PED 110: DEVELOPMENTAL PSYCHOLOGY

COURSE AIM

The course aims at producing teachers who have good understanding of the child development processes and the significance of these processes in the learning of a child in school and the society.

Course objectives

At the end of the course, students should be able to:

• Define the term Psychology/Developmental psychology
• Identify the branches/Approaches of psychology
• Discuss the history/origin of Developmental psychology
• Apply the Research Methods in Developmental Psychology
• Demonstrate the understanding of growth and development
• Examine the relationship between growth and development
• Explain the reasons why a teacher need to understand human growth and development
• Identify and explain distinct stages of human development.

COURSE CONTENT

Historical Development of Child Psychology

 Child Psychology’s past

 Child Psychology’s history

Research Methods in Developmental Psychology

Observational method

Experimental Studies

Correlational studies

Developmental issues and statistics

Theories of Child Development

Learning theory

Information – Processing theory

Genetics and Development

Genetic Building Blocks

Inheritance of Behavioural traits

Inheritance of disorders

Genetic Counselling

Early Experiences and Later Development

Feeding

Toilet training

Dependency training

Aggression training

Attachment

Separation

Maternal deprivation

Language Development in Children

Psychology of Exceptional Children

Mentally retarded

Learning disabled

Emotionally disturbed

Gifted

Problems of Adolescence

Crisis of identity

Adolescent Suicide

Drug use and abuse

School drop out

Sex and the Adolescent.

Adulthood, Middle age and Old age

METHOD OF TEACHING

Three lecture contact hours per week

One tutorial contact hours per week

ASSESSMENT

Continuous assessment (C.A)             40%

• Two essays                              20%
  • 3 Tests                                     20%

Final semester examination:               60%

Total                                                    100%

PRESCRIBED READINGS

Adams, G.R. and Gullotta, T. (1983). Adolescent Life Experiences Brooks / Cole Publishing Company. Monterey, California.

Brown, R.T. and Reynolds, C.R.(1986). Psychological Perspective on Childhood Exceptionality: A Handbook. New York. John Wiley and Sons. and Row.

David R. Shaffer and Katherine K. (2010) Developmental Psychology Childhood and Adolescence, eighth edition, Belmont: Wadsworth.

Dworetzky, J.P.(1981).  Introduction to Child Development. New York. West Publishing Co.

Heward, W.L. and Oriansky, M.D. (1984).  Exceptional Children: An Introductory Survey of Special Education. Columbus. Charles E. Merrill.

RECOMMENDED READINGS

Johnson, R.C. and Medinnus, G.R.  Child Psychology: Behaviour and Development. New York.:John Wiley and sons.

Maier, H.W.(1975) Three Theories of Child Development. New York. Harper and Row.

Neugarlen, B.L.(1968).  Midde Age and Aging. . Chicago .The University of Chicago Press.

Quadagno, J. (2005). Aging and the Life Course: An Introduction to Social Gerontology to Social Gerontology. Florida: Florida State University.

Sarafino, E.P. and Armstrong, J.W. ( 1980).  Child and Adolescent Development. U.S.A.Scott, Foresman

Stewart, A.C., Friedman, S. and Koch J. Child Development: A Topical Approach.

Suram, B.G. and Joseph, V.R. (1979). Special Children: An Integrative Approach. London and Illinos. Scott. Foresman.

Zaman, S.S. (1990).(Ed.). Research on Mental Retardation in Bangladesh. Dhaka. : Bangladesh Protibondhi foundation.