PY2DAL-Development across the lifespan

Module Provider: Psychology
Number of credits: 20 [10 ECTS credits]
Level:5
Terms in which taught: Autumn / Summer term module
Pre-requisites: PY1IPR Introduction to Psychological Research and PY1LAL Learning about Learning
Non-modular pre-requisites:
Co-requisites:
Modules excluded:
Current from: 2021/2

Module Convenor: Dr Teresa Tavassoli
Email: t.tavassoli@reading.ac.uk

Type of module:

Summary module description:

This module focuses on the biological, cognitive and social aspects of human development across the lifespan from infancy to old age. Students will be introduced to topics covering both typical and atypical development, as well as disorders of ageing such as dementia. Students will be introduced to a range of historical and contemporary theories, along with relevant research, and learn how to critically evaluate these. This module is delivered at University of Reading and University of Reading Malaysia.  

Aims:

This module aims to provide students with the opportunity to study and develop an understanding of how individuals change and develop from the neonatal period, throughout childhood, into adolescence and old age. As well as introducing students to theories and research in typical and atypical development, the module also aims to develop students’ skills in observational methods and written communication through the completion of a case study and a written examination.  

Assessable learning outcomes:

By the end of this module students should be able to: 

• Demonstrate knowledge and understanding of how individuals develop across the lifespan 


• Critically evaluate a range of relevant theories, research and research methods in both typical and atypical development 


• Apply observational methods in developmental research and present these in a report format 


• Demonstrate a critical understanding of case studies and their use in developmental research and applied work 

Additional outcomes:

• Ability to communicate clearly in written work 


• Appreciation of research ethics 


• Project management skills, including prioritising, planning and problem-solving  

Outline content:

The module will cover a range of topics within the fields of typical and atypical development and ageing, drawing on the research specialisms of teaching staff wherever possible. Topics may include: 

• Early infancy: perceptual and conceptual development  


• Early language development: speech sounds and first words. 


• Cognitive development and reasoning: pre-school years 


• Cognitive development and reasoning: middle childhood 


• Literacy and numeracy  


• Social development and theory of mind 


• Developmental disorders: e.g. Autism, William’s syndrome, Down’s syndrome 


• The self and adolescence  


• Healthy ageing 


• Disorders of ageing 

Global context:

This module will consider the global context of the research and its approaches, with an aim to improve students’ understanding of how developmental psychology, cognition and individual differences can be context-bound. Internationally-relevant examples will be used to illustrate international similarities and differences within the fields. 

Brief description of teaching and learning methods:

The module will involve a range of methods including: 

• Large group lectures 


• Small group workshops and seminars 


• Guided independent reading 

Contact Hours:

NB The contact hours in the table below are indicative of the contact hours for students studying this module in the UK, and may vary for students taking this module at branch campuses.< /p>

Contact hours:

	Autumn	Spring	Summer
Lectures	20		4
Practicals classes and workshops	8
Guided independent study:
Wider reading (directed)	20
Exam revision/preparation	60
Preparation of practical report	40
Completion of formative assessment tasks			8
Revision and preparation			40
Total hours by term	148	0	52
Total hours for module	200

Summative Assessment Methods:

Method	Percentage
Written exam	50
Report	50

Summative assessment- Examinations:

One written exam in the summer term (50%)

Summative assessment- Coursework and in-class tests:

One project report (50%).

Formative assessment methods:

The workshops in autumn term will also provide formative opportunities to practice writing case studies. Students will have the opportunity to gain formative feedback on an essay plan for a mock exam question in the summer term.

Penalties for late submission:

The Support Centres will apply the following penalties for work submitted late:

• where the piece of work is submitted after the original deadline (or any formally agreed extension to the deadline): 10% of the total marks available for that piece of work will be deducted from the mark for each working day (or part thereof) following the deadline up to a total of five working days;
• where the piece of work is submitted more than five working days after the original deadline (or any formally agreed extension to the deadline): a mark of zero will be recorded.

The University policy statement on penalties for late submission can be found at: http://www.reading.ac.uk/web/FILES/qualitysupport/penaltiesforlatesubmission.pdf
You are strongly advised to ensure that coursework is submitted by the relevant deadline. You should note that it is advisable to submit work in an unfinished state rather than to fail to submit any work.

Assessment requirements for a pass:

A mark of 40% overall.

Reassessment arrangements:

Re-assessment is by re-assessment of failed summative assessment(s).

Additional Costs (specified where applicable):

Last updated: 4 October 2021