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Department: Master of Education
Module Description: Through this module, students will learn how to view individuals in the context of their overall life-cycle and stages of development. By learning about the different stages of development proposed by various developmental theorists, students are able to appreciate how individuals experience different developmental stages and what needs to happen for optimal development in cognitive, moral, and relational domains. Lectures will present theory and research in three main areas of child development including:
(i) Birth and early infancy - early experiences; changes in pre-adolescence, adolescence and adulthood; aging and death
(ii) Socio-emotional development - understanding and regulation of emotion; development in the context of relationships with parents and peers; understanding others; development of self and gender
(iii) Cognitive development - development of perception, language and cognition; developing minds and intelligence
Students are exposed to classical and modern theories of human development and to research which relates these theories to real-life examples. The initial assessment requires students to critique the ability of contemporary theories to explain behaviour, while the second assessment provides the opportunity for a reflective application to personal experience in educational settings.
- Berger, K. S. (2019). Invitation to the life span. 4th edn. New York, NY: Worth Publishers, Macmillan Learning.
- Mitchell, P. and Ziegler, F. (2018). Fundamentals of developmental psychology. London: Routledge.
- Watts, J., Cockcroft, K. and Duncan, N. (eds). (2013). Developmental psychology. 2nd edn. Cape Town: Juta.
- Weiner, I. B. (2013). Handbook of psychology. 2nd edn. Hoboken, N.J.: Wiley.
- Aboud, F. E., Tredoux, C., Tropp, L. R., Brown, C. S., Niens, U. and Noor, N. M. (2012). Interventions to reduce prejudice and enhance inclusion and respect for ethnic differences in early childhood: a systematic review. Developmental Review, vol. 32(4), pp. 307-336.
- Amsel, E. (2002). Language, literacy, and cognitive development: the development and consequences of symbolic communication. Mahwah, N.J.: Lawrence Erlbaum Associates.
- Bee, H. L. and Boyd, D. R. (2013). The developing child. 13th edn. New York: Pearson.
- Boyd, D. R. and Bee, H. L. (2019). Lifespan development. 8th edn. Boston: Pearson.
- Byrnes, J. P. (2007). Cognitive development and learning in instructional contexts. 3rd edn. Boston, MA.: Pearson International.
- Coleman J. C. (2010). The nature of adolescence. 4th edn. New York, NY: Routledge.
- Croker, S. (2012). The development of cognition. Andover: Cengage Learning.
- Dolgin, K. G. (2018). The adolescent: development, relationships, and culture. 14th edn. New York, NY: Pearson.
- Gillibrand, R., Lam, V. and O'Donnell, V. L. (2016). Developmental psychology. 2nd edn. Harlow, England: Pearson.
- Harris, P. L. (2011). The work of the imagination. Oxford: Blackwell.
- Harris, R. (2009). The nurture assumption: why children turn out the way they do. New York: Free Press. Open resource
- Jack, R. E., Blais, C., Scheepers, C., Schyns, P. G. and Caldara, R. (2009). Cultural confusions show that facial expressions are not universal. Current Biology, vol. 19 (18), pp. 1543-1548.
- Karmiloff-Smith, A. (1998). Development itself is the key to understanding developmental disorders. Trends in Cognitive Sciences, vol. 2(10), pp. 389-398. Request this article
- Leman, P., Bremner, A., Parke, R. D. and Gauvain, M. (2019). Developmental psychology. 2nd edn. London: McGraw-Hill.
- Maltby, J., Day, L., and Macaskill, A. (2017). Personality, individual differences and intelligence. 4th edn. Harlow: Pearson Education.
- McClure, E. B. (2000). A meta-analytic review of sex differences in facial expression processing and their development in infants, children, and adolescents. Psychological Bulletin, vol. 126(3), pp. 424-53. Request this article
- Rajendran, G. & Mitchell, P. (2007). Cognitive theories of autism. Developmental Review, vol. 27, pp. 224–260. Request this article
- Ray, E. & Heyes, C. (2011). Imitation in infancy: The wealth of the stimulus. Developmental Science, vol. 14(1), pp. 92-105.
- Ruble, D. N., Taylor, L. J., Cyphers, L., Greulich, F. K., Lurye, L. E. and Shrout, P. E. (2007). The role of gender constancy in early gender development. Child Development, vol. 78(4), pp. 1121-1136.
- Santrock, J. W. (2010). Life-Span Development. 13th edn. Maidenhead: McGraw-Hill Higher Education.
- Schaffer, H. R. (2011). Key concepts in developmental psychology. London: Sage.
- Schaie, K. W., Willis, S. L., Knight, B. G., Levy, B. and Park, D. C. (eds). (2016). Handbook of the psychology of aging. 8th edn. Amsterdam: Elsevier/Academic Press.
- Shaffer, D. R. and Kipp, K. (2014). Developmental psychology: childhood and adolescence. 9th edn. Belmont, CA, USA: Wadsworth Cengage Learning.
- Siegler, R. S. (2018). How children develop. New York: Worth Publishers, Macmillan Learning.
- Smith, P. K., Cowie, H. and Blades, M. (2015). Understanding children's development. 6th edn. Chichester, West Sussex, UK: Wiley.
- Smith, P. K. (2010). Children and play: understanding children's worlds. Chichester: Wiley.
- Steinberg, L. D., Vandell, D. and Bornstein, M. H. (2011). Development: infancy through adolescence. Belmont, CA: Wadsworth Cengage Learning.
- Wadsworth, B. J. (2006). Piaget's theory of cognitive and affective development. 5th edn. Boston, MA: Allyn & Bacon.