Developmental Psychology WT-DMI-PSR

Developmental psychology is a subject where we realize what human development is - it is complex, has a goal and specific stages, and its quality depends on many factors: genetic, environmental (including upbringing) or personality. Using Eric Erickson's theory of crises, we will look at human development throughout life. On the basis of Jean Piaget's theory, we will learn about intellectual development, on the basis of Lawrence Kohlberg's theory - moral development.
Classes have the following structure and student contribution:
1. The concept of development and changes. Physical development (2h).
2. Brain development. Neurodidactics (3h).
3. Development in the life cycle. The theory of E.H. Erikson (3h).
4. Cognitive development. J. Piaget's theory (3h).
5. The role of emotions and the acquisition of emotional maturity (3h).
6. Moral development: L. Kohlberg (2h).
7. Social cultural theory of cognitive development: L. Vygotski (2h).
8. Teenager: I am no longer a child (3h).
9. Development of the concept of self (2h).
10. Developmental problems. Addictions (3h).
11. Development environments (2h).
12. Methodology in developmental psychology (2h).

(in Polish) Grupa przedmiotów ogólnouczenianych

(in Polish) nie dotyczy

(in Polish) Opis nakładu pracy studenta w ECTS

2 ECTS = participation in lecture (30 h) + reading and preparation for exam (30 h)

Subject level

elementary

Learning outcome code/codes

TnMA_W08 - has ordered and in-depth knowledge of participants in educational activities, education, care, cultural, assistance, as well as catechetical and about the specific functioning of children and adolescents in the context of patterns and developmental abnormalities TnMA_W10 - has knowledge of the methodology to perform common tasks, standards, procedures and best practices in various areas of the pedagogical-catechetical (kindergartens, schools, public schools, special schools, integration classes) TnMA_U02 - can use basic theoretical knowledge of pedagogy and psychology in connection with theology in order to analyze and interpret educational problems, educational, religious education, welfare, cultural and assistance, as well as the motives and patterns of human behavior TnMA_K06- responsibly preparing for their work, plans and executes the action pedagogical-catechetical

Type of subject

obligatory

Preliminary Requirements

no prerequisites needed

Course coordinators

Dariusz Kurzydło

Learning outcomes

K1: the student understands the essence of developmental changes and the stages of human development.
K2: the student knows the theories of cognitive and moral development of a person.
S1: the student is able to recognize the most important developmental deficits in children.
S2: the student is able to determine the ways of supporting the student's development.
C1: the student knows how to motivate himself and others to learn.
C2: the student sees the need for support in the development and implementation of preventive programs.

2 ECTS (60 h):
30 h = participation in classes
20 h = own reading (at least two selected items from the list of references)
10 h = consultation and preparation for the test

Assessment criteria

grade 5 is given to a student who knows the essence of Piaget, Erikson, Kohlberg's theories, and is able to identify development deficits and knows how to support the child development, especially with regard to learning and dealing with challenges.

grade 4 is given to a student who can list the stages of human development, characterize the selected stage of development, and also know how to support children in learning and identify his developmental deficits

grade 3 is awarded to a student who is aware of the stages of cognitive and moral development, and understands the support of a child in development and knows what the main development deficits are.

grade on the basis of the mid-semester test and final written test

Bibliography

Schaffer, H.R. i in.(2005). Psychologia dziecka. Warszawa: Wydawnictwo Naukowe PWN. Rozdziały 4 -10.
Brzezińska A. (2000) Społeczna psychologia rozwoju. Warszawa: Wydawnictwo Naukowe Scholar.
Trempała J. (2011) Psychologia rozwoju człowieka. Podręcznik akademicki. Wydawnictwo PWN. Warszawa.
Oleszkowicz A., Senejko A. (2019). Psychologia dorastania. Wydawnictwo Naukowe PWN. Warszawa.
Wood D. (2006). Jak dzieci uczą się i myślą. Wydawnictwo Naukowe UJ. Kraków.
Filipiak E. (2012). Rozwijanie zdolnosci uczenia się. GWP. Sopot.
Janicka I., Liberska H. (2019), Psychologia rodziny. Wydawnictwo Naukowe PWN. Warszawa.
Dariusz Kurzydło, Wanda Zagórska, Nie jestem już dzieckiem. Quasi-rytuały wyjścia z dzieciństwa w narracjach nastolatków. Perspektywa psychologii antropologicznej, „Psychologia Rozwojowa” 2016, nr 1, s. 77-96.

Additional information

Information on level of this course, year of study and semester when the course unit is delivered, types and amount of class hours - can be found in course structure diagrams of apropriate study programmes. This course is related to the following study programmes:

Theology - full-time master studies

Additional information (registration calendar, class conductors, localization and schedules of classes), might be available in the USOSweb system:

Description of WT-DMI-PSR in USOSweb