Course Detail
Course Detail
Course Description
| Course | Code | Semester | T+P (Hour) | Credit | ECTS |
|---|---|---|---|---|---|
| DEVELOPMENTAL PSYCHOLOGY II | PCG2211105 | Spring Semester | 2+0 | 2 | 4 |
| Course Program |
| Prerequisites Courses | |
| Recommended Elective Courses |
| Language of Course | English |
| Course Level | First Cycle (Bachelor's Degree) |
| Course Type | Required |
| Course Coordinator | Assist.Prof. Kezban Ekin ÖZBEY DUYGU |
| Name of Lecturer(s) | Assist.Prof. Kezban Ekin ÖZBEY DUYGU |
| Assistant(s) | |
| Aim | This course provides a broad overview of theory and research on human growth and development across life span. In this second segment of the Developmental Psychology sequence, we will examine the physical, cognitive, socioemotional, and moral development from early childhood to late adulthood. As we review the research in human development and discuss key developmental theorists and theories, we will keep a critical eye on the impact of culture and language on development. To that end, we will bring in examples from the fields of anthropology and sociology. As such, we will arrive at a comprehensive account of human development across life span that neither sidelines the universal aspects of human development nor disregards their relationships to society and culture. It is expected that you will develop a deeper understanding of human development. |
| Course Content | This course contains; Introduction,Preschool Years: Physical & Cognitive Development,Preschool Years: Social and Personality Development,Middle Childhood: Physical & Cognitive Development,Middle Childhood: Social and Personality Development,Adolescence: Physical & Cognitive Development,Adolescence: Physical & Cognitive Development,Adolescence: Social and Personality Development ,Early Adulthood: Physical & Cognitive Development,Early Adulthood: Social and Personality Development,Middle Adulthood: Physical & Cognitive Development,Middle Adulthood: Social and Personality Development,Late Adulthood: Physical & Cognitive Development,Late Adulthood: Social and Personality Development. |
| Course Learning Outcomes | Teaching Methods | Assessment Methods |
| T4. Students will be familiar with research in the areas of physical, cognitive, and socio-emotional development in Preschool, Middle Childhood, Adolescence, Early, Middle and Late Adulthood; discuss the contribution of sociocultural context. | 10, 16, 9 | A, G |
| 1. Students will be able to define the basic concepts of developmental psychology and distinguish the differences between concepts. | 10, 16, 9 | A, G |
| 2. Students summarise the historical development of developmental psychology. | 10, 16, 9 | A, G |
| 3. Students know the theories of human development and can critically discuss the contribution of culture to human development. | 10, 16, 9 | A, G |
| Teaching Methods: | 10: Discussion Method, 16: Question - Answer Technique, 9: Lecture Method |
| Assessment Methods: | A: Traditional Written Exam, G: Quiz |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Introduction | |
| 2 | Preschool Years: Physical & Cognitive Development | DALS, Ch.7 |
| 3 | Preschool Years: Social and Personality Development | DALS, Ch.8 |
| 4 | Middle Childhood: Physical & Cognitive Development | DALS, Ch.9 |
| 5 | Middle Childhood: Social and Personality Development | DALS, Ch.10 |
| 6 | Adolescence: Physical & Cognitive Development | DALS, Ch.11 |
| 7 | Adolescence: Physical & Cognitive Development | DALS, Ch.11 |
| 8 | Adolescence: Social and Personality Development | DALS, Ch.12 |
| 9 | Early Adulthood: Physical & Cognitive Development | DALS, Ch.13 |
| 10 | Early Adulthood: Social and Personality Development | DALS, Ch.14 |
| 11 | Middle Adulthood: Physical & Cognitive Development | DALS, Ch.15 |
| 12 | Middle Adulthood: Social and Personality Development | DALS, Ch.16 |
| 13 | Late Adulthood: Physical & Cognitive Development | DALS, Ch.17 |
| 14 | Late Adulthood: Social and Personality Development | DALS, Ch.18 |
| Resources |
| Feldman, R. S. (2023). Development across the life span (10th edition). Pearson Education Limited. |
| Santrock, J. (2010). Life span development. 13th edition. McGraw-Hill Humanities/Social Sciences/Languages |
Course Contribution to Program Qualifications
| Course Contribution to Program Qualifications | |||||||
| No | Program Qualification | Contribution Level | |||||
| 1 | 2 | 3 | 4 | 5 | |||
| 1 | Explains the fundamental concepts and principles of Guidance and Psychological Counseling. | X | |||||
| 2 | Demonstrates theoretical knowledge regarding individuals’ developmental characteristics, learning processes, and behavioral patterns. | X | |||||
