UODP002 Developmental Psychology

Faculty of Public Policies in Opava
Winter 2018
Extent and Intensity
0/0. 2 credit(s). Type of Completion: z (credit).
Teacher(s)
doc. PhDr. Alena Petrová, Ph.D. (lecturer)
František Hodný (seminar tutor)
Guaranteed by
doc. PhDr. Alena Petrová, Ph.D.
Institute of Paramedical Health Studies – 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
Course objectives
The course Developmental psychology follows on knowledge in general psychology and personality psychology. The aim of the course is to supply basic knowledge about somatic and psychological development of human in all its stages - pre-natal stage, new-born age, infancy, toddlerhood, pre-school stage, early school age, pubescence, adolescence, early, middle, late adulthood and old age. After finishing the course, the student will have good knowledge of basic theories of development and characteristics of individual stages of ontogenesis, will have a theoretical and practical base for further study of applied psychology disciplines and pedagogy. Seminars are integral part of the course. Learning outcomes: Professional knowledge: The student acquires and demonstrates knowledge of basic developmental theories (behaviourism, psychodynamic theory (S. Freud), psychosocial theory (E. Erikson), theory of cognitive development (J. Piaget), social-cognitive theory (L.S. Vygotsky), evolutional theory (J. Bowlby, M.D.Ainswort), knowledge of basis of human ontogenetic development. Professional skills: The student is able to demonstrate knowledge of normal progress of individual development (in individual stages of human ontogenesis) and is able to apply this knowledge while working with clients. General ability:The student is able to perceive connection of individual stages of ontogenesis with various aspects of nursing care provided to clients. Competence: The course of developmental psychology is focused especially on acquiring soft skills such as learning and orientation in psychological information, on all-life study in the field of developmental psychology in regard to the requirements of medical profession, on development of effective communication strategies and on coping with stress.
Syllabus
  • Lectures:
    1. Definition, subject and aims of developmental psychology, its position in the system of sciences and its relation to other scientific disciplines, component disciplines of developmental psychology. Short outline of history of the science.
    2. Methods of developmental psychological research, longitudinal, semi-longitudinal and cross-sectional research approach.
    3. The term mental development - factors, basic mechanism, rules of development, the theory of determinism and periodic development. Theory of psychic development - behaviourism, psychodynamic theories (S. Freud), psychosocial theory (E. Erikson), theory of cognitive development (J. Piaget), social-cognitive theory (L.S. Vygotsky), evolutional theory (J. Bowlby, M.D.Ainswort).
    4. Pre-natal and new-born stage.
    5. Infancy and toddlerhood - development of gross and fine motor skills, perception and development of preverbal expressions; cognitive development; socialization.
    6. Pre-school age - development of basic skills and abilities, cognitive development, development of child's identity, emotional development and socialization. School maturity. Readiness for school.
    7. Early and middle school age - development of basic skills and abilities, cognitive development, emotional development and socialization.
    8. Pubescence - physical changes, main psychological characteristics of the adolescence stage, development of basic skills abilities and interests, cognitive development, development of personal identity, emotional development and socialization.
    9. Adolescence - development of personal identity of the adolescent, socialization - relationships with adults, with peers, starting work.
    10. Early adulthood - cognitive development, socialization, identity of early adulthood; vocational roles, partnership, marriage, parenthood, life-balancing.
    11. Middle adulthood - physical changes, change of vocational roles, changes in partnership, changes in parenthood, changes in relationship to own parents, personal identity of middle age.
    12. Late adulthood - physical changes connected to aging, cognitive processes, development of personality and change of roles, vocational roles, marriage of aging people, becoming a grandparent.
    13. Old age - physical changes, psychical changes, retirement, marriage, relationship to children and grandchildren, change of life-style, dying and death.
    Seminars:
    Seminars extend the contents of lectures in developmental psychology. The aim is to teach students how to analyse a topic, actively and independently search for relevant information for a given/chosen topic, to work with literature, to present the elaborated topic in a seminar in front of colleagues and to succeed in following discussion. The topics are focused on specific issues which are closely related to the development of an individual in various life stages. Seminars may be complemented with audio-visual educational programmes.
    1. Starting a family, recent trend of postponing motherhood. "Sacrifices" and "benefits" of parenthood.
    2. Psychological aspects of adoption, foster care.
    3. Divorce - its effect on particular family members, especially on children.
    4. Incomplete families (single-parent, foster families, homosexual pair families).
    5. Sibling constellation and its influence on child development.
    6. Analysis of drawing content - in regard to aggressiveness, drawings of abused children, children from children's homes, divorced families and so on.
    7. Psychology of children's games: theory, classification, significance of games in child development.
    8. Meaning and characteristics of children's fairy tales.
    9. Anxiety and fear in children.
    10. A set of peers and its function for a pubescent, formation of sets considering age, personality in pubescence.
    11. Homosexuality, coming-out process, parents' attitude to children's homosexuality.
    12. Intergenerational relations - chang
Literature
    required literature
  • ŘÍČAN, P. Cesta životem. Praha: Portál, 2004. ISBN 80-7178-829-5. info
  • ŘÍMOVSKÁ, Z. Psychlogické aspekty dětského věku. Distanční studijní opora a e-learningový kurz. Opava: Slezská univerzita v Opavě, 2012. URL info
  • ŘÍMOVSKÁ, Z. Psychologické aspekty dospívání. Distanční studijní opora a e-learningový kurz. Opava: Slezská univerzita v Opavě, 2012. URL info
  • JUŘÍČKOVÁ, V. Psychologické aspekty ve stáří. Distanční studijní opora a e-learningový kurz. Opava: Slezská univerzita v Opavě, 2012. URL info
  • ILJUK, B. Základy psychologie v heuristických otázkách a úlohách. Studijní text. Opava: Slezská univerzita, 2012. ISBN 978-80-7248-756-1. info
  • LANGMEIER, J., KREJČÍŘOVÁ, D. Vývojová psychologie. Praha : Grada Publishing, 2007. info
  • VÁGNEROVÁ, M. Vývojová psychologie II: dospělost a stáří. Praha: Karolinum, 2007. ISBN 978-80-246-1318-5. info
  • VÁGNEROVÁ, M. Vývojová psychologie I: dětství a dospívání. Praha: Karolinum, 2005. ISBN 80-246-0956-8. info
    recommended literature
  • HAŠKOVCOVÁ, H. Fenomén stáří. Praha: Havlíček Brain Tram, 2010. ISBN 978-80-87109-19-9. info
  • DAVIDO, R. Kresba jako nástroj poznání dítěte. Praha: Portál, 2008. ISBN 978-80-7367-415-1. info
  • 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
  • EVANS, D., ZARATE, O. Evoluční psychologie. Praha: Portál, 2002. ISBN 80-7178-611-X. info
  • CRAIG, G. J., BAUDUM, D. Human development. Ninth Edition. New Jersey: Prentice Hall, 2002. ISBN 0-13-033441-3. 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 10 HOD/SEM, Cvičení 10 HOD/SEM.
Teacher's information
Independent work by students consists of:
1. Reading compulsory reading and dealing with heuristic tasks.
2. Preparing their own psychological CV using 2 theories of psychological development (according to student's own choice)
Assessment: submit written report on tasks which are designed as heuristic search of theoretical and practical knowledge and skills (Iljuk, B. Základy psychologie v heuristických otázkách a úlohách).
The course is also listed under the following terms Winter 2014, Winter 2015, Winter 2016, Winter 2017.
  • Enrolment Statistics (recent)
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