Blackboard
Learning Resource Centre and Main Library
Access to Psychology databases
Videos and CD Roms as directe

Smith, P.K, Cowie, H. & Blades, M. (2015, 6th Ed.). Understanding children's development. Wiley..

Boyd, D. & Bee, H. (2015). Lifespan development (Global 7th Ed.). Pearson.
Mash, E.J. & Wolfe, D.A. (2017). Abnormal child psychology (International 7th ed.). Cengage Learning.

Be registered on any Psychology Award

This module takes a life-span perspective covering a range of typical and atypical developments (e.g., physical, biological, cognitive, social, emotional, health and clinical)
within the following periods of development : pre-natal, infancy, childhood, adolescence, adulthood, and older people. . Each lecture will consider atypical variants to typical patterns, with exception of childhood onset disorders that will focus on the atypical. Furthermore, historical and conceptual issues relating to development will be addressed.

Scheduled Learning and Teaching Activities: (28)
20 hours Lectures
4 hours Seminars (2 X 2hr)
2 hours Mock Exam
2 hours Drop in sessions
Guided Independent Study: (122)
60- hours Reading including research (using library and web facilities) into specified topic areas

30 hours Integration and reflection

32 hours Assessment Preparation

Each 2 hour lecture will present material on a topic of a life-span development in which issues, debates and theories will be addressed by research evidence. Where relevant practical applications to real-word contexts will be made . Whenever appropriate for the student learning experience interactive tasks and activities will be presented. Some lectures will include multi-media material, including videos of developmental topics. .

Formative work will include tutor feedback on student group-led poster on an examination question. In addition, the tutor will give feedback on how to answer questions in the mock exam. Students can get feedback on their plans and questions relating to the assessment (in the drop-in session or separately arranged meeting with the tutor). y.
During independent study students will be expected to (i) read some key articles/ book chapters suggested by the tutor relating to each of the topics introduced in the lectures, (ii) do their own literature searches (e.g., Scopus)), , (iii) contribute to the seminars, (ivi) Prepare for the assessment.

1. DEMONSTRATE A FULL AND DETAILED KNOWLEDGE AND CRITICAL UNDERSTANDING OF THEORY AND RESEARCH AT THE FOREFRONT OF TYPICAL AND ATYPICAL DEVELOPMENT (SGA 1)
KNOWLEDGE
UNDERSTANDING

2. CRITICALLY ANALYSE AND APPLY A NUMBER OF CONTEMPORARY ISSUES, DEBATE AND RESEARCH EVIDENCE WITHIN THE FIELDS OF TYPICAL AND ATYPICAL DEVELOPMENT (SGA 4, 7)
ANALYSIS
APPLICATION

3. COHERENTLY AND ANALYTICALLY COMMUNICATE IDEAS AND DEBATES WITHIN TYPICAL AND ATYPICAL DEVELOPMENT, AND TO TAKE MULTIPLE PERSPECTIVES AND INTERPRET MEANINGFUL PATTERNS (SGA 2, 6)
COMMUNICATION
LEARNING

1. Multiple-choice Paper 1 25% Examination (30 mins) (university week 6)

2. Multiple-choice Paper 2 25% Examination (30 mins) (university week 13)

3. Essay 50% Examination (1 hour) (university week 18)

Assessment numbers 1 and 2 will assess learning outcome 1. The multiple-choice examinations will be held separately to the essay examination. The multiple-choice examination will be split into 2 papers presented in the middle and at the end of the module. Assessment number 3 (Essay) will assess learning outcomes 1, 2 and 3.

This module takes a life-span perspective covering a range of typical and atypical developments (e.g., physical, biological, cognitive, social, emotional, health and clinical)
within the following periods of development : pre-natal, infancy, childhood, adolescence, adulthood, and older people. Each lecture will consider atypical variants to typical patterns, with exception of childhood onset disorders that will focus on the atypical. Furthermore, historical and conceptual issues relating to development will be addressed.