SHE Level 4
SCQF Credit Points 20.00
ECTS Credit Points 10.00
Module Code MHC824300
Module Leader Birgit Schroeter
School School of Health and Life Sciences
Subject Psychology
  • B (January start)
  • A (September start)
  • C (May start)

Pre-Requisite Knowledge

Normally successful completon of Introducton to Biological, Cognitve and Developmental Psychology at level two, or equivalent.

Summary of Content

This module adopts an integrated approach to the scientfc knowledge of human development. Contents provide an overview of how behaviour, cogniton, brain and experience are shaped by development. Theoretical approaches in the study of development and the methods used to investgate this relatonship are presented. Changes in cogniton, communicaton & language and socio-emotonal development are followed from the inital stages to their adult forms. The module content also includes a refectve, evidence-based account on how the basic knowledge of human development can be applied in specifc real-world contexts.


The syllabus adopts an integrated approach on development that takes into account cognitve, socio-cultural and neuroscience perspectves in order to understand diferent aspects of human development. Content includes the evaluaton of key concepts and methodologies in developmental psychology, the developmental trajectories of diferent aspects of cognitve development, language acquisiton, socio-emotonal development, the understanding of the self and others, autsm and atypical development and moral development. Throughout the contents, a special stress will be placed in the applicaton of evidence-based knowledge to the real-world problems.

Learning Outcomes

Upon successful completion of this module the student should be able to:(1) Gain a critical understanding of the key historical and psychological antecedents of Developmental Psychology(assessed in the summative exam)(2) Understand and critically evaluate multiple psychological perspectives in human development(3) Understand the research methods used in Developmental Psychology to the extent of being able to critically appraisetheir use in the context of human development and the relevant research(4) Be able to plan, carry out a developmentally driven research, analyse the data and critically evaluate the findings incontext of previous literature and the applied context(5) Produce a research outcome in a format of an academic poster (assessed as a summative coursework)

Teaching / Learning Strategy

The course will be taught by a series of lectures and seminar sessions. The seminars will be structured to present students with applied problems related to carrying out a piece of research and challenge them to explore the research questons. This will allow students the opportunity to implement real world problem solving. The coursework for the module will consist of a Research Poster. Formatve assessment will include a session where students receive guidelines and feedback on responses of 'exam type questons'. Material will be delivered using an online/blended learning approach.

Indicative Reading

Textbook Leman, P.; Bremner, A. Parke, R. & Gauvain, M. (2012). Developmental Psychology. London: McGraw-Hill Other Recommended Blakemore, S.J. & Frith, U. (2006). The Learning Brain. Oxford: Blackwell. Borstein, M.H. (Ed) (2010). Handbook of Cultural Developmental Science. New York: psychology Press Coch, D.: Fischer, K.W. & Dawson, G. (eds) (2007). Human Behavior, Learning and the Developing Brain: Atypical Development. New York: Guilford Press. Goswami, U. (2008). Cognitve Development: The learning Brain. Hove: Psychology Press. Johnson, M. (2006). Developmental Cognitve Neuroscience. (Second editon). Oxford: Blackwell. McGregor, E., Nfaf1ez, M., Cebula, K. & Gf3mez, J.C. (Eds.) (2008). Autsm: An integrated view from Neurocognitve, Clinical and Interventon research. Oxford: Blackwell Tomasello, M. (2003 Constructng a Language: A Usage-Based Theory of Language Acquisiton. Harvard University Press

Transferrable Skills

The research poster and the students' work in the seminars require informaton search, applicaton of theoretcal concepts to the applied setngs, individual responsibility for workload and team based actvites.

Module Structure

Activity Total Hours
Independent Learning (FT) 146.00
Seminars (FT) 10.00
Lectures (FT) 24.00
Assessment (FT) 20.00

Assessment Methods

Component Duration Weighting Threshold Description
Coursework 1 n/a 50.00 35% Research Poster
Exam (Exams Office) 2.00 50.00 35% Two Hour Formal Examination