalocaudal and proximodistal laws. Perception and perceptual development. Theories associated with physical and motor movement.
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Cognitive Development and Language Development
The theories of Pavlov, Skinner, Bandura, Piaget, Vygotsky & Chomsky. Sensory, perceptual & cognitive development. Communication development in children from birth to 12 years. Cognitive stages of development in children. Intelligence and learning. Play as a process.
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Social and Emotional Development
The importance of early emotional bonds. The centrality of relationships in ECEC. Erikson's psychosocial
theory. Bowlby's ethological explanation. Lorenz and imprinting. Harlow's Monkey Experiments, Mary
Ainsworth,'s Attachment Styles and stranger situation. Factors that influence attachment. Still face
experiment. Serve and return interactions. Key Person Approach, Professional Love. Co-regulation and
development of self regulation. Connections over compliance. Behaviour as communication.
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Module Content & Assessment
|
| Assessment Breakdown | % |
|---|
| Coursework | 40.00% |
| End of Module Formal Examination | 60.00% |
Assessments
| End of Module Formal Examination |
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| Reassessment Requirement |
Repeat examination
Reassessment of this module will consist of a repeat examination. It is possible that there will also be a requirement to be reassessed in a coursework element.
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The University reserves the right to alter the nature and timings of assessment
Module Workload
| Workload: Full Time |
| Workload Type |
Contact Type |
Workload Description |
Frequency |
Average Weekly Learner Workload |
Hours |
| Lecture |
Contact |
Lecture |
Every Week |
3.00 |
3 |
| Directed Learning |
Non Contact |
Independent directed learning |
Every Week |
4.00 |
4 |
| Total Hours |
7.00 |
| Total Weekly Learner Workload |
7.00 |
| Total Weekly Contact Hours |
3.00 |
| Workload: Part Time |
| Workload Type |
Contact Type |
Workload Description |
Frequency |
Average Weekly Learner Workload |
Hours |
| Lecture |
Contact |
Lecture |
Every Week |
3.00 |
3 |
| Directed Learning |
Non Contact |
Independent directed learning |
Every Week |
4.00 |
4 |
| Total Hours |
7.00 |
| Total Weekly Learner Workload |
7.00 |
| Total Weekly Contact Hours |
3.00 |
|
Module Resources
|
| Recommended Book Resources |
|---|
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Aubrey, K & Riley, A,. (2022), Understanding and Using Educational Theories,, Sage Publishers, London, [ISBN: 9781529761306].
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Buckler, S., & Castle, P.. (2021), Psychology for Teachers, Sage Publications, London, [ISBN: 9781529743036].
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Santrock, J.W 2020,. (2020), Lifespan Development, International Edition, McGraw-Hill OH,, NY, [ISBN: 1260571459]].
| | Supplementary Book Resources |
|---|
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Levine.L., & Munsch, J. (2021), Child Development An Active Learning Approach,, Sage, US, [ISBN: 9781544359724].
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Banyard, P., Norman, G & Winder, B. (2019), Essential Psychology, 3rd. Sage, London, [ISBN: 9781526456847].
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Desautels,L.L. (2020), Connections Over Compliance: Rewiring Our Perceptions of Discipline, Wyatt-Mackenzie Publishing, Oregon, [ISBN: 978-194801889].
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Slater, A.M., & Quinn, P. C.. (2021), Developmental Psychology, Revisiting The Classic Studies, 2nd. Sage Publications, London, [ISBN: 9781526496843].
| | Recommended Article/Paper Resources |
|---|
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Butler, J., Clerkin, F., & Murphy,
V.. (2019), An Leanbh Óg Journals, The Irish Journal of Early Childhood
Studies, 12th, [ISSN: 2009-590],
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National Council for Curriculum and
Assessment (NCCA). (2009), Aistear: The early childhood curriculum
framework,
| | Supplementary Article/Paper Resources |
|---|
-
Centre for Early Childhood Development
and Education. (2006), Síolta: The National Quality Framework
for Early Childhood Education,
| | Other Resources |
|---|
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Website, American Psychological Association,
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Website, World Health Organisation, WHO,
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Podcast, Butler, J., 2021,. The Power of Learning Stories, Early
Childhood Ireland,
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Website, Center on the Developing Child at
Harvard University (2010) The
Foundations of Lifelong Health Are Built
in Early Childhood. Harvard: National
Scientific Council on the Developing
Child & National Forum on Early
Childhood Policy and Program,
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You tube, Dr. Edward Tronick. Still Face Experiement,
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