| Course Objectives: |
Understand the basic principles of the lifespan approach to developmental psychology.
Understand the defining features of each developmental time period.
Understand the role of research in the field of developmental psychology.
Be able to identify and apply developmental constructs in everyday life.
Be able to understand biological, cognitive, and socio emotional processes of the nature of development.
Identify the complexity of hereditary, social, political, cultural, economic and environmental factors that influence human development and their interactions
Be able to identify genetic foundations of development.
Elaborate on the theories of physical, cognitive, moral, personality and identity development, |
| Course Content: |
The course begins with a basic introduction to the lifespan perspective as well as the history and research methods of developmental psychology. The course provides to acquire the fundamental concepts and empirical research on the development and changes in perception, cognition, emotion, and social functioning over the human lifespan. |
Course Learning Outcomes (CLOs) are those describing the knowledge, skills and competencies that students are expected to achieve upon successful completion of the course. In this context, Course Learning Outcomes defined for this course unit are as follows:
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| Knowledge
(Described as Theoritical and/or Factual Knowledge.)
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1) Explains main concepts and theoretical approaches of developmental psychology, periods and domains of development.
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2) Explains physical, cognitive and socio-emotional development in childhood.
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3) Explains biological foundations of development and effects of social environment on development.
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4) Takes contextual characteristics into account in psychological assessments.
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5) Explains research methods and techniques used in the field of developmental psychology.
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| Skills
(Describe as Cognitive and/or Practical Skills.)
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1) Adopts a life-span developmental approach in assessment of physical, psychological and social development in his/her academic and clinical work.
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| Competences
(Described as "Ability of the learner to apply knowledge and skills autonomously with responsibility", "Learning to learn"," Communication and social" and "Field specific" competences.)
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1) Follows scientific research related to child development.
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2) Contributes to all the processes of group work, fulfills his/her responsibilities.
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3) Evaluates child development taking interaction between different domains of development and the relationship of childhood with other life periods into account.
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4) Communicates with children in ways that are appropriate for their cognitive and socio-emotional abilities in his/her psychological practice.
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5) Adapts his/her academic and clinical work to physical, cognitive and socio-emotional needs of children.
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| Week |
Subject |
Materials Sharing * |
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Related Preparation |
Further Study |
| 1) |
Introduction, The Life-Span Developmental Perspective |
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| 2) |
Theories of Developmental Psychology (the main theories of human development) |
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| 3) |
Research Methods in Developmental Psychology (research on life-span development;Methods for Collecting Data, Research Designs, Ethical Research) |
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| 4) |
Biological Foundations of Development (evolutionary perspective on life-span development, genetic foundations of human development, reproductive challenges, heredity and environment interaction, nature-nurture debate) |
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| 5) |
Prenetal Development and Birth, prenatal development, stages of prenatal Development, teratology and hazards to prenatal development, assessing the new born after birth, physical and emotional changes that take place during post-partum period and attachment between care giver and the baby. |
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| 6) |
Physical and cognitive development in infancy. Infants gross and fine motor skillse development, sensory and perceptual development in infancy from the nature-nurture and ecological perspectives.
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| 7) |
Cognitive Developmen in Infancy, Piaget’s theory of infant development, learning psychology of infants, assessment measures and the prediction of intelligence and development of infants by testing and language development.
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| 8) |
Midterm |
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| 9) |
Socioemotional development in infancy, emotional and personality development of an infant, development of attachment in infancy, attachment theory, influence of social contexts in infants development. |
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| 10) |
Physical changes in early childhood, body growth, motor development, sleep. Cognitive changes that occur in early childhood from the perspective of Piaget’s Preoperational Stage theory, Vygotsky’s Theory, Information Processing theory. |
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| 11) |
Socio emotional development in early childhood, development of self, gender, moral issues, influence of parenting styles on emotional development of early childhood. Importance and contribution of peer relations on development of social skills in early childhood stage. The role and importance of play in early childhood, effects of TV and technological devices in the early childhood development |
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| 12) |
Socio-emotional development in early childhood-2, positive discipline and techniques, early childhood neglect and abuse, maltreatment and possible future consequences on development. |
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| 13) |
Physical and cognitive development in middle and late childhood. Figure out cognitive changes and development through Piaget's cognitive developmental theory, learning disability(dyslexia, dysgraphia, and discalculia), Attention deficit hyper-activity disorder (ADHD), emotional and behavioral disorders, pervasive developmental disorders, intelligence tests, intelligence quotient (IQ), |
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| 14) |
Socio-emotional Development in Middle and Late Childhood-2 |
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| 15) |
Research Paper Presentations |
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| 16) |
Final exam |
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| Course Notes / Textbooks: |
Santrock, John, W. (2010). Life-Span Development, McGraw-Hill Companies, Inc.
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| References: |
Cloninger, S. C. (2000), Theories of Personality Understanding Persons, (Third Edition), New Jersey, Prentice-Hall, Inc.
