Duration
30h Th
Number of credits
| Master in anthropology, research focus | 5 crédits | |||
| Bachelor in psychology and education : speech and language therapy | 3 crédits | |||
| Bachelor in psychology and education : general | 3 crédits |
Lecturer
Language(s) of instruction
French language
Organisation and examination
Teaching in the first semester, review in January
Schedule
Units courses prerequisite and corequisite
Prerequisite or corequisite units are presented within each program
Learning unit contents
The objective of the course is to provide students with the knowledge necessary to understand child development.
This will involve studying the different theoretical concepts of developmental psychology. Then, the main areas of child development will be addressed (sensory, motor, cognitive, emotional and social).
The course will be given according to the following structure:
1) Introductory course:
General: exam methods, course content, materials, reference books, etc.
Why a course on child development
Introduction to important developmental psychology concepts, study methods, and major theories of development
2) Prenatal development and birth
3) Physical and motor development (0-2 years, 2-6 years, 6-12 years, adolescents)
4) Cognitive development (0-2 years, 2-6 years, 6-12 years, adolescents)
5) Emotional development (0-2 years, 2-6 years, 6-12 years, adolescents)
6) Social development (0-2 years, 2-6 years, 6-12 years, adolescents)
7) Psycho-sexual development (0-2 years, 2-6 years, 6-12 years, adolescents)
8) The conception of health and illness at different ages
9) The development of health behaviors at different ages
Learning outcomes of the learning unit
With the help of reference books, power-point supports, integration of different concepts using conceptual maps and training exercises in semantic transformation based on various illustrations, ultimately of this teaching unit, the student will be able to:
* to have knowledge of the different theoretical concepts of developmental psychology (the major theories, evaluation methods, etc.)
* to have theoretical knowledge of child development in the physical/motor, cognitive, emotional and social domains.
* to carry out semantic transformations, namely to translate the data collected into theoretical terms (e.g. by video or various illustrations)
* to make connections between different stages of development (e.g. between a stage of cognitive development and that of motor development)
* to be introduced to reading scientific articles
Prerequisite knowledge and skills
None
Planned learning activities and teaching methods
This course is based on ex cathedra courses, presented in modular form.
Semantic transformation exercises (translating collected data into theoretical terms) using video media or various illustrations will be offered throughout the course.
The student will be asked to create conceptual maps (on a platform proposed by the teacher) of the different stages of development by domain (sensory/motor, cognitive, emotional and social). This device will lead the student to better understand the links between various stages of development (eg: a stage of motor development allowing access to a cognitive skill). The creation of these maps will be guided by the teaching team. Students will be asked to post them at several key moments during the course on the e-campus platform.
Scientific articles will also serve as support for the course.
Mode of delivery (face to face, distance learning, hybrid learning)
Face-to-face course
Additional information:
Face-to-face course
Additional information:
Ex cathedra course with powerpoints, illustrations, exercises.
Course materials and recommended or required readings
The course slides, tools and documents necessary for the sessions can be found "online" on e-campus.
These books will allow students to complete the course notes (power points) provided after each session.
-Papalia, D. E., & Martorell, G. (2018). Psychologie du développement de l'enfant. Quebec, Canada: Gaetan Morin Cheneliere Education.
-Stassen Berger, K (2012). Psychologie du développement. Bruxelles, Belgique: De Boeck Supérieur.
Exam(s) in session
Any session
- In-person
written exam ( multiple-choice questionnaire, open-ended questions )
Further information:
The final grade is based on a written exam which consists of a first part with closed questions (multiple choice questions or True/False; out of 20 points) and a second part with open short answer questions (out of 20 points).
* In the event of failure in the first part (MCQ or True/False), the second part (QO) is not corrected and a mark of 0/20 is therefore awarded to this second part. Indeed, we consider that if the theoretical material is not mastered, access to the practical part cannot be possible. The overall score awarded constitutes the average between the score of the first part and the score of 0/20.
* In case of success in the first part (MCQ or True/False) and failure in the second part (QO), the overall mark will correspond to the average of the two marks.
* If both parts are passed, the overall mark will correspond to the average of the two marks.
* In case of failure of the overall mark, the student will have to represent all the parts in the 2nd session.
* During the copy consultation session, the expected answers (including for the second part, QO) will be explained to the students present at this session.
Work placement(s)
Organisational remarks and main changes to the course
Contacts
The supervisory team undertakes to be available for any questions or reflections from students during the course break.
Given the number of students registered for the course, it will be impossible for me to manage the various emails sent. I would therefore ask you to centralize your questions with the designated delegate, who will inform me by email. Nb: Given my workload outside of classes, it is possible that a response will be given to you within a week.
Interactions, whether through questions or reflections in progress (or via your delegate) are strongly encouraged.