Course: Developmental psychology

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Course title Developmental psychology
Course code KPSY/VPSZ
Organizational form of instruction Lecture + Seminary
Level of course Bachelor
Year of study 2
Semester Summer
Number of ECTS credits 3
Language of instruction Czech
Status of course Compulsory
Form of instruction unspecified
Work placements unspecified
Recommended optional programme components None
Lecturer(s)
  • Štefánková Zuzana, Mgr. Ph.D.
  • Kronika Ondřej Alexandr, Mgr. et Mgr. Bc.
  • Hořejšová Petra, Mgr. et Mgr.
  • Plassová Michala, Mgr. Ph.D.
Course content
1.Development, determinants of development, biological and social determination, influence of maturation and learning, development threats. 2. Physical development, physical changes and their impact on mental and social development, maturation of motor skills, laterality, graphomotorics, physical maturation and sexual issues; secular acceleration; relationship to body and its development; gender. 3. Emotional development: early emotional development, attachment and its development, attachment disorders and their consequences for further life; fears during childhood and adolescence; prosocial behavior and its development; developmental aspect of competition, cooperation. 4. Cognitive development: Piaget's theory of cognitive development; the influence of culture and education on cognitive development; proximal development zone; language and communication; development of perception, attention and memory; development of metacognition. 5. Family: motivation to parenthood; entry of a child into a family (wanted vs. unwanted children), accepting a child with a disability; specifics of relationships with father and mother; development of relationships with parents; family separation at different age levels; disrupting family divorce/desintegration and its consequences for the child; relationships with siblings; sibling constellations. 6. Peers and classmates: peers as providers of socialization and learning opportunities; developing relationships with peers; social inclusion problems at different ages; children's groups (both formal and informal); consequences of not accepting by the group, bullying. 7. The role of the pupil and its development in different ages; relationship to the teacher and his developmental changes. 8. School Maturity vs. school immaturity; features of school maturity, consequences of immaturity for school work 9. Child of younger school age: entering school as a developmental milestone, accepting the role of a pupil; cognitive and social development; emotional experience and self-control. 10. Child of older school age: the onset of puberty; development of thinking; metacognition; social development, development of interests; professional orientation. 11. Adolescence (high school pupil): bio-psycho-social changes, socialization, subculture of youth; threats of socio-pathological phenomena; identity, intimacy, love, relationship problems; independence from parents; development of relationships to the profession and interests. 12. Adulthood as a teacher context - self-concept and its development, emotions and cognition in adulthood; changes in the relationship to the profession; basic existential and spiritual issues; freedom, sense of life, loneliness, death, etc. 13. Some developmental theories: Erikson, Freud, Kohlberg.

Learning activities and teaching methods
Monologic (reading, lecture, briefing), Dialogic (discussion, interview, brainstorming)
Learning outcomes
The course is dedicated to development, developmental rules and essential characteristics of stages of human development. Basic knowledge students obtain about prenatal, infantile, toddler, pre-school and school period of children development, adolescence, adult and old age period and about essential questions of this stages.
A knowledge of developmental rules and essential characteristics of stages of human development.
Prerequisites
none

Assessment methods and criteria
Written examination, Seminar work

Seminar paper , active participation in course.
Recommended literature
  • Pražská skupina školní etnografie: Psychický vývoj dítěte od 1. do 5. třídy. Karolinum, Praha 2005..
  • Erikson, E.:. Životní cyklus rozšířený a dokončený. NLN, Praha 1999..
  • Jedlička, R.:. Psychosociální vývoj dítěte a jeho poruchy z hlediska hlubinné psychologie. Praha: UK. 2001.
  • Langmeier, J., Krejčířová, D.:. Vývojová psychologie. Grada, Praha 2006..
  • Langmeier, J.:. Vývojová psychologie pro dětské lékaře. Avicenum, Praha 1991.
  • Pouthas, V., Jouen, F.:. Psychologie novorozence. Grada, Praha 2000.. Grada, 2000. ISBN 80-7169-960-8.
  • Říčan, P.:. Cesta životem. Panorama, Praha 1989..
  • Šulová, L.:. Raný psychický vývoj dítěte. Praha: UK. 2004.
  • Vágnerová, M.:. Kognitivní a sociální psychologie žáka základní školy. Karolinum, UK Praha 2001..
  • Vágnerová, M. Vývojová psychologie II.. Praha, Karolinum, 2007. ISBN 978-80-246-1318-5.
  • Vágnerová, M. Vývojová psychologie I.. Praha, Karolinum, 2005. ISBN 80-246-0956-8.
  • Vágnerová, M.:. Vývojová psychologie. Praha: Portál. 2000.


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