Psychology of children and youth development

elementary

PS_W04

PS_W09

PS_U05

The lectures concern material in the field of psychology of human development in the prenatal period, early childhood, middle childhood, late childhood, and adolescence.

The first two lectures cover basic issues in developmental psychology, contemporary developmental theories, and basic concepts. The third and fourth lectures focus on research methods and diagnostic tools. The following lectures concern the characteristics of particular periods in human life with a description of the main regularities in the development of children and youth in the following areas: psychomotor development, cognitive development, personality development, emotional development, moral development, and social development.

Lecture topics:

1. Introduction to the psychology of human development.

2. Basic theories of human development.

3. Research methods in human development psychology.

4. Diagnostic and research tools for different areas of development in childhood and adolescence.

5. Prenatal period: characteristics of changes in particular trimesters of pregnancy.

6. Early childhood - infancy: psychomotor development, cognitive development, socio-emotional development.

7. Early childhood - toddlerhood: psychomotor development, cognitive development, socio-emotional development.

8. Middle childhood /preschool age: psychomotor development, cognitive development, language, and communication, play.

9. Middle childhood /preschool age: socio-emotional development, moral development, personality development.

10. Late childhood/school-age: psychomotor development, cognitive development, language, and communication.

11. Late childhood/school-age: socio-emotional development, moral development, and personality.

12. Adolescence: youth development and life course development, a socio-cultural approach to growing up.

13. Adolescence: cognitive development, morality, identity, development of the value system.

14. Selected forms of supporting the development of children and youth.

15. Material summary.

Mandatory literature:

Trempała J. (2011) (red.). Psychologia rozwoju człowieka. Warszawa, Wydawnictwo Naukowe PWN. (rozdziały: 1-10, 18).

Czerwińska-Jasiewicz M. (2015). Psychologia rozwoju młodzieży w kontekście biegu ludzkiego życia. Warszawa, Wydawnictwo Naukowe DIFIN. (rozdziały: 1-13).

Knowledge:

- Student understands the specificity of human development psychology

- Student differentiates the main theories of human development and defines basic concepts

- Student has knowledge of various concepts and theories in the field of developmantal psychology, knows how to identify them

- Student knows the basic methods of assessing various areas of human development, knows their theoretical and practical specificity

Skills:

- Student classifies the regularities inscribed in harmonious human development

- Student is able to use techniques to measure various areas in the field of developmantal psychology and to interpret the results

- Student individually describes a given area of ​​human development from the perspective of the theories learned

Competence

- Student is aware of the need to take into account the specificity of diagnostic needs and social and cultural conditions when selecting methods

- Student is aware of the importance to conduct scientific research or diagnosis in accordance with the ethical norms

ECTS description:

lecture attendance - 30 h

seminar attendance - 30 h

consultations - 5 h

preparation for exam - 10 h

preparation for essay and test - 15 h

Total hours: 90 [90/30=3]

ECTS number: 3

Assessment method:

Written exam in the form of a test.

Assessment criteria:

for grade 5: the student has acquired and understands very well the

the role of psychological processes and the directions of their development; the student is very well versed in diagnostic tools enabling the assessment of various areas of psychological functioning of children and adolescents

for grade 4: the student has acquired and understands well the

the role of psychological processes and the directions of their development; the student is well versed in diagnostic tools enabling the assessment of various areas of psychological functioning of children and adolescents

for grade 3: the student has acquired and understands sufficiently the

the role of psychological processes and the directions of their development; the student is sufficiently versed in diagnostic tools enabling the assessment of various areas of psychological functioning of children and adolescents

for grade 2: the student has not acquired and does not understand the

the role of psychological processes and the directions of their development; the student is not versed in diagnostic tools enabling the assessment of various areas of psychological functioning of children and adolescents

Not applicable.