Course Detail
Course Detail
Course Description
| Course | Code | Semester | T+P (Hour) | Credit | ECTS |
|---|---|---|---|---|---|
| SELECTED TOPICS in DEVELOPMENTAL PSY | PSY4213424 | Spring Semester | 3+0 | 3 | 6 |
| Course Program |
| Prerequisites Courses | |
| Recommended Elective Courses |
| Language of Course | English |
| Course Level | First Cycle (Bachelor's Degree) |
| Course Type | Elective |
| Course Coordinator | Assist.Prof. Büşra Eylem AKTAŞ |
| Name of Lecturer(s) | |
| Assistant(s) | |
| Aim | This course aims to examine, from a developmental psychology perspective, how morality and justice develop from childhood onward. Throughout the semester, the primary text will be the Handbook of Moral Development (3rd ed., Routledge, 2022), edited by Melanie Killen and Judith G. Smetana; one chapter from this book will be covered each week. Students are expected to read the assigned chapter before each class session, and to prepare one discussion question and one reaction paper based on that week's reading. Discussion questions will be read aloud in class and discussed as time allows; even when time is limited, every question will at least be read aloud, even if it cannot be discussed in depth. Discussion questions and reaction papers must be handwritten on paper — not submitted through an electronic platform — and brought to class in person each week. Class attendance is mandatory. Students with more than 30% absenteeism will receive an FF grade for the course. Students may earn up to a maximum of 5 bonus points for participating in research, which will be added to their final score. Alternatively, students may earn bonus points (up to 5) by submitting summaries of five different articles related to the topics covered in the respective weeks. |
| Course Content | This course contains; Introduction,Development and Variations in Moral and Social-Conventional Judgments: A Social Domain Theory Approach,The Development of Moral Circles,Social Inequalities and Moral Development,Early Moral Development: Four Phases of Construction Through Social Interactions,Evidence for an Early-Emerging Moral Core ,Developing an Early Awareness of Fairness,midterm,The Early Ontogeny of Human Cooperation and Morality,The Early Development of Sharing: From Pleasurable Social Interactions and Empathic Concern to Normative Considerations,Moral Development from a Socialization Perspective,Perceptions of Parenting and Moral Development,Prosocial Behaviors and Development,wrap up,final. |
| Course Learning Outcomes | Teaching Methods | Assessment Methods |
| Think critically about theories, methods, and research in developmental psychology | 10, 14, 16, 19, 2, 5, 9 | A, E, H |
| Outline the theoretical perspectives and guiding themes in the field | 10, 14, 16, 19, 2, 5, 9 | A, E, H |
| Describe empirical evidence and how it fits with current debates | 10, 14, 16, 19, 2, 5, 9 | A, E, H |
| Elaborate how developmental psychology can be applied to real life events | 10, 14, 16, 19, 2, 5, 9 | A, E, H |
| Make research proposals in the field of developmental psychology | 10, 14, 16, 19, 2, 5, 9 | A, E, H |
| Comprehend and use basic research designs in the field of developmental psychology | 14, 16, 19, 2, 5, 9 | A, E, H |
| Teaching Methods: | 10: Discussion Method, 14: Self Study Method, 16: Question - Answer Technique, 19: Brainstorming Technique, 2: Project Based Learning Model, 5: Cooperative Learning, 9: Lecture Method |
| Assessment Methods: | A: Traditional Written Exam, E: Homework, H: Performance Task |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Introduction | - |
| 2 | Development and Variations in Moral and Social-Conventional Judgments: A Social Domain Theory Approach | Handbook of Moral Development (3rd ed.), Ch. 2 — Smetana & Yoo |
| 3 | The Development of Moral Circles | Handbook of Moral Development (3rd ed.), Ch. 4 — Chalik & Rhodes |
| 4 | Social Inequalities and Moral Development | Handbook of Moral Development (3rd ed.), Ch. 7 — Elenbaas, Kneeskern, & Ackerman |
