Developmental Psychology: The Preschool Years
The American College of Greece
Area of Study
Taught In English
PS 1000 LE Psychology as a Natural Science
PS 1001 LE Psychology as a Social Science
Course Level Recommendations
ISA offers course level recommendations in an effort to facilitate the determination of course levels by credential evaluators.We advice each institution to have their own credentials evaluator make the final decision regrading course levels.
Recommended U.S. Semester Credits3
Recommended U.S. Quarter Units4
Hours & Credits
Theoretical approaches and methodological issues, biocultural foundations of development, prenatal development and birth, physical, cognitive and socioemotional development in infancy and early childhood. Εmphasis on ecological and contextual perspective on development and on the practical implications of developmental science.
The aim of this course is to provide students with a contemporary look at the scientific study of human development from conception to early childhood covering topics, issues, and controversies while integrating theory, research and practice. Implications for parenting, education, and social policy-making are discussed to help students apply course information to meaningful problems. Students are expected to integrate their personal experiences, knowledge of psychology, and their observations of human development with the content of this course. It provides the background knowledge to understand later periods of development and will be particularly helpful to those going into the field of early childhood development and education, counselling, daycare and social work.,
LEARNING OUTCOMES: As a result of taking this course, a student should be able to:
1. Explain the strength, the weaknesses, the ethical issues and the applicability of descriptive and explanatory research methods generally in developmental research and in the context of specific areas
2. Describe the genetic and environmental mechanisms that underlie the universal development of physical, social, emotional and cognitive competencies and the processes that adapt these competencies to local conditions.
3. Outline the emergence of new structures and functions prenatally, perinatally and during infancy, and explain changes using appropriately concepts, theories and principles of interactions
4. Identify fallacies and hidden assumptions guided by preset criteria assessing children and development.
5. Show awareness of the interplay between emerging skills at different domains of developments (physical, cognitive, emotional) and describe how the sociocultural
developmental assumptions and expectations shape developmental changes.
6. Appreciate current issues and controversies as these impact on developmental and social issues within our culture.
METHOD OF TEACHING AND LEARNING:
In congruence with teaching and learning strategy of the college, the following tools are used:
- The course will consist of lectures with multimedia, and inclass discussion of documentary-style video footage and out-of class assignments.
- Students are expected to sign in at Textbook’s web site on the first day of classes and make full use of its features.
- Secondary and primary sources in developmental psychology will be selected and assigned for in-class discussion.
- Practical exercises from textbook and interactive activities from multimedia resources will help student connect material to real-life situations and problems with defined guidelines.
- Office hours
- Use of Blackboard site