| Course Title : Theories of Child Development | ||||||||
|---|---|---|---|---|---|---|---|---|
| Code | Course Type |
Regular Semester |
Lecture (hours/week) |
Seminar (hours/week) |
Lab (hours/week) |
Credits | ECTS | |
| PRD 222-1 | D | 4 | 3 | 0 | 0 | 3.00 | 5 | |
| Lecturer and Office Hours | ||||||||
| Teaching Assistant and Office Hours | ||||||||
| Language | English | |||||||
| Course Level | ||||||||
| Description | ||||||||
| Objectives | ||||||||
| Course Outline | ||||||||
| Week | Topics | |||||||
| 1 | Introduction to course | |||||||
| 2 | Psychoanalytical Theories: Psychosexual Theory (Sigmund Freud) | |||||||
| 3 | Psychoanalytical Theories: Psychosocial Theory (Erik Erikson) | |||||||
| 4 | Behavioral Theories: Behaviorism (Watson and Skinner) | |||||||
| 5 | Social Learning Theory – Albert Bandura | |||||||
| 6 | Biological Theories – Stanley Hall, Arnold Gesell; Ethology – Konrad Lorenz | |||||||
| 7 | Attachment Theory | |||||||
| 8 | Midterm exam | |||||||
| 9 | Cognitive Theories: Cognitive Development Theory – Jean Piaget | |||||||
| 10 | Socio Cultural Theory – Lev Vygotsky | |||||||
| 11 | Information Processing Theory | |||||||
| 12 | Developmental Systems Theory: Bio-ecological Model (Urie Bronfenbrenner) | |||||||
| 13 | Parents, family and children | |||||||
| 14 | Sibling relationships and child development | |||||||
| 15 | Peers and school context in child development | |||||||
| 16 | Final Exam | |||||||
| Prerequisites | ||||||||
| Textbook | ||||||||
| Other References | ||||||||
| Laboratory Work | ||||||||
| Computer Usage | ||||||||
| Other | ||||||||
| Learning Outcomes and Competences | ||||||||
| 1 | After completing this course, students will be able to: - describe major theories and themes about how children develop | |||||||
| 2 | compare the characteristics of various developmental stages according to different theorists | |||||||
| 3 | identify factors influencing the development process | |||||||
| 4 | design age-appropriate prevention and intervention programs based on developmental theory | |||||||
| 5 | reflect on their conceptions about child development and its implications for children’s well-being | |||||||
| Course Evaluation Methods | ||||||||
| In-term studies | Quantity | Percentage | ||||||
| Midterms | 1 | 30 | ||||||
| Quizzes | 0 | 0 | ||||||
| Projects | 0 | 0 | ||||||
| Term Projects | 0 | 0 | ||||||
| Laboratory | 0 | 0 | ||||||
| Attendance | 1 | 10 | ||||||
| Contribution of in-term studies to overall grade | 40 | |||||||
| Contribution of final examination to overall grade | 60 | |||||||
| Total | 100 | |||||||
| ECTS (Allocated Based on Student) Workload | ||||||||
| Activities | Quantity | Duration (hours) |
Total Workload (hours) |
|||||
| Course Duration (Including the exam week : 16 x Total course hours) | 16 | 3 | 48 | |||||
| Hours for off-the-classroom study (Pre-study, practice) | 14 | 3 | 42 | |||||
| Assignments | 0 | 0 | 0 | |||||
| Midterms | 1 | 10 | 10 | |||||
| Final examination | 1 | 25 | 25 | |||||
| Other | 0 | 0 | 0 | |||||
| Total Work Load | 125 | |||||||
| Total Work Load / 25 (hours) | 5 | |||||||
| ECTS | 5 | |||||||
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