PY2DAL-Development across the lifespan

Module Provider: Psychology
Number of credits: 20 [10 ECTS credits]
Level:5
Terms in which taught: Autumn / Summer term module
Pre-requisites: PY1IPR Introduction to Psychological Research and PY1LAL Learning about Learning
Non-modular pre-requisites:
Co-requisites:
Modules excluded:
Current from: 2021/2

Module Convenor: Dr Teresa Tavassoli
Email: t.tavassoli@reading.ac.uk

Type of module:

Summary module description:

This module focuses on the biological, cognitive and social aspects of human development across the lifespan from infancy to old age. Students will be introduced to topics covering both typical and atypical development, as well as disorders of ageing such as dementia. Students will be introduced to a range of historical and contemporary theories, along with relevant research, and learn how to critically evaluate these. This module is delivered at °ÄÃÅÁùºÏ²Ê¿ª½±¼Ç¼ and °ÄÃÅÁùºÏ²Ê¿ª½±¼Ç¼ Malaysia.ÌýÌý

Aims:

This module aims to provide students with the opportunity to study and develop an understanding of how individuals change and develop from the neonatal period, throughout childhood, into adolescence and old age. As well as introducing students to theories and research in typical and atypical development, the module also aims to develop students’ skills in observational methods and written communication through the completion of a case study and a written examination.ÌýÌý

Assessable learning outcomes:

By the end of this module students should be able to:Ìý

• Demonstrate knowledge and understanding of how individuals develop across the lifespanÌý


• Critically evaluate a range of relevant theories, research and research methods in both typical and atypical developmentÌý


• Apply observational methods in developmental research and present these in a report formatÌý


• Demonstrate a critical understanding of case studies and their use in developmental research and applied workÌý

Additional outcomes:

• Ability to communicate clearly in written workÌý


• Appreciation of research ethicsÌý


• Project management skills, including prioritising, planning and problem-solvingÌýÌý

Outline content:

The module will cover a range of topics within the fields of typical and atypical development and ageing, drawing on the research specialisms of teaching staff wherever possible. Topics may include:Ìý

• Early infancy: perceptual and conceptual development Ìý


• Early language development: speech sounds and first words.Ìý


• Cognitive development and reasoning: pre-school yearsÌý


• Cognitive development and reasoning: middle childhoodÌý


• Literacy and numeracyÌýÌý


• Social development and theory of mindÌý


• Developmental disorders: e.g. Autism, William’s syndrome, Down’s syndromeÌý


• The self and adolescence Ìý


• Healthy ageingÌý


• Disorders of ageingÌý

Global context:

This module will consider the global context of the research and its approaches, with an aim to improve students’ understanding of how developmental psychology, cognition and individual differences can be context-bound. Internationally-relevant examples will be used to illustrate international similarities and differences within the fields.Ìý

Brief description of teaching and learning methods:

The module will involve a range of methods including:Ìý

• Large group lecturesÌý


• Small group workshops and seminarsÌý


• Guided independent readingÌý

Contact Hours:

NB The contact hours in the table below are indicative of the contact hours for students studying this module in the UK, and may vary for students taking this module at branch campuses.< /p>

Contact hours:

Ìý	Autumn	Spring	Summer
Lectures	20		4
Practicals classes and workshops	8
Guided independent study:	Ìý	Ìý	Ìý
Ìý Ìý Wider reading (directed)	20
Ìý Ìý Exam revision/preparation	60
Ìý Ìý Preparation of practical report	40
Ìý Ìý Completion of formative assessment tasks			8
Ìý Ìý Revision and preparation			40
Ìý	Ìý	Ìý	Ìý
Total hours by term	148	0	52
Ìý	Ìý	Ìý	Ìý
Total hours for module	200

Summative Assessment Methods:

Method	Percentage
Written exam	50
Report	50

Summative assessment- Examinations:

One written exam in the summer term (50%)

Summative assessment- Coursework and in-class tests:

One project report (50%).

Formative assessment methods:

The workshops in autumn term will also provide formative opportunities to practice writing case studies. Students will have the opportunity to gain formative feedback on an essay plan for a mock exam question in the summer term.

Penalties for late submission:

The Support Centres will apply the following penalties for work submitted late:

• where the piece of work is submitted after the original deadline (or any formally agreed extension to the deadline): 10% of the total marks available for that piece of work will be deducted from the mark for each working day (or part thereof) following the deadline up to a total of five working days;
• where the piece of work is submitted more than five working days after the original deadline (or any formally agreed extension to the deadline): a mark of zero will be recorded.

The University policy statement on penalties for late submission can be found at:
You are strongly advised to ensure that coursework is submitted by the relevant deadline. You should note that it is advisable to submit work in an unfinished state rather than to fail to submit any work.

Assessment requirements for a pass:

A mark of 40% overall.

Reassessment arrangements:

Re-assessment is by re-assessment of failed summative assessment(s).

Additional Costs (specified where applicable):

Last updated: 4 October 2021