| 3 | Relates the concepts and principles of educational foundations to learning, teaching, and assessment processes. | X | |||||
| 4 | Explains in depth the theories, principles, and techniques within the field of Guidance and Psychological Counseling. | X | |||||
| 5 | Applies appropriate psychological counseling techniques to support the well-being of individuals and groups in line with relevant theories and research. | X | |||||
| 6 | Uses instructional and assessment methods, techniques, and tools appropriately in accordance with their intended purposes. | X | |||||
| 7 | Effectively employs scientific research methods and ethical principles in identifying and addressing field-specific problems. | X | |||||
| 8 | Designs comprehensive, developmental, and preventive guidance and psycho-educational programs. | X | |||||
| 9 | Acts in accordance with professional ethical principles and standards in Guidance and Psychological Counseling processes. | X | |||||
| 10 | Utilizes supervision processes in psychological counseling practices and conducts consultation activities in collaboration with relevant stakeholders. | X | |||||
| 11 | Evaluates development, learning, personality, and career theories within the context of factors influencing individual behavior. | X | |||||
| 12 | Demonstrates professional practices from an interdisciplinary and intercultural holistic perspective. | X | |||||
| 13 | Integrates critical, reflective, and creative thinking skills with professional values such as empathy, leadership, communication, and responsibility, and demonstrates these competencies in personal, social, and professional contexts. | X | |||||
| 14 | Follows current developments in the field in line with the principle of lifelong learning. | X | |||||
| 15 | Uses digital technologies in face-to-face and online environments in accordance with the needs of learners and clients. | X | |||||
| 16 | Independently plans and conducts theoretical and applied studies related to the field. | 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 | 2 | 28 | 56 | |||
| Guided Problem Solving | 0 | 0 | 0 | |||
| Resolution of Homework Problems and Submission as a Report | 0 | 0 | 0 | |||
| Term Project | 0 | 0 | 0 | |||
| Presentation of Project / Seminar | 0 | 0 | 0 | |||
| Quiz | 0 | 0 | 0 | |||
| Midterm Exam | 1 | 10 | 10 | |||
| General Exam | 2 | 20 | 40 | |||
| Performance Task, Maintenance Plan | 0 | 0 | 0 | |||
| Total Workload(Hour) | 106 | |||||
| Dersin AKTS Kredisi = Toplam İş Yükü (Saat)/30*=(106/30) | 4 | |||||
| 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 |
|---|---|---|---|---|---|
| DEVELOPMENTAL PSYCHOLOGY II | PCG2211105 | Spring Semester | 2+0 | 2 | 4 |
| Course Program |
| Prerequisites Courses | |
| Recommended Elective Courses |
| Language of Course | English |
| Course Level | First Cycle (Bachelor's Degree) |
| Course Type | Required |
| Course Coordinator | Assist.Prof. Kezban Ekin ÖZBEY DUYGU |
| Name of Lecturer(s) | Assist.Prof. Kezban Ekin ÖZBEY DUYGU |
| Assistant(s) | |
| Aim | This course provides a broad overview of theory and research on human growth and development across life span. In this second segment of the Developmental Psychology sequence, we will examine the physical, cognitive, socioemotional, and moral development from early childhood to late adulthood. As we review the research in human development and discuss key developmental theorists and theories, we will keep a critical eye on the impact of culture and language on development. To that end, we will bring in examples from the fields of anthropology and sociology. As such, we will arrive at a comprehensive account of human development across life span that neither sidelines the universal aspects of human development nor disregards their relationships to society and culture. It is expected that you will develop a deeper understanding of human development. |
| Course Content | This course contains; Introduction,Preschool Years: Physical & Cognitive Development,Preschool Years: Social and Personality Development,Middle Childhood: Physical & Cognitive Development,Middle Childhood: Social and Personality Development,Adolescence: Physical & Cognitive Development,Adolescence: Physical & Cognitive Development,Adolescence: Social and Personality Development ,Early Adulthood: Physical & Cognitive Development,Early Adulthood: Social and Personality Development,Middle Adulthood: Physical & Cognitive Development,Middle Adulthood: Social and Personality Development,Late Adulthood: Physical & Cognitive Development,Late Adulthood: Social and Personality Development. |
| Course Learning Outcomes | Teaching Methods | Assessment Methods |
