Developmental Psychology
Module 1.5 Changing Man
Module coordinator
Dr. Jacqueline Schenk schenk@fsw.eur.nl)
Study period
Bachelor-1
Literature
Basisboeken beschikbaar in Studielandschap; artikelen op Eduweb
Didactical format
Educational group sessions, lectures and practical sessions
Exam
Combination of multiple choice and open questions
Contact
Dr. Jacqueline J. Schenk, T15. Tel + (0)10 - 408 9781
General background
The goal of this module is to offer students a first introduction into the domain of Developmental
Psychology and covers a range of subjects that are relevant to human development throughout the
life span . Students will learn about a range of issues in selected areas of contemporary
Developmental Psychology, including cognitive development, development of response inhibition
and executive function, effects of early experience on intellectual and emotional development,
development of attachment, development of gender roles and identity. Also, milestones and
characteristics of development during adulthood and old age are covered. Theories of cognitive,
socio-emotional, and development will be examined in more depth. Students are expected to gain
knowledge of these areas and to develop a critical approach to the analysis of current research and
theoretical issues. Also, throughout the module, major issues , controversies in Developmental
Psychology are examined in relation to a number of the more influential theoretical approaches.
Students are expected to gain an understanding of the main theoretical influences upon current
developmental research and to be able to apply, compare and contrast theories of development and
associated studies. Finally, students will examine the empirical basis for certain stereotypes of
developmental periods (e.g. midlife crisis, storm and crisis during adolescence).
Module content
The module covers not only the general principles of human development and mechanisms for
learning but also the main theoretical developmental perspectives. Human development can be
described by different developmental phases that emerge in between the moment of conception to
and the period of old age. Students will learn about the different though interacting types of
development which typically take place during each of these phases while acknowledging and
accounting for the variety of factors in the environmental context, such as parents, peers, school
etc.)
Module Objectives
Following completion of this module, students are expected to be able to each of the following:
 Describe the most significant biological, socio-emotional and cognitive changes during the
different developmental phases (prenatal development, childhood, adolescence, incl. puberty,
and further development into early and late adulthood and old age)
 Describe milestones in physical development throughout the life span (incl. prenatal
development, including chromosome duplication and the prenatal stages, and postnatal motor
development);
 Describe development of verbal and nonverbal cognitive development and functioning
throughout the life span and relevant main theories on this subject matter;
 Describe development of socio-emotional functioning throughout the life span (attachment,
socialisation, emotional development, gender identity and gender role development, Theory of
Mind), and associated main theories;
 Describe and evaluate the effect of environmental factors in each developmental phase on
behaviour, socio-emotional, and academic functioning ;
 Evaluate theory, research and applications and on that basis, assess what has been evaluated on
its scientific, historical or practical value.
 Carry out a small research project that is relevant to Developmental Psychology (practical)
Background reading
Berk, L.E. (2003). Child Development (6th ed.). London: Allyn and Bacon.
Bukatko, D., & Daehler, M. (2001). Child Development: A thematic approach (5th ed.). Boston:
Houghton Mifflin.
Feldman, R.S. (2008). Development across the life span. (5th ed.) Pearson, Prentice Hall.
Gillibrand, R. Lam, V., & O’Donnell, V.L. (2011). Developmental Psychology (1st ed.) Prentice Hall.
Hetherington, E.M., Parke, R.D., & Locke, V.O. (2001). Child Psychology (5th ed.). New York:
McGraw-Hill.
Santrock, J.W. (2001). Child Development (9th ed.). New York: McGraw-Hill.
Shaffer, D.R. (1999). Developmental Psychology: Childhood and Adolescence (5th ed.). Pacific Grove:
Brooks/Cole.
Verhofstadt-Denève, L., Van Geert, P., & Vyt. A. (2003). Handboek Ontwikkelingspsychologie:
Grondslagen en Theorieën (5th ed.). Houten: Bohn Stafleu Van Loghum.
Wicks-Nelson, R., & Israel, A.C. (2003). Behavior Disorders of Childhood (5th ed.). Upper Saddle River,
NJ: Prentice Hall.
Practical Test skills II
Purpose
The purpose of this practical is to acquire the basic skills that are involved in all aspects of
psychological testing and observation in youth, e.g. formulating an adequate research question and
related hypotheses, obtaining active consent, appropriate and ethically accurate briefing and
debriefing of subjects, actual testing, data interpretation and reporting involving young participants.
Students will work in pairs (enabling inter-rater reliability observations during their collaboration)
and plan their practical around at least three young participants. Students will interpret the data
they have collected using normed data and subsequently will write a report about their findings. The
final component of this report involves a critical self- evaluative reflection on their own
performances during this practical. This practical is concluded by students presenting their findings
in their educational group session.
Practical Objective
After completion of this practical, students are expected to be able to plan and carry out a basic
psychological test/interview/observation involving young participants, interpret the data and
communicate their findings in a report and a presentation while acknowledging and following ethical
guidelines and standards in this field.
Assessment
Observation/interview with written report and presentation.