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Unit aim
Provides an overview of human development from conception, through childhood, adolescence, adulthood, and old age. Introduces students to the scientific study of cognitive, social and physical development applying to human lifespan development. Biological, social and psychological factors which influence the course of human development are considered.
Unit content
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The study of human development in general
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Research methodologies
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Biological and environmental influences
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Pre-natal development
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Cognitive and physical development
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Emotional and social development
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Early childhood development
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Middle-childhood development
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Development in adolescence
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Development in adulthood
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Development in late adulthood
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Death, dying and bereavement
Learning outcomes
Unit Learning Outcomes express learning achievement in terms of what a student should know, understand and be able to do on completion of a unit. These outcomes are aligned with the graduate attributes. The unit learning outcomes and graduate attributes are also the basis of evaluating prior learning.
Learning outcomes and graduate attributes
GA1: Intellectual rigour,
GA2: Creativity,
GA3: Ethical practice,
GA4: Knowledge of a discipline,
GA5: Lifelong learning,
GA6: Communication and social skills,
GA7: Cultural competence| On completion of this unit, students should be able to: | GA1 | GA2 | GA3 | GA4 | GA5 | GA6 | GA7 |
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| 1 | describe and discuss the fundamental theories of developmental psychology and how they relate to the real world context | Intellectual rigour | | | Knowledge of a discipline | | | |
| 2 | critically review and evaluate the relative benefits and disadvantages of the different research methodologies used to explore developmental processes in psychology | Intellectual rigour | | | Knowledge of a discipline | | | |
| 3 | identify some of the significant changes that occur across an individual's lifespan in the domains of cognitive, social and physical development | | | | Knowledge of a discipline | | | |
| 4 | explain how social and cultural factors influence development | | | | Knowledge of a discipline | | | |
| 5 | explain the role of genetics in development, including pre-natal and brain development | | | | Knowledge of a discipline | | | |
| 6 | write an APA lab report | | | | Knowledge of a discipline | | Communication and social skills | |
| 7 | critically discuss and communicate the ideas from contemporary papers in developmental psychology journals. | Intellectual rigour | | | Knowledge of a discipline | | Communication and social skills | |
On completion of this unit, students should be able to:
- describe and discuss the fundamental theories of developmental psychology and how they relate to the real world context
- GA1:
Intellectual rigour
- GA4:
Knowledge of a discipline
- critically review and evaluate the relative benefits and disadvantages of the different research methodologies used to explore developmental processes in psychology
- GA1:
Intellectual rigour
- GA4:
Knowledge of a discipline
- identify some of the significant changes that occur across an individual's lifespan in the domains of cognitive, social and physical development
- GA4:
Knowledge of a discipline
- explain how social and cultural factors influence development
- GA4:
Knowledge of a discipline
- explain the role of genetics in development, including pre-natal and brain development
- GA4:
Knowledge of a discipline
- write an APA lab report
- GA4:
Knowledge of a discipline
- GA6:
Communication and social skills
- critically discuss and communicate the ideas from contemporary papers in developmental psychology journals.
- GA1:
Intellectual rigour
- GA4:
Knowledge of a discipline
- GA6:
Communication and social skills
Prescribed texts
Session 1
- Peterson, C, 2013, Looking forward through the Lifespan , 6th edn, Pearsons. ISBN: 9781442556508.
Session 3
- Peterson, C, 2013, Looking forward through the Lifespan , 6th edn, Pearsons. ISBN: 9781442556508.
Prescribed texts may change in future study periods.