Gander, M.J., Gardiner, H.W. (2010). Çocuk ve Ergen Gelişimi. (Çev. A. Dönmez, B. Onur, N. Çelen). İstanbul: İmge Kitabevi.
Miller, P.H. (2008). Gelişim Psikolojisi Kuramları. (Çev. Z. Gültekin, Yayına Hazırlayan: B. Onur) Ankara, İmge Kitabevi.
Onur, B. (2011). Gelişim Psikolojisi, Yetişkinlik, Yaşlılık, Ölüm. (9. Baskı). İstanbul: İmge Kitabevi.
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(KPLOs and SPLOs are the abbreviations for Key & Sub- Programme Learning Outcomes, respectively. )
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Programme Learning Outcomes |
Contribution Level (from 1 to 5) |
1) |
Evaluates cognitive, psychological, social reasons and consequences of human behavior. |
5 |
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1.1 Comprehends relation of psychology with other social sciences and analyzes psychological processes with an interdisciplinary approach. |
5 |
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1.2 Uses research methods and techniques such as data collection, analysis and interpretation effectively. |
4 |
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1.3 Has advanced academic and clinical knowledge, skills and experience in different fields of psychology. |
5 |
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1.4 Explains basic psychological concepts, models and theories; analyzes psychological processes. |
3 |
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2) |
Comprehends his/her professional competencies and limitations. |
5 |
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2.1 Takes social context into account while evaluating personal factors and issues. |
5 |
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2.2 Tries to contribute to the solution of social problems using his/her professional knowledge and social skills. |
5 |
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2.3 Acquires new information about psychological issues and practices by following current research in psychology. |
5 |
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2.4 Improves his/her skills as a psychologist by participating in trainings in the field of psychology. |
4 |
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3) |
Reflects his/her knowledge, academic and clinical experience acquired in psychology education in professional practice effectively. |
5 |
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3.1 Demonstrates advanced analytical skills, problem solving and critical thinking skills in professional work. |
5 |
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3.2 Works within professional ethical principles making unprejudiced and non-discriminatory professional assessment in practice and academic research. |
5 |
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3.3 Conducts preventive activities to alleviate possible problems in practice; contributes to improvement of professional practice. |
5 |
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4) |
Applies the theoretical knowledge in business life during a semester. |
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4.1 Experiences all processes in business life. |
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4.2 Takes part in activities related to the field of education in a business operating in the field. |
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4.3 Questions the application with theoretical knowledge. |
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4.4 Compiles the knowledge and experience gained in the field. |
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5) |
Acquires the competencies that develop by the expectations of business world and the society defined as the institutional outcomes of our university on the advanced level in relation with his/her field. |
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5.1 Acquires the analyzing solving the problems and managing the conflicts. |
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5.2 Participates as a team member and takes responsibility in the environments that require the solving of the conflicts and acts as a leader when necessary. |
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5.3 Has awareness for ethical and social responsivity. |
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5.4 By supporting the learnt courses with quantitative and qualitative data; and by using verbal and visual communication means, s/he transfers them to the groups within and outside his/her group in a systematical and effective way. |
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5.5 Evaluates the norms and standards present in the works in which s/he takes responsibility in a critical point of view. |
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5.6 Develops strategical, innovative and entrepreneurial ideas. |
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5.7 Acquires competence of managing the change. |
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5.8 Shows development personally and socially with and awareness for lifelong learning. |
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5.9 Follows advanced technologies and developments about digital transformation. |
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5.10 Has cultural awareness and s/he transfers this to the groups within and outside his/her field. |
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5.11 Has awareness about citizenship competency. |
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| WORKLOAD OF TEACHING & LEARNING ACTIVITIES |
| Teaching & Learning Activities |
# of Activities per semester |
Duration (hour) |
Total Workload |
| Course |
0 |
0 |
0 |
| Laboratory |
0 |
0 |
0 |
| Application |
0 |
0 |
0 |
| Special Course Internship (Work Placement) |
0 |
0 |
0 |
| Field Work |
14 |
3 |
42 |
| Study Hours Out of Class |
0 |
0 |
0 |
| Presentations / Seminar |
0 |
0 |
0 |
| Project |
0 |
0 |
0 |
| Homework Assignments |
1 |
24 |
24 |
| Total Workload of Teaching & Learning Activities |
- |
- |
66 |
| WORKLOAD OF ASSESMENT & EVALUATION ACTIVITIES |
| Assesment & Evaluation Activities |
# of Activities per semester |
Duration (hour) |
Total Workload |
| Quizzes |
13 |
2 |
26 |
| Midterms |
1 |
16 |
16 |
| Semester Final Exam |
1 |
12 |
12 |
| Total Workload of Assesment & Evaluation Activities |
- |
- |
54 |
| TOTAL WORKLOAD (Teaching & Learning + Assesment & Evaluation Activities) |
120 |
| ECTS CREDITS OF THE COURSE (Total Workload/25.5 h) |
6 |
ECTS Information Package / Course Catalogue