COURSE INTRODUCTION AND APPLICATION INFORMATION


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
7
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.
  • Will able to identify the primary tools the infant has for exploring the world.
  • Will able to define knowledge of Piaget’s four periods of cognitive development by providing specific examples in each period.
  • Will able to define the general physical and cognitive development of school-age children, including aptitudes, academic skills, and special children.
  • Will able to define the general physical and cognitive development of middle childhood, including family relationships, peer relationships.
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 to the course: Basic concepts
2 Research Methods and Design Santrock, J. W. (2011). Life-Span Development (13rd Edition). New York, NY: McGraw Hill
3 Psychoanalytic Theories, Learning Theories and Cognitive Theories Santrock, J. W. (2011). Life-Span Development (13rd Edition). New York, NY: McGraw Hill
4 Prenatal Development Santrock, J. W. (2011). Life-Span Development (13rd Edition). New York, NY: McGraw Hill
5 First Midterm
6 Physical, sensory and perceptual development in infancy Santrock, J. W. (2011). Life-Span Development (13rd Edition). New York, NY: McGraw Hill
7 Cognitive Development in Infancy Santrock, J. W. (2011). Life-Span Development (13rd Edition). New York, NY: McGraw Hill
8 Social and personality development in infancy Santrock, J. W. (2011). Life-Span Development (13rd Edition). New York, NY: McGraw Hill
9 Physical and Cognitive Development in Early childhood Santrock, J. W. (2011). Life-Span Development (13rd Edition). New York, NY: McGraw Hill
10 Second Midterm
11 Social and personality development in early childhood Santrock, J. W. (2011). Life-Span Development (13rd Edition). New York, NY: McGraw Hill
12 Physical and cognitive development in Middle childhood Santrock, J. W. (2011). Life-Span Development (13rd Edition). New York, NY: McGraw Hill
13 Social and personality development in middle childhood Santrock, J. W. (2011). Life-Span Development (13rd Edition). New York, NY: McGraw Hill
14 Final
15 Review of the Semester  
16 Review of the Semester  
Course Textbooks Book chapters outlined above, power point presentations
References

 

EVALUATION SYSTEM

Semester Requirements Number Percentage
Participation
10
Laboratory / Application
Field Work
Quizzes / Studio Critiques
Homework / Assignments
1
10
Presentation / Jury
Project
Seminar / Workshop
Midterms / Oral Exams
2
50
Final / Oral Exam
1
30
Total

Contribution of Semester Work to Final Grade
3
70
Contribution of Final Work to Final Grade
1
30
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
3
Field Work
Quizzes / Studio Critiques
Homework / Assignments
1
15
Presentation / Jury
Project
Seminar / Workshop
Midterms / Oral Exams
2
15
Final / Oral Exam
1
29
    Total
170

 

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

 

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