| Unit name | Developmental and Educational Psychology |
|---|---|
| Unit code | EDUC20007 |
| Credit points | 20 |
| Level of study | I/5 |
| Teaching block(s) |
Teaching Block 2 (weeks 13 - 24) |
| Unit director | Dr. Bakopoulou |
| Open unit status | Not open |
| Units you must take before you take this one (pre-requisite units) |
Introduction to Psychology in Education |
| Units you must take alongside this one (co-requisite units) |
None |
| Units you may not take alongside this one |
None |
| School/department | School of Education |
| Faculty | Faculty of Arts, Law and Social Sciences |
Why is this unit important?
This unit is important for students aspiring to comprehend the intersection of developmental psychology and education. It serves as a bridge between theoretical knowledge and practical application, fostering a deep understanding of cognitive, emotional, social, and language development in educational contexts. By delving into methodological approaches, students gain the skills needed to critically evaluate research, empowering them to contribute meaningfully to discussions on educational policy and innovation. The emphasis on ethical considerations ensures that students navigate the complexities of the field responsibly. This unit supports students to cultivate not just knowledge but a holistic perspective, preparing students to navigate the dynamic landscape of education with a solid foundation in psychological principles.
How does this unit fit into your programme of study
This unit integrates the study of developmental psychology with practical applications in education. As students progress, this unit builds on foundational knowledge from the first year, offering a more nuanced exploration of psychological theories and their implications for educational practices. Its multidisciplinary approach aligns with the overarching goals of our program, ensuring that students develop a comprehensive understanding of both the theoretical underpinnings and real-world applications of developmental psychology in educational settings. This unit also further develops students’ qualitative research skills in preparation for the dissertation unit at L6.
An overview of content
This unit covers key aspects, including the study of developmental psychology, methodological approaches, empirical evidence, conceptual and historical issues, and the interplay between different educational and psychological approaches. Students explore cognitive, emotional, social, and language development and engage in critical analysis of research. Research methods and ethical considerations are interwoven throughout, fostering responsible engagement with the subject matter.
How will students, personally, be different as a result of the unit
Upon completing this unit students will possess a robust understanding of developmental psychology along with essential skills in research evaluation and interpretation. The unit cultivates a critical mindset, enabling students to question claims in psychology literature and evaluate the relevance of psychological insights in education. Importantly, students will develop heightened ethical awareness, ensuring their contributions to the field are grounded in a sense of responsibility and integrity. Students will have developed skills in conducting qualitative interviews and analysing qualitative data.
Learning outcomes
Upon successful completion of the unit students will be able to:
1. Critically evaluate key theories and concepts within developmental and educational psychology.
2. Critically evaluate psychological research within developmental and educational psychology.
3. Collect and analyse qualitative interview data.
4. Demonstrate an awareness of the ethical issues associated with research in developmental and educational psychology.
5. Communicate qualitative research effectively in the form of a lab report.
This unit will be taught using a mixture of activities including seminars, lectures, reading and discussion
Tasks which help you learn and prepare you for summative tasks (formative):
Formative assessment will take the form of 'in session' participation whereby students will be able to demonstrate critical thinking and questioning in response to reading. Students will be expected to demonstrate an awareness of the links between theoretical concepts in the field of developmental psychology introduced in the sessions and the implications for educational psychology.
Tasks which count towards your unit mark (summative):
Research interview portfolio: interview transcript + 800-word reflection (ILOs 3-4) 40%
Qualitative Research Report 2,000 words (ILOs 1-5). 60%
When reassessment does not go to plan
When a student fails the unit and is eligible to resubmit, failed components will be reassessed on a like-for-like basis.
If this unit has a Resource List, you will normally find a link to it in the Blackboard area for the unit. Sometimes there will be a separate link for each weekly topic.
If you are unable to access a list through Blackboard, you can also find it via the Resource Lists homepage. Search for the list by the unit name or code (e.g. EDUC20007).
How much time the unit requires
Each credit equates to 10 hours of total student input. For example a 20 credit unit will take you 200 hours
of study to complete. Your total learning time is made up of contact time, directed learning tasks,
independent learning and assessment activity.
See the University Workload statement relating to this unit for more information.
Assessment
The assessment methods listed in this unit specification are designed to enable students to demonstrate the named learning outcomes (LOs). Where a disability prevents a student from undertaking a specific method of assessment, schools will make reasonable adjustments to support a student to demonstrate the LO by an alternative method or with additional resources.
The Board of Examiners will consider all cases where students have failed or not completed the assessments required for credit.
The Board considers each student's outcomes across all the units which contribute to each year's programme of study. For appropriate assessments, if you have self-certificated your absence, you will normally be required to complete it the next time it runs (for assessments at the end of TB1 and TB2 this is usually in the next re-assessment period).
The Board of Examiners will take into account any exceptional circumstances and operates
within the Regulations and Code of Practice for Taught Programmes.
