| PSYCHOLOGY | |||||
| Bachelor | TR-NQF-HE: Level 6 | QF-EHEA: First Cycle | EQF-LLL: Level 6 | ||
| Course Code | Course Name | Semester | Theoretical | Practical | Credit | ECTS |
| PSY2002 | Developmental Psychology II | Spring | 3 | 0 | 3 | 5 |
| Language of instruction: | English |
| Type of course: | Must Course |
| Course Level: | Bachelor’s Degree (First Cycle) |
| Mode of Delivery: | Hybrid |
| Course Coordinator : | Assist. Prof. AYŞENUR BENEVENTO |
| Course Lecturer(s): |
Assoc. Prof. AYŞE MELTEM BUDAK |
| Recommended Optional Program Components: | "." |
| Course Objectives: | This course is an introduction to the exciting field of human development. Topics will cover patterns and theories of development from conception through adulthood with a special emphasis on childhood and adolescence. We will discuss physical, emotional, cognitive and social factors as they relate to human development. |
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The students who have succeeded in this course; 1. Explain research problems, scientific methods, and the research design of lifespan developmental studies. 2. Demonstrate knowledge and understanding of the major perspectives and theories of human development. 3. Define biological and environmental foundations of development and aging; appreciate the interaction between the two 4. Explain both prenatal development and health-related issues and newborn capabilities 5. Describe the physical, cognitive, social, and emotional development during infancy, early and middle childhood, and early adolescence 6. Define the biological and environmental foundations of both development and aging and explain their interaction. 7. Analyze different developmental events from the perspectives of the major theories. 8. Evaluate the familial, societal, cultural, and biological influences on human development. |
| This course is an introduction to the exciting field of human development. Topics will cover patterns and theories of development from conception through adulthood with a special emphasis on childhood and adolescence. We will discuss physical, emotional, cognitive and social factors as they relate to human development. Teaching methods of the course are lecture, individual study, discussion, reading, problem solving. |
| Week | Subject | Related Preparation |
| 1) | Physical and cognitive development in adolescence | |
| 2) | Physical and cognitive development in adolescence | |
| 3) | Social and emotional development in adolescence | |
| 4) | Physical and cognitive development in early adulthood | |
| 5) | Physical and cognitive development in early adulthood | |
| 6) | Social and emotional development in early adulthood | |
| 7) | Physical and cognitive development in middle adulthood | |
| 8) | Midterm | |
| 9) | Social and emotional development in middle adulthood | |
| 10) | Physical development in late adulthood | |
| 11) | Cognitive development in late adulthood | |
| 12) | Death, dying, and bereavement | |
| 13) | Review of the semester | |
| 14) | Review |
| Course Notes / Textbooks: | Lifespan Development, Global Edition, 8th edition Published by Pearson (August 12, 2019) © 2020 Denise Boyd & Helen Bee. |
| References: | "." |
| Semester Requirements | Number of Activities | Level of Contribution |
| Homework Assignments | 1 | % 20 |
| Midterms | 1 | % 30 |
| Final | 1 | % 50 |
| Total | % 100 | |
| PERCENTAGE OF SEMESTER WORK | % 50 | |
| PERCENTAGE OF FINAL WORK | % 50 | |
| Total | % 100 | |
| Activities | Number of Activities | Duration (Hours) | Workload |
| Course Hours | 13 | 3 | 39 |
| Study Hours Out of Class | 13 | 2 | 26 |
| Homework Assignments | 1 | 12 | 12 |
| Midterms | 1 | 20 | 20 |
| Final | 1 | 32 | 32 |
| Total Workload | 129 | ||
| No Effect | 1 Lowest | 2 Low | 3 Average | 4 High | 5 Highest |
| Program Outcomes | Level of Contribution | |
| 1) | Develop close interest in human mind and behavior, and attain critical thinking skills (in particular the ability to evaluate psychological theories using empirical evidence), as well as appreciating psychology as an evidence based science. | 5 |
| 2) | Gain a biopsychosocial understanding of human behavior, namely, the biological, psychological, social determinants of behavior. | 5 |
| 3) | Acquire theoretical and applied knowledge and learn about basic psychological concepts and perspectives | 5 |
| 4) | Familiarize with methodology and data evaluation techniques by being aware of scientific research methods (i.e. correlational, experimental, longitudinal, case study). | 3 |
| 5) | Employ ethical sensitivity while doing assessment, research or working with groups. | 1 |
| 6) | Familiarize with the essential perspectives of psychology (cognitive, developmental, clinical, social, behavioral, and biological). | |
| 7) | Get the opportunity and skills to evaluate qualitative and quantitative data, write reports, and present them. | 3 |
| 8) | Attain preliminary knowledge for psychological measurement and evaluation. | 1 |
| 9) | To have a basic knowledge of other disciplines (e.g. sociology, history, political science, communication studies, philosophy, anthropology, literature, law, art, etc) that can contribute to psychology and to be able to make use of this knowledge in understanding and interpreting of psychological process. |