COURSE INTRODUCTION AND APPLICATION INFORMATION


CLICK HERE FOR THE COURSE SYLLABUS

Course Name
Introduction to Developmental Psychology I
Code
Semester
Theory
(hour/week)
Application/Lab
(hour/week)
Local Credits
ECTS
PSY 201
Fall
3
0
3
5
Prerequisites
None
Course Language
English
Course Type
Required
Course Level
First Cycle
Course Coordinator -
Course Lecturer(s)
Assistant(s) -
Course Objectives Topics include history of developmental psychology, prenatal and postnatal development, development in childhood and periods of adolescence. Theories related to these topics are examined.
Learning Outcomes The students who succeeded in this course;
  • Demonstrate knowledge of the scientific method, research designs, and typical lifespan studies.
  • Illustrate differences among physical, psychological, and social frames of development.
  • Explain the prenatal development
  • Explain the fertilization and genetic anomaly
  • Explain the reflexes that are used in infancy while exploring the World, gross and fine motor development.
  • Explain the learning, cognitive and language development in infancy.
  • Explain the emotional development and attachment in infanct.
  • Explain the cognitive development ve language development in early childhood.
  • Explain the emotional development and psychological development in early childhood.
  • Explain the moral development and sexual development in early childhood.
  • Explain the language development and cognitive development in middle childhood.
  • Explain the emotional development and personality development in middle childhood in terms of parents and peers.
  • Explain the theories of Erikson and Freud about personality development.
  • Explain the Piaget's theory of cognitive development in infancy
  • Explain the Piaget's four stages of cognitive development theory
Course Content To discuss the developmental processes from fertilization through adolescence in terms of both physical, psychological and social development.

 



Course Category

Core Courses
X
Major Area Courses
Supportive Courses
Media and Managment Skills Courses
Transferable Skill Courses

 

WEEKLY SUBJECTS AND RELATED PREPARATION STUDIES

Week Subjects Related Preparation
1 Introduction: Objectives and scope of the course Homework topics Examination of syllabus
2 Introduction The life-span perspective The nature of development Santrock, J. W. (2011). Life-Span Development (13rd Edition). New York, NY: McGraw Hill. Chapter 1 (pp. 1-21)
3 Introduction Theories of development Research in life span development Santrock, J. W. (2011). Life-Span Development (13rd Edition). New York, NY: McGraw Hill. Chapter 1 (pp. 22-48)
4 Biological beginnings Santrock, J. W. (2011). Life-Span Development (13rd Edition). New York, NY: McGraw Hill. Chapter 2 (pp. 50-78)
5 Prenatal development and birth Santrock, J. W. (2011). Life-Span Development (13rd Edition). New York, NY: McGraw Hill. Chapter 3 (pp.79-107)
6 Midterm exam-1
7 Physical development in infancy Santrock, J. W. (2011). Life-Span Development (13rd Edition). New York, NY: McGraw Hill. Chapter 4 (pp. 108-144)
8 Cognitive development in infancy Santrock, J. W. (2011). Life-Span Development (13rd Edition). New York, NY: McGraw Hill. Chapter 5 (pp. 145-176)
9 Socioemotional development in infancy Santrock, J. W. (2011). Life-Span Development (13rd Edition). New York, NY: McGraw Hill. Chapter 6 (pp. 177-204)
10 Physical and cognitive development in early childhood Santrock, J. W. (2011). Life-Span Development (13rd Edition). New York, NY: McGraw Hill. Chapter 7 (pp. 208-240)
11 Midterm Exam-2 Santrock, J. W. (2011). Life-Span Development (13rd Edition). New York, NY: McGraw Hill. Chapter 7 (pp. 208-240)
12 Socioemotional development in early childhood Santrock, J. W. (2011). Life-Span Development (13rd Edition). New York, NY: McGraw Hill. Chapter 8 (pp. 241-272
13 Phisical and cognitive development in middle and late childhood Santrock, J. W. (2011). Life-Span Development (13rd Edition). New York, NY: McGraw Hill. Chapter 9 (pp. 274-311)
14 Socioemotional development in middle and late childhood Santrock, J. W. (2011). Life-Span Development (13rd Edition). New York, NY: McGraw Hill. Chapter 10 (pp. 312-346)
15 Review of the semester
16 Final Exam
Course Textbooks Book chapters outlined above, power point presentations
References Life Span Development, 13th Eds. Santrock, J.W. McGraw-Hill International Edition: 2011.

 

EVALUATION SYSTEM

Semester Requirements Number Percentage
Participation
Laboratory / Application
Field Work
Quizzes / Studio Critiques
Homework / Assignments
Presentation / Jury
Project
Seminar / Workshop
Portfolios
Midterms / Oral Exams
2
60
Final / Oral Exam
1
40
Total

Contribution of Semester Work to Final Grade
2
60
Contribution of Final Work to Final Grade
1
40
Total

ECTS / WORKLOAD TABLE

Activities Number Duration (Hours) Workload
Course Hours
Including exam week: 16 x total hours
16
3
48
Laboratory / Application Hours
Including exam week: 16 x total hours
16
Study Hours Out of Class
16
2
Field Work
Quizzes / Studio Critiques
Homework / Assignments
Presentation / Jury
Project
Seminar / Workshop
Portfolios
Midterms / Oral Exams
2
30
Final / Oral Exam
1
40
    Total
180

 

COURSE LEARNING OUTCOMES AND PROGRAM QUALIFICATIONS RELATIONSHIP

#
Program Qualifications / Outcomes
* Level of Contribution
1
2
3
4
5
1 To be able to assess psychological concepts and perspectives, interpret and evaluate data using scientific methods X
2 To be able to develop a curiosity and interest towards the mind and its phenomena, to possess a sense of critical and scientific reflexion and ability to analyze new information. X
3 Ability to make use of theoretical and applied knowledge in local and global levels. X
4 To have a basic knowledge of other disciplines that can contribute to psychology and to be able to make use of this knowledge X
5 To possess and value societal, scientific and ethical principles in collecting, interpreting and publishing psychological data X
6 To have knowledge of how psychology is positioned as a scientific discipline from a historical perspective, and to know with what methods it views behavioural and mental processes X
7 To be able to distinguish between the emphases of fundamental theories and perspectives of psychology (behavioural, biological, cognitive, evolutionary, social, developmental, humanistic, psychodynamic and sociocultural) and compare and express their differences and similarities, contributions and limitations X
8 The competence to share psychological knowledge based and qualitative and quantitative data with experts and lay people, using effective communication skills X
9 To have the awareness of interpersonal and societal problems and phenomena and adopt this awareness in psychological problems and researches. X
10 Competence to make use of applied and theoretical psychological knowledge to make contributions to industrial development and provide solutions to problems X
11 To possess essential knowledge of techniques and instrumentation for psychological measurement and evaluation X

*1 Lowest, 2 Low, 3 Average, 4 High, 5 Highest