Psychology 2: Developmental Psychology, 6 Credits

Contents

The purpose of the course is to provide a comprehensive introduction to fundamental concepts, theories, and methods in socio-emotional development from early childhood through adolescence. We will examine the conditions that influence development, including biological, environmental, and cross-cultural aspects. A central focus will be to analyze and understand these concepts from a life-span perspective, as well as the application of these concepts within the speech-language pathology profession.

Expected learning outcomes

After completing the course, students are expected to be able to:

Knowledge and Understanding

• Demonstrate knowledge of fundamental developmental psychological theories and their scientific grounding in the areas of social and emotional development.
• Demonstrate knowledge of research methods within the field of social and emotional development.
• Demonstrate knowledge of key concepts related to socio-emotional cognitive development from a life-span perspective.

Skills and Abilities

• Apply knowledge of fundamental theoretical concepts to case descriptions.
• Compare how different theoretical perspectives may diverge.
• Reflect on key concepts in socio-emotional cognitive development from a life-span perspective.

Evaluation ability and Approach

• Critically assess socio-emotional cognitive development from analytical perspectives.

Form of instruction

Teaching is mainly conducted via a digital learning platform, which requires access to a computer with internet connection, webcam, and microphone/headphones. Instruction is provided through lectures (sometimes recorded). Practical components are also included, offering opportunities to apply the course content. Students are expected to actively participate in various learning situations and take responsibility for their own learning. Active participation includes having the webcam turned on and being visible during discussions with peers or with the student group and instructor. Participation in certain teaching activities is mandatory and evaluative in nature, as outlined in the course schedule. Active participation in the mandatory activities as described is required for the module to be considered completed. Distance learning is combined with mandatory campus days at the study location for practical exercises and examinations. Teaching is conducted in English. 

Examination modes

Assessment is conducted through individual written take-home exams, group activities and seminar assignments.

The schedule specifies the occurrence of examination components. All existing teaching activities within the course can be examined. Decisions regarding deviations from the current examination format are made by the relevant director of studies.

The grade for the course will be assigned when the written exam(s) and all mandatory parts are approved. The possible grades are 'Pass' or 'Fail'. Students are entitled to rewrite the same examination five times. Students who do not pass the regular examination should be provided with an opportunity for further examination according to the University's "Regulations for tests and examinations at the undergraduate and graduate levels".

A student who has failed two tests for a course or a part of a course is entitled to have another examiner appointed, unless there are specific reasons against it (HF 6 Chap. 22 §). Requests for new examiners are made to the head of the department of Psychology. Students have the right to be tested on the same curriculum as the regular examination at least two occasions up to two years after the first registration.

The examiner may decide on deviations from the course's examination format. Individual adaptation of the examination format should be considered based on the student's needs. The examination format is adapted within the framework of the course syllabus's expected learning outcomes. A student who requires an adapted examination and who has received a decision granting support from the coordinator for students with disabilities at the Student Centre must request adaptation from the course coordinator at the responsible department no later than 10 days before the examination. The examiner decides on the adapted examination, which is then communicated to the student.

The provisions of the Discrimination Act (2008:567) include requirements for universities to offer the possibility of adapted examinations or alternative forms of examination. Deviations from the syllabus's examination form may be made for a student with a decision for pedagogical support due to a disability. 

Other regulations

Cannot be included in the same degree as 2PS060.