| 5 | Early Moral Development: Four Phases of Construction Through Social Interactions | Handbook of Moral Development (3rd ed.), Ch. 9 — Dahl, Martinez, Baxley, & Waltzer |
| 6 | Evidence for an Early-Emerging Moral Core | Handbook of Moral Development (3rd ed.), Ch. 11 — Woo & Hamlin |
| 7 | Developing an Early Awareness of Fairness | Handbook of Moral Development (3rd ed.), Ch. 10 — Sommerville |
| 7 | midterm | - |
| 8 | The Early Ontogeny of Human Cooperation and Morality | Handbook of Moral Development (3rd ed.), Ch. 13 — Vaish & Tomasello |
| 9 | The Early Development of Sharing: From Pleasurable Social Interactions and Empathic Concern to Normative Considerations | Handbook of Moral Development (3rd ed.), Ch. 12 — Paulus |
| 10 | Moral Development from a Socialization Perspective | Handbook of Moral Development (3rd ed.), Ch. 20 — Grusec |
| 11 | Perceptions of Parenting and Moral Development | Handbook of Moral Development (3rd ed.), Ch. 23 — Rote & Flak |
| 12 | Prosocial Behaviors and Development | Handbook of Moral Development (3rd ed.), Ch. 24 — Carlo, Padilla-Walker, & Hastings |
| 13 | wrap up | - |
| 14 | final |
| Resources |
| M. Killen & J. G. Smetana (Eds.), Handbook of moral development (3rd ed). Routledge. |
Course Contribution to Program Qualifications
| Course Contribution to Program Qualifications | |||||||
| No | Program Qualification | Contribution Level | |||||
| 1 | 2 | 3 | 4 | 5 | |||
| 1 | Knows the basic concepts of research and application-oriented sub-fields of psychology and the basic theories of these fields. | X | |||||
| 2 | Can compare theories and schools in the history of psychology, and relate new developments with this knowledge. | X | |||||
| 3 | Can recognize and interpret the problems they encounter and offer solutions using their expert knowledge. | X | |||||
| 4 | Can investigate a problem with scientific methods, interpret findings and turn the results into a scientific publication. | X | |||||
| 5 | Can lead the project, plan and manage the activities in a team established to solve the problems related to their field. | X | |||||
| 6 | Can question and criticize new ideas from a scientific point of view without taking sides. | X | |||||
| 7 | They adopt the principle of lifelong learning and can follow new developments in their field. | X | |||||
| 8 | Can share their findings, knowledge and solution suggestions about a problem with colleagues or people outside of their field in written or oral form, in an appropriate language. | X | |||||
| 9 | They have a sense of social responsibility and can use their professional achievements in solving problems in their near and far surroundings. | X | |||||
| 10 | Speaks English at least at B1 level to follow international professional developments. | X | |||||
| 11 | Has basic computer skills and can communicate with colleagues on up-to-date platforms. | X | |||||
| 12 | Knows the basic tools of psychology used in assessment and evaluation and can use these tools. | X | |||||
| 13 | Knows professional responsibilities, authorization, and limits, recognizes psychological problems, can make the right referral for their solution, and abides by ethical principles in research and practice. | X | |||||
| 14 | They consider individual and cultural differences in research and practice and take these differences into account while evaluating the research results. | X | |||||
Assessment Methods
| Contribution Level | Absolute Evaluation | |
| Rate of Midterm Exam to Success | 40 | |
| Rate of Final Exam to Success | 60 | |
| Total | 100 | |
| ECTS / Workload Table | ||||||
| Activities | Number of | Duration(Hour) | Total Workload(Hour) | |||
| Course Hours | 14 | 3 | 42 | |||
| Guided Problem Solving | 0 | 0 | 0 | |||
| Resolution of Homework Problems and Submission as a Report | 3 | 8 | 24 | |||
| Term Project | 1 | 40 | 40 | |||
| Presentation of Project / Seminar | 0 | 0 | 0 | |||
