Module Descriptors
ISSUES IN INFANCY
PSYC60625
Key Facts
School of Health, Science and Wellbeing
Level 6
15 credits
Contact
Leader: Doreen Thompson
Email: D.Thompson@staffs.ac.uk
Hours of Study
Scheduled Learning and Teaching Activities: 24
Independent Study Hours: 126
Total Learning Hours: 150
Assessment
- COURSEWORK -ESSAY weighted at 100%
Module Details
Module Special Admissions Requirements
This module is only available to students registered on the BSc (Hons) Psychology and Child Development award.
Module Indicative Content
This module aims to fully develop students in depth knowledge of the key principles, ways of thinking, and controversies in the study of infant development. Specifically, contemporary debates in the developmental literature will be critically evaluated. Throughout the module, the uniqueness of each child will be stressed.
The module will explore observational learning in infancy to investigate whether young children can use their observation of another's actions to solve problems and achieve a goal that they cannot achieve on their own. The extent to which success, following an observation, is as a result of imitative learning or some other less sophisticated social learning mechanism will also be explored and evaluated.
Students will consider contemporary psychological debates and arguments relating to whether development is continuous or discontinuous. Approaches and theories concerning development as a smooth, continuous process, with children gradually adding more of the same types of skills will be contrasted with theories and approaches supporting the view that development takes place in discontinuous stages. The extent to which children change rapidly as they step up to a new level of development, then remain stable, whilst interpreting and responding to the world in a qualitatively different way will be critically evaluated.
Finally, students will critically review and examine possible evidence in support of genetic or environmental influences on development. The extent to which the hereditary information children receive from their parents at the moment of conception is more or less important to development than the impact of environmental forces (such as the complex forces of the social and physical world that influence children's biological make-up and psychological experiences before and after birth) will also be evaluated. The controversies associated with and contributions made by cross-cultural comparisons of development will also be explored.
The module will explore observational learning in infancy to investigate whether young children can use their observation of another's actions to solve problems and achieve a goal that they cannot achieve on their own. The extent to which success, following an observation, is as a result of imitative learning or some other less sophisticated social learning mechanism will also be explored and evaluated.
Students will consider contemporary psychological debates and arguments relating to whether development is continuous or discontinuous. Approaches and theories concerning development as a smooth, continuous process, with children gradually adding more of the same types of skills will be contrasted with theories and approaches supporting the view that development takes place in discontinuous stages. The extent to which children change rapidly as they step up to a new level of development, then remain stable, whilst interpreting and responding to the world in a qualitatively different way will be critically evaluated.
Finally, students will critically review and examine possible evidence in support of genetic or environmental influences on development. The extent to which the hereditary information children receive from their parents at the moment of conception is more or less important to development than the impact of environmental forces (such as the complex forces of the social and physical world that influence children's biological make-up and psychological experiences before and after birth) will also be evaluated. The controversies associated with and contributions made by cross-cultural comparisons of development will also be explored.
Module Texts
Slater, A., & Lewis, M. (Eds) (2002) Introduction to Infant Development. Oxford. OUP.
Bee, H., & Boyd, D. (2007) The Developing Child. USA. Pearson Education Inc.
Smith, P.K., Cowie, H., & Blades, M. (2003) Understanding Children's Development. Oxford, Blackwell.
Bee, H., & Boyd, D. (2007) The Developing Child. USA. Pearson Education Inc.
Smith, P.K., Cowie, H., & Blades, M. (2003) Understanding Children's Development. Oxford, Blackwell.
Module Learning Strategies
24 hours class based sessions. There will be a series of lectures, discussions, debates, practical exercises, video analysis and case study illustrations. In classes about half the time will be spent on lectures, and about half spent on other activities.
Independent study 90 hours
Assessment preparation 36
Independent study 90 hours
Assessment preparation 36
Module Additional Assessment Details
Essay (maximum 2500 words), to assess learning outcomes 1 - 3 (100%)
Additional Assessment Details
Formative learning will take place through class based activities, independent learning and practice essays.
Additional Assessment Details
Formative learning will take place through class based activities, independent learning and practice essays.
Module Resources
DVD and video equipment
Library resources
Library resources