Guidance and Psychological Counseling
Bachelor	Length of the Programme: 4	Number of Credits: 240	TR-NQF-HE: Level 6	QF-EHEA: First Cycle	EQF: Level 6

ECTS Course Information Package

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

Type of Course

Flipped Classroom

Level of Course

Intermediate

Semester

Fall

Contact Hours per Week

Lecture: 3

Recitation:

Lab:

Other:

Estimated Student Workload

128 hours per semester

Number of Credits

5 ECTS

Grading Mode

Standard Letter Grade

Pre-requisites

None

Co-requisites

None

Expected Prior Knowledge

Basic Psychology Knowledge

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 Learning Outcomes and Competences

Upon 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 the history of developmental psychology
7) Exhibit critical reading skills and writing skills

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.

Relation to Program Outcomes and Competences

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

Course Contents

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 during infancy
7)	Language acquisition during EC
8)	Early childhood: Physical and cognitive development
9)	Early childhood: Social and emotional development
10)	Contexts of development
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

yok

Computer Use

non

Other Activities

non

Assessment Methods

Assessment Tools	Count	Weight
Attendance	1	% 5
Homework Assignments	1	% 10
Midterm(s)	1	% 25
Paper Submission	1	% 35
Final Examination	1	% 25
TOTAL		% 100

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

ECTS Student Workload Estimation

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