Developmental psychology is the scientific study of how and why human beings change over the course of their life. It traces how we develop, from infants and children, through adolescence and early life into old age.
This ever growing field examines change across a broad range of topics including: motor skills and other psycho-physiological processes, problem solving abilities, conceptual understanding, acquisition of language, moral understanding, and identify formation.
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The course covers the below topics:
Challenges of middle childhood
Challenges of adolescence
Challenges of adulthood
Challenges of late adulthood
Learn key theories and concepts in the study of developmental psychology;
List major ethical concerns when studying development and one step a researcher can take to reduce each;
Identify cognitive and social aspects of a small child’s development and some key inherent and external influences;
Describe the phases of language acquisition in infants, and what can adversely affect it;
Describe major cognitive, moral and social developments in middle childhood and how they influence behaviour
Compare short term memory with long term memory in middle childhood, and discuss how this affects the child’s ability to learn;
Identify common psychological challenges faced by children from ages 6 to puberty;
Reflect on your own success and failure experiences and your own sense of competence in middle childhood. Consider how they affected your perceptions of yourself as you matured;
Identify areas of change that will affect adolescent behaviour and thinking;
Explain post formal thought, and consider how it can contribute to an adolescent’s ability or willingness to make moral choices;
Identify challenges common to adolescence, and ways to deal with them;
Explain individuation. Discuss its importance, and how it can both challenge and complement group identity;
Identify changes that can occur in early and middle adulthood and influence behaviour;
Explain K. Warner Schaie’s ‘stages of adult thinking’ and explain why Schaie’s model might be more relevant to understanding adult cognition than Piaget’s cognitive model;
Identify some key challenges faced in adulthood and ways of coping with them;
List some changes that are typically associated with ‘midlife crisis’. Discuss both negative and positive aspects of ‘midlife crises;
Identify effects of physiological changes and life experience on the aged person’s cognitive and psychosocial experiences;
Explain how ‘cognitive plasticity’ can affect an older person’s ability to learn despite brain cell loss;
Research depression and suicide among the elderly;
Research ways that an older person can be made to feel more independent and automonous.
Successful completion of this course will complement the below careers:
100 hours of Study
The difference between a good course and a bad course lies in the way you are assessed. Our assessments are designed is such a way that the student feels confident to move forward in the course as they complete each assessment. The feedback from the tutor not only reaffirms the student’s learning process but also gives an opportunity to the student to interact with the tutor regularly. Students are never penalised when their assignment work needs to be improved, rather they are given constructive feedback and requested to resubmit the section where they need improvement. Students do their assignment work at their own pace within the course duration and are not restricted by any deadlines which is the beauty of self-paced learning. The assessments will make the certificate achieved more credible and valuable to the student.
This course has approximately 8-10 assignments and 1 exam to complete the course successfully. You can opt out of the exam and receive a Certificate of Participation.
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