| School/Faculty/Institute | Faculty of Education | ||||||
| Course Code | PCG 207 | ||||||
| Course Title in English | Developmental Psychology I | ||||||
| Course Title in Turkish | Gelişim Psikolojisi-1 | ||||||
| Language of Instruction | EN | ||||||
| Type of Course | Flipped Classroom | ||||||
| Level of Course | Intermediate | ||||||
| Semester | Fall | ||||||
| Contact Hours per Week |
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| Estimated Student Workload | 128 hours per semester | ||||||
| Number of Credits | 5 ECTS | ||||||
| Grading Mode | Standard Letter Grade | ||||||
| Pre-requisites | None | ||||||
| Expected Prior Knowledge | Basic Psychology Information | ||||||
| Co-requisites | None | ||||||
| Registration Restrictions | Only Undergraduate Students | ||||||
| Overall Educational Objective | To learn to understand biological, cognitive, emotional, and social development from conception through middle childhood by referring theories and research findings in developmental psychology. | ||||||
| Course Description | This is an introductory developmental psychology course from conception through middle childhood. It introduces both theories of development and recent research issues in biological, cognitive, emotional, and social development. We will also discuss historical perspectives on child development, modern-day institutions, and the impact of socio-political climates on developmental processes. Students will describe biological, cognitive, emotional, and social development from conception through middle childhood by referring theories and research findings in developmental psychology. Students will demonstrate knowledge of research methodologies in developmental psychology and their relation to theories of psychology. Students will understand how theoretical perspectives of developmental psychology position themselves on the issues of nature and nurture, continuity and discontinuity, and human agency. Students will demonstrate a multi-level understanding of diversity issues and their influences on children’s cognitive, emotional, social and moral development (e.g., class systems, schools, family patterns and practices, racism, sexism, classism, homophobia, and ethnocentrism). Students will increase critical reading and writing skills. | ||||||
| Course Description in Turkish | Bu ders embroyondan orta çocukluk arası dönemi kapsayan bir gelişim psikolojisine giriş dersidir. Öğrenciyi biyolojik, bilişsel duygusal ve sosyal gelişimin teorileri ve bu alanlarda yapılmış bilimsel çalışmalarla tanıştırır. Öğrencilere çocuk gelişimi alanının tarihi, modern kurumlar, sosyo-politik iklimin gelişim sürecine etkisi gibi konuları tartıştırır. |
Course Learning Outcomes and CompetencesUpon successful completion of the course, the learner is expected to be able to:1) understand how people develop and learn in the first ten years of life 2) know different stages of childhood and social, emotional, physical and cognitive norms for each stage 3) evaluate major theories and concepts of human development in relation to their philosophical underpinnings (such as nature vs. nature, course of development); 4) analyze basic theoretical concepts and apply them to field observations and own educational experiences 5) demonstrate knowledge of common research methodologies in developmental psychology 6) evaluate how the history of developmental psychology 7) exhibit critical reading skills and writing skills (Movie Reaction Paper). |
| Program Learning Outcomes/Course Learning Outcomes | 1 | 2 | 3 | 4 | 5 | 6 | 7 |
|---|---|---|---|---|---|---|---|
| 1) Scientific competence, knowledge, skills and effective teaching methods and strategies in order to provide psychological help. | |||||||
| 2) Knowledge that will enable students to develop the skills to cope with problems they encounter in the school environment. | |||||||
| 3) Basic knowledge about developmental processes from early childhood to adulthood and the characteristics and issues unique to each stage. | |||||||
| 4) Knowledge about the tools used in school counseling services and being equipped to develop relevant programs. | |||||||
| 5) Competence in vocational guidance and counseling practices. | |||||||
| 6) Understanding of human relations and interaction. | |||||||
| 7) Knowledge, experience and skills in scientific methods in order to conduct research studies in behavioral sciences. | |||||||
| 8) Awareness of the necessity of lifelong learning, accessing information, and monitoring developments in education, science, and technology. An ability to solve problems related to the field, continuously developing and renewing oneself, and having critical thinking and questioning skills. An ability to use information technologies. | |||||||
| 9) Ability to communicate effectively in both verbal and written Turkish; ability to use English at least in the European Language Portfolio B2 General Level. | |||||||
| 10) Knowledge about past and present regulations and legislations regarding professional applications of the field and being equipped to contribute to its further development. | |||||||
| 11) Sensitivity for different cultures, values and democratic rights of individuals; the knowledge of national culture and history, and using that knowledge in increasing awareness and involvement in national and international social, cultural, artistic, and technological developments. | |||||||
