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TBC

This course is compulsory on the BSc in Psychological and Behavioural Science. This course is not available as an outside option nor to General Course students.

Students should have taken Foundations of Psychological Science (PB101) or Foundations of Behavioural Science (PB100).

This course will cover core approaches and phenomena in developmental psychology. It will frame developmental psychology by reference to core explanatory approaches to development and outlining major classic theoretical approaches. It also covers a range of central empirical areas of development, illustrating the ways in which the major theories explain, or fail to explain, the phenomena in those areas. The course is also concerned with locating psychological development in a wider cultural and societal context including the relations between typical and atypical development.

10 hours of lectures and 10 hours of classes in the LT.

During the course, students will complete three kinds of formative assessment:

1. 1 mini essay (1000 words)

2. 1 individual oral presentation to the class

3. 1 quiz including multiple choice questions and short written answer questions

Banaji, M. & S.A. Gelman (Eds.), (2013) Navigating the social world: What infants, children, and other species can teach us. New York: Oxford University Press.

Coleman, J. and Hagell, A.  (Eds.) (2008) Adolescence, Risk and Resilience: Against the Odds.

Greenfield, P. (2009) Linking Social Change and Developmental Change: Shifting Pathways of Human Development. Developmental Psychology, 45, 401–418.

Lamb, M. E., & Freund, A. M. (Eds.) (2010) Handbook of life span development, Volume 2: Social and emotional development (Editor in Chief: Richard M. Lerner). Hoboken, NJ: Wiley.

Leman, P. Bremner, A. Parke, R. Gauvain, M (2012) Developmental Psychology. McGraw Hill, London.

Lerner, R.M. (Gen. Ed.) (2015) Handbook of child psychology and developmental science. (7th ed.). Hoboken, NJ: Wiley.

McLean, K.C and Syed, M (Eds.), (2015) The Oxford handbook of identity development. New York: Oxford Press.

Music, G. (2011). Nurturing natures: Attachment and children’s emotional, sociocultural and brain development. Hove: Psychology Press.

Narvaez, D., Panksepp, J., Schore, A. N., & Gleason, T. R. (Eds.), (2013), Human nature, early experience and human development: From research to practice and policy. New York: Oxford University Press.

Slater, A. and. Bremner, J. G (Eds) (2011) An Introduction to Developmental Psychology. 2nd Edition, Chichester: Wiley-Breakwell.

Students will be expected to read essential readings plus additional reading from the primary literature for each class. These readings will be provided in the course outline.

Essay (80%, 3000 words) in the ST.
Presentation (20%) in the LT.

20% of the total mark will be in the form of an individual presentation during the course.

Students following the BSc in Psychological and Behavioural Science will be expected to submit one ‘Integration Essay’ in their second year. The integration essay will be submitted as the assessed essay for ONE of PB200, PB201, PB202, PB204 and PB205.  The integration essay will discuss a topic investigated in one course and use its approach to integrate and debate approaches from two other courses taken in Year 2. For example, if you choose to submit your integration essay in Developmental Psychology (this course) you will use a topic from this course as the basis for debating the treatment of that topic by theories from two of Biological Psychology (PB200), Cognitive Psychology (PB201), Social Psychology Groups and Inter-group relations (PB204) and Individual Differences and Why They Matter (PB205).