Psychology of human development

elementary

NRL_W06, NRL_W12,

NRL_U02, NRL_K01,

NRL_K03

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

1. Introduction to the psychology of human development: basic theories and research methods in human development psychology.

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

3. Early childhood - infancy and toddlerhood: psychomotor development, cognitive development, socio-emotional development.

4. Middle childhood /preschool age: psychomotor development, cognitive development, socio-emotional development, moral development, personality development, language, and communication, play.

5. Late childhood/school-age: psychomotor development, cognitive development, socio-emotional development, moral development, and personality, language, and communication.

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

Mandatory literature:

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

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:

seminar attendance - 18 h

seminar preparation - 20 h

preparation for exam - 14 h

consultations - 2 h

Total hours: 54 [54/18=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.