For students following the Dutch programme, see Ontwikkelings- en Onderwijspsychologie
Development and Educational Psychology focuses on processes of development, maturation and learning throughout childhood and youth (prenatal to approximately 21 years old). An overview of the content:
Theoretical principles of developmental psychology
Predisposition versus environmental influences
Cognitive development, intelligence and school performance
Socio-emotional and moral development
Relationship between development and learning, acquisition of knowledge, and motivation.
At the end of this course students can:
1) interpret child behaviour as instances of important phenomena and theories in developmental and educational psychology;
2) judge whether a given development is normal or abnormal, and state how the development can be influenced;
3) choose an appropriate design for a research question in the area of developmental and educational psychology.
For the timetables of your lectures, work group sessions, and exams, select your study programme.
First year students are automatically enrolled for courses, but do need to register themselves for the exam.
Other students do not only need to register for exams themselves, but also for lectures and work group sessions. For information on registration periods consult the bachelor course registration
Students are not automatically enrolled for an examination. They can register via uSis from 100 to 10 calendar days before the date; students who are not registered will not be permitted to take the examination.
Consult the first year guide in the info for first year students International Bachelor in Psychology
Mode of instruction
8 2-hour lectures
4 2-hour work group sessions
The examination assesses the extent to which students have acquired knowledge of the various areas of development. The examination consists of multiple-choice questions about the book and the lecture materials. The examination mark counts for 70% of the final mark. At the start of each workgroup session, students receive a number of multiple-choice questions relating to the reading list for the workgroup. In addition, the workgroups have group assignments an individual final assignment. Students can obtain points for each of these assignments, which are then combined to produce a mark for the workgroup. This mark counts for 30% of the final mark.\
The Faculty of Social and Behavioural Sciences has instituted that instructors use a software programme for the systematic detection of plagiarism in students’ written work. In case of fraud disciplinary actions will be taken. Please see the information concerning fraud.
Literatuur / Reading list
R. Siegler, J. DeLoache, N. Eisenberg (2014). How Children Develop. 4th edition. New York: Worth Publishers.
Academic articles (available on Blackboard)
All information published on Blackboard (lecture slides) is included in the examination materials.
Dr. Harrie Boelens