FVP:UPPVKP008 Developmental Psychology for S - Course Information

UPPVKP008 Developmental Psychology for SP

Extent and Intensity

0/0. 4 credit(s). Type of Completion: zk (examination).

Teacher(s)

doc. Boris Iljuk, CSc. (lecturer)

Guaranteed by

doc. Boris Iljuk, CSc.
Institute of Pedagogical and Psychological Sciences – Faculty of Public Policies in Opava

Course Enrolment Limitations

The course is also offered to the students of the fields other than those the course is directly associated with.

fields of study / plans the course is directly associated with

• Social Pathology and Prevention (programme FVP, B7507-SvP)

Course objectives

Developmental psychology course builds on the knowledge of general psychology. The aim of the course is to provide basic knowledge ofsomatic and mental development of man in all his developmental stages - during the prenatal, infant, toddler, preschool, early school, puberty, adolescence, young adulthood, middle adulthood, late adulthood and old age, including the most frequently occurring socially pathological phenomenas in the intervening period. Lectures also include related developmental theory, a brief history of developmental psychology, interpretation of the mechanisms and general regularities of human development. SEMINAR Seminars enhance the content of the lectures of developmental psychology. The aim is to teach students to analyze a topic, actively and independently seek information relevant to the chosen topic, working with the literature, present described theme on the workshops in front of their peers and succeed in the subsequent discussion. Topics are focused on specific issues that are closely related to the development of individuals in different age periods. They can discuss audiovisual training programs.

Syllabus

• 1. Definition of discipline, purpose and goals of developmental psychology, the status of science and it´s relation to other disciplines, sub-disciplines of developmental psychology. Brief history of the field.
  2. Developmental psychological research methods, longitudinal, transverse and semilongitudinal research approach.
  3. The concept of intellectual development - factors underlying mechanisms, patterns of development, the theory of periodization, theory of determination of development.
  4. Prenatal and neonatal period.
  5. Infant and toddler age - gross and fine kinetic skills, perception and speech development, cognitive development, socialization.
  6. Pre-school age - the development of basic abilities and skills, cognitive development, development of children's identity, emotional development and socialization. School readiness. School matureness. Social pathologic phenomenas in this period.
  7. Younger and middle school age - the development of basic abilities and skills, cognitive development, emotional development and socialization. Social pathologic phenomenas in this period.
  8. The period of puberty - physical transformation, the main psychological characteristics of puberty, the development of basic skills, abilities and interests, cognitive development, development of identity, emotional development and socialization. Social pathologic phenomenas in this period.
  9. Adolescence - development of identity, adolescent socialization - relationships to adults, their peers, going to work. Social pathologic phenomenas in this period.
  10. Period of young adulthood - cognitive development, socialization, identity of the young adult, professional roles, partnerships, marriage, parenthood, period of first balancing. Social pathologic phenomenas in this period.
  11. Period mid adulthood - physical changes, the transformation of professional roles, the transformation of a relationships, change of parental role, care for their own parents, identity. Social pathologic phenomenas in this period.
  12. Period of older adults - physical changes associated with the onset of aging, cognitive processes, personality development and change of roles, professional roles, marriage, aging people, the role of grandparents. Social pathologic phenomenas in this period.
  13. Senescence - physical changes, psychological changes, retirement, marriage, relationship with children and grandchildren, change in the way of life, death and dying. Social pathologic phenomenas in this period.
  SEMINAR
  1. Establishment of family, the current trend of delaying motherhood. "Sacrifices" and "benefits" of parenthood.
  2. Adaptation for parenthood - the period before and after birth (expectation of expectant mother, father, brother or sister).
  3. The lack of parenting - involuntary childlessness. Experiencing the life situation and searching for a solution.
  4. Divorce - impact on individual family members, especially children.
  5. Single-parent families (single parent families, foster families, families of homosexual partners).
  6. Sibling constellations and their impact on development of child.
  7. The development and importance of friendship in life.
  8. Ontogeny of speech - including the development of building words and sentences.
  9. Analysis of the contents of drawings - the relationship to aggression, drawing by abused children, creches, divorced families, etc.)
  10. The importance and characteristics of children's fairy tales.
  11. Anxiety and fear of children.
  12. Homosexuality and the coming-out process, the status of gay´ parents to their children.
  13. Senescence - the issue of pain and illness in old age.
  14. Grandparents - the different behaviors of grandparents, grandparents and the divorce of their children.
  15. The last period of life, death and dying. Positive and negative emotions of dyings.

Literature

required literature
• VÁGNEROVÁ, M. Vývojová psychologie II: dospělost a stáří. Praha: Karolinum, 2007. ISBN 978-80-246-1318-5. info
• LANGMEIER,J., KREJČÍŘOVÁ, G. Vývojová psychologie. Praha: Grada Publishing, 2006. ISBN 80-247-1284-9. info
• VÁGNEROVÁ, M. Vývojová psychologie I: dětství a dospívání. Praha: Karolinum, 2005. ISBN 80-246-0956-8. info
• ŘÍČAN, P. Cesta životem. Praha: Portál, 2004. ISBN 80-7178-829-5. info
• ČAČKA, O. Psychologie duševního vývoje a dospívajících s faktory optimalizace. Brno: Doplněk, 2000. ISBN 80-7239-060-0. info

recommended literature
• MATĚJČEK, Z. Prvních 6 let ve vývoji a výchově dítěte : normy vývoje a vývojové milníky z pohledu psychologa, základní duševní potřeby dítěte, dítě a lidský svět. Praha: Grada, 2006. ISBN 80-247-0870-1. info
• MATĚJČEK, Z., DYTRYCH, Z. Krizové situace v rodině očima dítěte : dětská závist, žárlivost, nevěra a rozvod, nový partner v rodině, nevlastní sourozenci, vzpomínky z dětství. Praha: Grada, 2002. ISBN 80-247-0332-7. info
• DAVIDO, R. Kresba jako nástroj poznání dítěte : [dětská kresba z pohledu psychologie]. Praha: Portál, 2001. ISBN 80-7178-449-4. info
• ČÁP, J., MAREŠ, J. Psychologie pro učitele. Praha: Portál, 2001. ISBN 80-7178-463-X. info
• SOBOTKOVÁ, I. Psychologie rodiny. Praha: Portál, 2001. ISBN 80-7178-559-8. info
• MACEK, P. Adolescence. Praha: Portál, 1999. ISBN 80-7178-348-X. info
• KŘIVOHLAVÝ, J., KRACZMARCZYK, S. Poslední úsek cesty. Praha: Návrat domů, 1995. ISBN 80-85495-43-0. info
• MATĚJČEK, Z. O rodině vlastní, nevlastní a náhradní. Praha: Portál, 1994. ISBN 80-85282-83-6. info
• MATĚJČEK, Z., DYTRYCH, Z. Přestali jste být manželi, ale zůstáváte rodiči. Praha: Nakladatelství a vydavatelství H&H, 1992. ISBN 80-85467-53-4. info
• HAŠKOVCOVÁ, H. Fenomén stáří. Praha: Panorama, 1990. ISBN 80-7038-158-2. info

Language of instruction

Czech

Further comments (probably available only in Czech)

The course can also be completed outside the examination period.
Information on the extent and intensity of the course: Přednáška 9 HOD/SEM.

Teacher's information

Credit for the combined form - to complete individual tasks
The exam - knowledge from lectures and rrequired reading

Activity	Difficulty [h]
Účast na výuce	6
Summary	6

• Enrolment Statistics (Summer 2015, recent)
  
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