Introductory description

This module is an introduction to human psychological development from childhood to adolescence in relation to the school context. The module aims to help students develop awareness, understand and analyse some of the different theoretical approaches of human development to interpret child behaviour as well as the systems of beliefs and values underpinning major developmental theories and aspects of development in the school context. It builds up on students’ own experiences, encouraging them to reflect upon the interplay between theory and practical reality in school settings.

Module aims

Outline syllabus

This is an indicative module outline only to give an indication of the sort of topics that may be covered. Actual sessions held may differ.

Key topics that will be addressed during the module are : Cognitive development and the effect on academic achievement during primary and secondary education; Language development as risk and protective factors during childhood and adolescence; Socio-emotional development during childhood and adolescence; Atypical Development ; An ecological-systemic approach to childhood and adolescence: the role of schools, peers and community; The importance of play in the school context; Transition from primary to secondary education; Adolescence and the effect on child’s educational and psychosocial development; Transition from compulsory education to post compulsory education

Learning outcomes

By the end of the module, students should be able to:

• To acquire a systematic and coherent knowledge and understanding of the key aspects of human development from childhood to adolescence in relation to the school context.
• To describe and comment upon particular aspects of current research and develop a conceptual understanding of theories underpinning such development and the differences between them
• To be able to deploy accurately established techniques of analysis and enquiry to this newly acquired knowledge and understanding in order to discern developmentally appropriate practice in school settings.
• With coherent and detailed knowledge, to be able to analyse and discuss theories and empirical studies and their practical application to understanding child development in the schools.
• To be able to use a range of research skills appropriate to the discipline to review, consolidate, extend and apply their knowledge and understanding

Indicative reading list

Adams, G. R., R. Montemayor, R., & T. P. Gullotta (1996). Psychosocial development during adolescence, Sage.
Barbu, S., Cabanes, G., & Le Maner-Idrissi, G. (2011). Boys and girls on the playground: sex differences in social development are not stable across early childhood. Plos one, 6(1).
Bates, B., & Stone, M. R. (2015). Measures of outdoor play and independent mobility in children and youth: A methodological review. Journal of Science and Medicine in Sport, 18(5), 545-552.
Coleman, J. C. (2011). The Nature of Adolescence, London: Routledge.
Engels, M. C., Pakarinen, E., Lerkkanen, M. K., & Verschueren, K. (2019). Students' academic and emotional adjustment during the transition from primary to secondary school: A cross-lagged study. Journal of school psychology, 76, 140-158.
Erwin, P. (2013). Friendship in childhood and adolescence. Routledge.
Coleman, J. C. (2011). The Nature of Adolescence, London: Routledge.
Coffey, A. (2013). Relationships: The key to successful transition from primary to secondary school?. Improving Schools, 16(3), 261-271.
Goldberg, S. (2000). Attachment and Development, London: Arnold.
Oates, J. (2004). Cognitive and Language Development in Children, Milton Keynes: OUP.
Simmons, R. G. (2017). Moving into adolescence: The impact of pubertal change and school context. Routledge.
Tobbell, J., & O’Donnell, V. L. (2013). The formation of interpersonal and learning relationships in the transition from primary to secondary school: Students, teachers and school context. International Journal of Educational Research, 59, 11-23.
Smith, P. K., H. Cowie & M. Blades (2005). Understanding Children's Development, Oxford: Blackwell.
Vasalampi, K., Salmela-Aro, K., & Nurmi, J. E. (2010). Education-related goal appraisals and self-esteem during the transition to secondary education: A longitudinal study. International Journal of Behavioral Development, 34(6), 481-490.

Interdisciplinary

Module's links with Developmental and Educational Psychology in the examination of how these disciplines underpin different understandings of the developing child in the school context

Subject specific skills

• reflect upon a range of psychological perspectives and consider how these underpin different understandings of the developing child in the school context
• apply multiple perspectives to childhood and adolescent issues, recognising that child and adolescent development studies involves a range of research methods, theories, evidence and applications
• reflect upon the ethics of studying the developing child in the school context
• generate and explore hypotheses and research questions relating to child and adolescent development in an ecological context
• carry out empirical studies ethically involving a variety of methods of data collection, including observation relating to child and adolescent in an ecological context
• present and evaluate research findings in the field of child and adolescent development

Transferable skills

Active listening
Character/personality
Cognitive flexibility
Common sense
Communication skills
Complex problem solving
Confidence
Critical thinking
Emotional intelligence
Initiative and also follow instructions
Intellectual ability
Interpersonal and communication
Judgement and decision making
Personal development skills
Persuading/influencing
Planning and organisational skills
Problem solving
Reasoning
Team working