| 12) A sense of professional and ethical responsibility, and awareness of national and universal sensitivity expressed in the Basic Law of National Education. |
| N None | S Supportive | H Highly Related |
| Program Outcomes and Competences | Level | Assessed by | |
| 1) | Scientific competence, knowledge, skills and effective teaching methods and strategies in order to provide psychological help. | H | Exam |
| 2) | Knowledge that will enable students to develop the skills to cope with problems they encounter in the school environment. | N | |
| 3) | Basic knowledge about developmental processes from early childhood to adulthood and the characteristics and issues unique to each stage. | H | Exam |
| 4) | Knowledge about the tools used in school counseling services and being equipped to develop relevant programs. | S | Project |
| 5) | Competence in vocational guidance and counseling practices. | N | |
| 6) | Understanding of human relations and interaction. | S | Project |
| 7) | Knowledge, experience and skills in scientific methods in order to conduct research studies in behavioral sciences. | N | |
| 8) | Awareness of the necessity of lifelong learning, accessing information, and monitoring developments in education, science, and technology. An ability to solve problems related to the field, continuously developing and renewing oneself, and having critical thinking and questioning skills. An ability to use information technologies. | N | |
| 9) | Ability to communicate effectively in both verbal and written Turkish; ability to use English at least in the European Language Portfolio B2 General Level. | S | HW |
| 10) | Knowledge about past and present regulations and legislations regarding professional applications of the field and being equipped to contribute to its further development. | N | |
| 11) | Sensitivity for different cultures, values and democratic rights of individuals; the knowledge of national culture and history, and using that knowledge in increasing awareness and involvement in national and international social, cultural, artistic, and technological developments. | N | |
| 12) | A sense of professional and ethical responsibility, and awareness of national and universal sensitivity expressed in the Basic Law of National Education. | N |
| Prepared by and Date | MELİKE ACAR , June 2018 |
| Course Coordinator | MELİKE ACAR |
| Semester | Fall |
| Name of Instructor | Asst. Prof. Dr. MELİKE ACAR |
| Week | Subject |
| 1) | Introduction/Overview of the syllabus What is human development? |
| 2) | The study of human development Methods for studying development |
| 3) | The beginning: Biocultural foundation Current issues in human development: The unresolved nature vs. nurture debate and the philosophical baby |
| 4) | Prenatal development and birth The first three months |
| 5) | Physical and cognitive development during infancy |
| 6) | Social and emotional development |
| 7) | Language acquisition during EC |
| 8) | Early childhood: Physical and cognitive development |
| 9) | Early childhood: Social and emotional development |
| 10) | Contexts of development Movie: Ma vie en rose |
| 11) | Physical and cognitive development in MC |
| 12) | Social and emotional development in MC |
| 13) | School as a context for development |
| 14) | The role of play in child development |
| 15) | Final Examination Period |
| 16) | Final Examination Period |
| Required/Recommended Readings | Lightfoot, C., Cole, M., & Cole, S. (2013). The development of children. 7th edition. Worth Palgrave Macmillan. (Required) | |||||||||||||||||||||
| Teaching Methods | Lecture In-class discussions Group work (Project, HW) Independent work | |||||||||||||||||||||
| Homework and Projects | Movie Reaction Papers | |||||||||||||||||||||
| Laboratory Work | ||||||||||||||||||||||
| Computer Use | ||||||||||||||||||||||
| Other Activities | ||||||||||||||||||||||
| Assessment Methods |
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| Course Administration |
acarmel@mef.edu.tr 212 395 3747 Office hours: Before and after class or by appointment EQUALITY, EQUITY, AND RESPECT: I will do my best to provide a safe learning environment for everyone in class. I highly recommend that you use inclusive language to create a classroom atmosphere in which each student’s experience and viewpoint are treated with equal respect and value in relation to his or her gender, sexual orientation, ethnic and religious background, socioeconomic status, and ability/disability. Any type of unprofessional, unethical, or disruptive student attitudes and behaviors that interfere with the development and maintenance of emotional and physical safety are not acceptable. SPECIALIZED SUPPORT AND DISABILITY SERVICES: Students with documented disabilities affecting vision, mobility, hearing, learning, and mental or physical health who may require accommodations should make an appointment with me as soon as possible, no later than the 3rd week of the semester, to discuss their needs. ACADEMIC DISHONESTY AND PLAGIARISM: YOK Disciplinary Regulation |
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| Activity | No/Weeks | Hours | Calculation | ||||
| No/Weeks per Semester | Preparing for the Activity | Spent in the Activity Itself | Completing the Activity Requirements | ||||
| Course Hours | 14 | 2 | 3 | 1 | 84 | ||
| Homework Assignments | 2 | 8 | 16 | ||||
| Midterm(s) | 1 | 8 | 2 | 10 | |||
| Final Examination | 1 | 16 | 2 | 18 | |||
| Total Workload | 128 | ||||||
| Total Workload/25 | 5.1 | ||||||
| ECTS | 5 | ||||||