| Quiz | 0 | 0 | 0 | |||
| Midterm Exam | 1 | 25 | 25 | |||
| General Exam | 1 | 35 | 35 | |||
| Performance Task, Maintenance Plan | 0 | 0 | 0 | |||
| Total Workload(Hour) | 166 | |||||
| Dersin AKTS Kredisi = Toplam İş Yükü (Saat)/30*=(166/30) | 6 | |||||
| ECTS of the course: 30 hours of work is counted as 1 ECTS credit. | ||||||
Detail Informations of the Course
Course Description
| Course | Code | Semester | T+P (Hour) | Credit | ECTS |
|---|---|---|---|---|---|
| SELECTED TOPICS in DEVELOPMENTAL PSY | PSY4213424 | Spring Semester | 3+0 | 3 | 6 |
| Course Program |
| Prerequisites Courses | |
| Recommended Elective Courses |
| Language of Course | English |
| Course Level | First Cycle (Bachelor's Degree) |
| Course Type | Elective |
| Course Coordinator | Assist.Prof. Büşra Eylem AKTAŞ |
| Name of Lecturer(s) | |
| Assistant(s) | |
| Aim | This course aims to examine, from a developmental psychology perspective, how morality and justice develop from childhood onward. Throughout the semester, the primary text will be the Handbook of Moral Development (3rd ed., Routledge, 2022), edited by Melanie Killen and Judith G. Smetana; one chapter from this book will be covered each week. Students are expected to read the assigned chapter before each class session, and to prepare one discussion question and one reaction paper based on that week's reading. Discussion questions will be read aloud in class and discussed as time allows; even when time is limited, every question will at least be read aloud, even if it cannot be discussed in depth. Discussion questions and reaction papers must be handwritten on paper — not submitted through an electronic platform — and brought to class in person each week. Class attendance is mandatory. Students with more than 30% absenteeism will receive an FF grade for the course. Students may earn up to a maximum of 5 bonus points for participating in research, which will be added to their final score. Alternatively, students may earn bonus points (up to 5) by submitting summaries of five different articles related to the topics covered in the respective weeks. |
| Course Content | This course contains; Introduction,Development and Variations in Moral and Social-Conventional Judgments: A Social Domain Theory Approach,The Development of Moral Circles,Social Inequalities and Moral Development,Early Moral Development: Four Phases of Construction Through Social Interactions,Evidence for an Early-Emerging Moral Core ,Developing an Early Awareness of Fairness,midterm,The Early Ontogeny of Human Cooperation and Morality,The Early Development of Sharing: From Pleasurable Social Interactions and Empathic Concern to Normative Considerations,Moral Development from a Socialization Perspective,Perceptions of Parenting and Moral Development,Prosocial Behaviors and Development,wrap up,final. |
| Course Learning Outcomes | Teaching Methods | Assessment Methods |
| Think critically about theories, methods, and research in developmental psychology | 10, 14, 16, 19, 2, 5, 9 | A, E, H |
| Outline the theoretical perspectives and guiding themes in the field | 10, 14, 16, 19, 2, 5, 9 | A, E, H |
| Describe empirical evidence and how it fits with current debates | 10, 14, 16, 19, 2, 5, 9 | A, E, H |
| Elaborate how developmental psychology can be applied to real life events | 10, 14, 16, 19, 2, 5, 9 | A, E, H |
| Make research proposals in the field of developmental psychology | 10, 14, 16, 19, 2, 5, 9 | A, E, H |
| Comprehend and use basic research designs in the field of developmental psychology | 14, 16, 19, 2, 5, 9 | A, E, H |
| Teaching Methods: | 10: Discussion Method, 14: Self Study Method, 16: Question - Answer Technique, 19: Brainstorming Technique, 2: Project Based Learning Model, 5: Cooperative Learning, 9: Lecture Method |
| Assessment Methods: | A: Traditional Written Exam, E: Homework, H: Performance Task |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Introduction | - |
