COURSE AIM
The course aims at producing teachers who have good understanding of the child development processes and the significance of these processes in the learning of a child in school and the society.
Course objectives
At the end of the course, students should be able to:
- Define the term Psychology/Developmental psychology
- Identify the branches/Approaches of psychology
- Discuss the history/origin of Developmental psychology
- Apply the Research Methods in Developmental Psychology
- Demonstrate the understanding of growth and development
- Examine the relationship between growth and development
- Explain the reasons why a teacher need to understand human growth and development
- Identify and explain distinct stages of human development.
COURSE CONTENT
Historical Development of Child Psychology
Child Psychology’s past
Child Psychology’s history
Research Methods in Developmental Psychology
Observational method
Experimental Studies
Correlational studies
Developmental issues and statistics
Theories of Child Development
Learning theory
Information – Processing theory
Genetics and Development
Genetic Building Blocks
Inheritance of Behavioural traits
Inheritance of disorders
Genetic Counselling
Early Experiences and Later Development
Feeding
Toilet training
Dependency training
Aggression training
Attachment
Separation
Maternal deprivation
Language Development in Children
Psychology of Exceptional Children
Mentally retarded
Learning disabled
Emotionally disturbed
Gifted
Problems of Adolescence
Crisis of identity
Adolescent Suicide
Drug use and abuse
School drop out
Sex and the Adolescent.
Adulthood, Middle age and Old age
METHOD OF TEACHING
Three lecture contact hours per week
One tutorial contact hours per week
ASSESSMENT
Continuous assessment (C.A) 40%
- Two essays 20%
- 3 Tests 20%
Final semester examination: 60%
Total 100%
PRESCRIBED READINGS
Adams, G.R. and Gullotta, T. (1983). Adolescent Life Experiences Brooks / Cole Publishing Company. Monterey, California.
Brown, R.T. and Reynolds, C.R.(1986). Psychological Perspective on Childhood Exceptionality: A Handbook. New York. John Wiley and Sons. and Row.
David R. Shaffer and Katherine K. (2010) Developmental Psychology Childhood and Adolescence, eighth edition, Belmont: Wadsworth.
Dworetzky, J.P.(1981). Introduction to Child Development. New York. West Publishing Co.
Heward, W.L. and Oriansky, M.D. (1984). Exceptional Children: An Introductory Survey of Special Education. Columbus. Charles E. Merrill.
RECOMMENDED READINGS
Johnson, R.C. and Medinnus, G.R. Child Psychology: Behaviour and Development. New York.:John Wiley and sons.
Maier, H.W.(1975) Three Theories of Child Development. New York. Harper and Row.
Neugarlen, B.L.(1968). Midde Age and Aging. . Chicago .The University of Chicago Press.
Quadagno, J. (2005). Aging and the Life Course: An Introduction to Social Gerontology to Social Gerontology. Florida: Florida State University.
Sarafino, E.P. and Armstrong, J.W. ( 1980). Child and Adolescent Development. U.S.A.Scott, Foresman
Stewart, A.C., Friedman, S. and Koch J. Child Development: A Topical Approach.
Suram, B.G. and Joseph, V.R. (1979). Special Children: An Integrative Approach. London and Illinos. Scott. Foresman.
Zaman, S.S. (1990).(Ed.). Research on Mental Retardation in Bangladesh. Dhaka. : Bangladesh Protibondhi foundation.
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English