The aim of this course is to introduce the current issues of developmental psychology; to discuss the current research findings on these issues and to discuss these research findings within the socio-cultural context. In addition, another aim of the course is to enable students to gain experience in preparing a scientific research proposal based on the topics discussed in the course.
Course Content
This course contains; Social Emotional Development Theories,Nature vs. Nurture,Anger and Aggression & Empathy and Prosocial Behavior,Attachment & Seperation and Stranger Anxiety,Family Influences & Parenting Styles and their Effects,Marital Relationship & Divorce,Friends and Peers,Preschool and Nursery School & Effects of Child and Day Care,Emotion Regulation & Self-Regulatory Processes,Temperament,Theory of Mind,Play,Effects of Screen Time,Social Emotional Development Assessment.
Dersin Öğrenme Kazanımları
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
A: Traditional Written Exam, E: Homework, H: Performance Task
Course Outline
Order
Subjects
Preliminary Work
1
Social Emotional Development Theories
SEDIEC, page 420-429
2
Nature vs. Nurture
SEDIEC, page 251-261
3
Anger and Aggression & Empathy and Prosocial Behavior
SEDIEC, page 18-30 & 129-138
4
Attachment & Seperation and Stranger Anxiety
SEDIEC, page 30-40 & 380-389
5
Family Influences & Parenting Styles and their Effects
SEDIEC, page 139-147 & 280-293
6
Marital Relationship & Divorce
SEDIEC, page 219-228 & 108-118
7
Friends and Peers
SEDIEC, page 156-166
8
Preschool and Nursery School & Effects of Child and Day Care
SEDIEC, page 322-332 & 69-79
8
Emotion Regulation & Self-Regulatory Processes
SEDIEC, page 119-129 & 364-379
9
Temperament
SEDIEC, page 480-495
10
Theory of Mind
SEDIEC, page 495-507
12
Play
SEDIEC, page 293-302
13
Effects of Screen Time
SEDIEC, page 471-480
14
Social Emotional Development Assessment
SEDIEC, page 437-445
Resources
Benson, J. B., & Haith, M. M. (Eds.). (2010). Social and emotional development in infancy and early childhood. Academic Press.
Hartup, W. W., & Silbereisen, R. K. (Eds.). (2005). Growing points in developmental science: an introduction. Psychology Press.
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
-
Fall 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. Figen EROĞLU ADA
Name of Lecturer(s)
Assist.Prof. Figen EROĞLU ADA
Assistant(s)
Aim
The aim of this course is to introduce the current issues of developmental psychology; to discuss the current research findings on these issues and to discuss these research findings within the socio-cultural context. In addition, another aim of the course is to enable students to gain experience in preparing a scientific research proposal based on the topics discussed in the course.
Course Content
This course contains; Social Emotional Development Theories,Nature vs. Nurture,Anger and Aggression & Empathy and Prosocial Behavior,Attachment & Seperation and Stranger Anxiety,Family Influences & Parenting Styles and their Effects,Marital Relationship & Divorce,Friends and Peers,Preschool and Nursery School & Effects of Child and Day Care,Emotion Regulation & Self-Regulatory Processes,Temperament,Theory of Mind,Play,Effects of Screen Time,Social Emotional Development Assessment.
Dersin Öğrenme Kazanımları
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
A: Traditional Written Exam, E: Homework, H: Performance Task
Course Outline
Order
Subjects
Preliminary Work
1
Social Emotional Development Theories
SEDIEC, page 420-429
2
Nature vs. Nurture
SEDIEC, page 251-261
3
Anger and Aggression & Empathy and Prosocial Behavior
SEDIEC, page 18-30 & 129-138
4
Attachment & Seperation and Stranger Anxiety
SEDIEC, page 30-40 & 380-389
5
Family Influences & Parenting Styles and their Effects
SEDIEC, page 139-147 & 280-293
6
Marital Relationship & Divorce
SEDIEC, page 219-228 & 108-118
7
Friends and Peers
SEDIEC, page 156-166
8
Preschool and Nursery School & Effects of Child and Day Care
SEDIEC, page 322-332 & 69-79
8
Emotion Regulation & Self-Regulatory Processes
SEDIEC, page 119-129 & 364-379
9
Temperament
SEDIEC, page 480-495
10
Theory of Mind
SEDIEC, page 495-507
12
Play
SEDIEC, page 293-302
13
Effects of Screen Time
SEDIEC, page 471-480
14
Social Emotional Development Assessment
SEDIEC, page 437-445
Resources
Benson, J. B., & Haith, M. M. (Eds.). (2010). Social and emotional development in infancy and early childhood. Academic Press.
Hartup, W. W., & Silbereisen, R. K. (Eds.). (2005). Growing points in developmental science: an introduction. Psychology Press.
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.