| 2 | Development and Variations in Moral and Social-Conventional Judgments: A Social Domain Theory Approach | Handbook of Moral Development (3rd ed.), Ch. 2 — Smetana & Yoo |
| 3 | The Development of Moral Circles | Handbook of Moral Development (3rd ed.), Ch. 4 — Chalik & Rhodes |
| 4 | Social Inequalities and Moral Development | Handbook of Moral Development (3rd ed.), Ch. 7 — Elenbaas, Kneeskern, & Ackerman |
| 5 | Early Moral Development: Four Phases of Construction Through Social Interactions | Handbook of Moral Development (3rd ed.), Ch. 9 — Dahl, Martinez, Baxley, & Waltzer |
| 6 | Evidence for an Early-Emerging Moral Core | Handbook of Moral Development (3rd ed.), Ch. 11 — Woo & Hamlin |
| 7 | Developing an Early Awareness of Fairness | Handbook of Moral Development (3rd ed.), Ch. 10 — Sommerville |
| 7 | midterm | - |
| 8 | The Early Ontogeny of Human Cooperation and Morality | Handbook of Moral Development (3rd ed.), Ch. 13 — Vaish & Tomasello |
| 9 | The Early Development of Sharing: From Pleasurable Social Interactions and Empathic Concern to Normative Considerations | Handbook of Moral Development (3rd ed.), Ch. 12 — Paulus |
| 10 | Moral Development from a Socialization Perspective | Handbook of Moral Development (3rd ed.), Ch. 20 — Grusec |
| 11 | Perceptions of Parenting and Moral Development | Handbook of Moral Development (3rd ed.), Ch. 23 — Rote & Flak |
| 12 | Prosocial Behaviors and Development | Handbook of Moral Development (3rd ed.), Ch. 24 — Carlo, Padilla-Walker, & Hastings |
| 13 | wrap up | - |
| 14 | final |
| Resources |
| M. Killen & J. G. Smetana (Eds.), Handbook of moral development (3rd ed). Routledge. |
Course Contribution to Program Qualifications
| Course Contribution to Program Qualifications | |||||||
| No | Program Qualification | Contribution Level | |||||
| 1 | 2 | 3 | 4 | 5 | |||
| 1 | Knows the basic concepts of research and application-oriented sub-fields of psychology and the basic theories of these fields. | X | |||||
| 2 | Can compare theories and schools in the history of psychology, and relate new developments with this knowledge. | X | |||||
| 3 | Can recognize and interpret the problems they encounter and offer solutions using their expert knowledge. | X | |||||
| 4 | Can investigate a problem with scientific methods, interpret findings and turn the results into a scientific publication. | X | |||||
| 5 | Can lead the project, plan and manage the activities in a team established to solve the problems related to their field. | X | |||||
| 6 | Can question and criticize new ideas from a scientific point of view without taking sides. | X | |||||
| 7 | They adopt the principle of lifelong learning and can follow new developments in their field. | X | |||||
| 8 | Can share their findings, knowledge and solution suggestions about a problem with colleagues or people outside of their field in written or oral form, in an appropriate language. | X | |||||
| 9 | They have a sense of social responsibility and can use their professional achievements in solving problems in their near and far surroundings. | X | |||||
| 10 | Speaks English at least at B1 level to follow international professional developments. | X | |||||
| 11 | Has basic computer skills and can communicate with colleagues on up-to-date platforms. | X | |||||
| 12 | Knows the basic tools of psychology used in assessment and evaluation and can use these tools. | X | |||||
| 13 | Knows professional responsibilities, authorization, and limits, recognizes psychological problems, can make the right referral for their solution, and abides by ethical principles in research and practice. | X | |||||
| 14 | They consider individual and cultural differences in research and practice and take these differences into account while evaluating the research results. | X | |||||
Assessment Methods
| Contribution Level | Absolute Evaluation | |
| Rate of Midterm Exam to Success | 40 | |
| Rate of Final Exam to Success | 60 | |
| Total | 100 | |