| T4. Students will be familiar with research in the areas of physical, cognitive, and socio-emotional development in Preschool, Middle Childhood, Adolescence, Early, Middle and Late Adulthood; discuss the contribution of sociocultural context. | 10, 16, 9 | A, G |
| 1. Students will be able to define the basic concepts of developmental psychology and distinguish the differences between concepts. | 10, 16, 9 | A, G |
| 2. Students summarise the historical development of developmental psychology. | 10, 16, 9 | A, G |
| 3. Students know the theories of human development and can critically discuss the contribution of culture to human development. | 10, 16, 9 | A, G |
| Teaching Methods: | 10: Discussion Method, 16: Question - Answer Technique, 9: Lecture Method |
| Assessment Methods: | A: Traditional Written Exam, G: Quiz |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Introduction | |
| 2 | Preschool Years: Physical & Cognitive Development | DALS, Ch.7 |
| 3 | Preschool Years: Social and Personality Development | DALS, Ch.8 |
| 4 | Middle Childhood: Physical & Cognitive Development | DALS, Ch.9 |
| 5 | Middle Childhood: Social and Personality Development | DALS, Ch.10 |
| 6 | Adolescence: Physical & Cognitive Development | DALS, Ch.11 |
| 7 | Adolescence: Physical & Cognitive Development | DALS, Ch.11 |
| 8 | Adolescence: Social and Personality Development | DALS, Ch.12 |
| 9 | Early Adulthood: Physical & Cognitive Development | DALS, Ch.13 |
| 10 | Early Adulthood: Social and Personality Development | DALS, Ch.14 |
| 11 | Middle Adulthood: Physical & Cognitive Development | DALS, Ch.15 |
| 12 | Middle Adulthood: Social and Personality Development | DALS, Ch.16 |
| 13 | Late Adulthood: Physical & Cognitive Development | DALS, Ch.17 |
| 14 | Late Adulthood: Social and Personality Development | DALS, Ch.18 |
| Resources |
| Feldman, R. S. (2023). Development across the life span (10th edition). Pearson Education Limited. |
| Santrock, J. (2010). Life span development. 13th edition. McGraw-Hill Humanities/Social Sciences/Languages |
Course Contribution to Program Qualifications
| Course Contribution to Program Qualifications | |||||||
| No | Program Qualification | Contribution Level | |||||
| 1 | 2 | 3 | 4 | 5 | |||
| 1 | Explains the fundamental concepts and principles of Guidance and Psychological Counseling. | X | |||||
| 2 | Demonstrates theoretical knowledge regarding individuals’ developmental characteristics, learning processes, and behavioral patterns. | X | |||||
| 3 | Relates the concepts and principles of educational foundations to learning, teaching, and assessment processes. | X | |||||
| 4 | Explains in depth the theories, principles, and techniques within the field of Guidance and Psychological Counseling. | X | |||||
| 5 | Applies appropriate psychological counseling techniques to support the well-being of individuals and groups in line with relevant theories and research. | X | |||||
| 6 | Uses instructional and assessment methods, techniques, and tools appropriately in accordance with their intended purposes. | X | |||||
| 7 | Effectively employs scientific research methods and ethical principles in identifying and addressing field-specific problems. | X | |||||
| 8 | Designs comprehensive, developmental, and preventive guidance and psycho-educational programs. | X | |||||
| 9 | Acts in accordance with professional ethical principles and standards in Guidance and Psychological Counseling processes. | X | |||||
| 10 | Utilizes supervision processes in psychological counseling practices and conducts consultation activities in collaboration with relevant stakeholders. | X | |||||
| 11 | Evaluates development, learning, personality, and career theories within the context of factors influencing individual behavior. | X | |||||
| 12 | Demonstrates professional practices from an interdisciplinary and intercultural holistic perspective. | X | |||||
| 13 | Integrates critical, reflective, and creative thinking skills with professional values such as empathy, leadership, communication, and responsibility, and demonstrates these competencies in personal, social, and professional contexts. | X | |||||
| 14 | Follows current developments in the field in line with the principle of lifelong learning. | X | |||||
| 15 | Uses digital technologies in face-to-face and online environments in accordance with the needs of learners and clients. | X | |||||
| 16 | Independently plans and conducts theoretical and applied studies related to the field. | X | |||||
Assessment Methods
| Contribution Level | Absolute Evaluation | |
| Rate of Midterm Exam to Success | 40 | |
| Rate of Final Exam to Success | 60 | |
| Total | 100 | |