Archive for reference only

University Homepage
DRPS Homepage
DRPS Search
DRPS Contact
DRPS : Course Catalogue : Moray House School of Education : Education

Undergraduate Course: Cognitive and Social Child Development in Education (EDUA10150)

Course Outline
SchoolMoray House School of Education CollegeCollege of Humanities and Social Science
Course typeStandard AvailabilityAvailable to all students
Credit level (Normal year taken)SCQF Level 10 (Year 4 Undergraduate) Credits20
Home subject areaEducation Other subject areaNone
Course website None Taught in Gaelic?No
Course descriptionThis course builds on the developmental psychology concepts introduced in Education 1A. It will provide students with an overview of current psychological theories and research on cognitive and social child development. Throughout the course the links between psychological research and theories of children's development and educational policy and practice will be discussed. The course will encourage students to critically evaluate psychology theory and research, and to take an evidence-based approach to understanding how psychology can inform education. Research methods, the process of conducting child development research, and the ethical issues involved will also be discussed. In this way, the course will link with some of the material covered in Education 4. Students will be encouraged to reflect on how they can use their knowledge of child development to enhance their practice in engaging children in learning and supporting children's social development. Throughout the course the emphasis will be on understanding the child within their home, social and cultural contexts. The course team and invited guest speaker bring together research expertise in cognitive and social development, atypical development, school transitions and educational psychology. Throughout the course they will draw on their own research to highlight the important connections between psychological research and educational practice.
Entry Requirements (not applicable to Visiting Students)
Pre-requisites Co-requisites
Prohibited Combinations Other requirements None
Additional Costs Text books
Information for Visiting Students
Displayed in Visiting Students Prospectus?No
Course Delivery Information
Delivery period: 2013/14 Semester 1, Available to all students (SV1) Learn enabled:  Yes Quota:  25
Web Timetable Web Timetable
Course Start Date 16/09/2013
Breakdown of Learning and Teaching activities (Further Info) Total Hours: 200 ( Supervised Practical/Workshop/Studio Hours 27, Programme Level Learning and Teaching Hours 4, Directed Learning and Independent Learning Hours 169 )
Additional Notes
Breakdown of Assessment Methods (Further Info) Written Exam 0 %, Coursework 100 %, Practical Exam 0 %
No Exam Information
Summary of Intended Learning Outcomes
On completion of the course students will be able to:

1.Demonstrate an understanding of a range psychological theories and research on cognitive and social child development
2.Critically evaluate developmental psychology research
3.Critically reflect on the applications of psychological theories and research to education
4.Apply developmental psychology insights to the analysis of specific professional problems and actions
Assessment Information
The course components will be assessed by a 4000 word assignment.
Special Arrangements
Additional Information
Academic description Not entered
Syllabus The course will be divided into nine sessions, each focusing on a different aspect of child development and the links between psychological theory and primary education. The sessions will review research evidence in each of the following areas: Early child development and developmental psychology research methods; theories of cognitive development, memory and learning, domain-specific cognition and education; theory of mind development; social identity development; friendships, peer relations and bullying in schools; puberty and the transition to secondary school. The final class will involve individual presentations and an assignment clinic.
Transferable skills The course will provide students with an understanding of a range of developmental psychology theories and demonstrate their relevance to primary school education. This knowledge will provide insights into the professional practice of classroom teaching and encourage a reflective approach to future practice.
Reading list Session 1: Early child development and developmental psychology research methods
Berryman, J.C., Smythe, P.K., Taylor, A., Lamont, A., & Joiner, R. (2002). Developmental Psychology and You. 2nd Edition. Oxford: Blackwell.
Grieg, A. & Taylor, J. (1999). Doing research with children. London: Sage
Lewis, A. & Lindsay, G. (2000). Researching children's perspectives. Buckingham: OU.
Blake, J. & Maiese, N. (2008). No fairytale...the benefits of a bedtime story. The Psychologist 21(5), 386-388.
Grossman, K. E., Grossman, K., & Waters, E. (2003). Attachment from Infancy to Adulthood: The major longitudinal studies. Guilford Press.
Mackay, T., Reyonds, S., & Kearney, M. (2010). From attachment to attainment: The impact of nurture groups on academic achievement. Educational and Child Psychology, 27(3), 100-110.

Session 2: Theories of cognitive development
Goswami, U. (2008). Cognitive development: The learning brain. Hove: Psychology Press.
Blakemore, S-J., & Frith, U. (2005). The learning brain: Lessons for education. Oxford: Blackwell.

Session 3: Memory and Learning
Packiam Alloway, T., Banner, G. E., & Smith, P. (2010). Working memory and cognitive styles in adolescents' attainment. British Journal of Educational Psychology, 80(4), 567-582.
Goswami, U. (2008). Cognitive development: The learning brain. Hove: Psychology Press.
Gathercole, S.E. (2008). Working memory in the classroom. The Psychologist, 21(5), 382-285.
Gathercole, S.E., & Alloway, T.P. (2008). Working Memory & Learning: A Practical Guide for Teachers. London: Sage.
Eysenck, M.W., & Keane, M.T. (2005). Cognitive Psychology: A student's handbook. Hove: Psychology Press.
Snowling, M. (2000). Dyslexia. Oxford: Blackwell.

Session 4: Domain-specific cognition
Siegal, M. (2008). Marvelous minds: The discovery of what children know. Oxford: OUP.
Goswami, U. (2008). Cognitive development: The learning brain. Hove: Psychology Press.
Karmiloff-Smith, A. (1992). Beyond modularity: A developmental perspective on cognitive science. MIT Press.

Session 5: Theory of Mind
Baron-Cohen, S., Leslie, A. M., & Frith, U. (1985). Does the autistic child have a theory of mind? Cognition, 21, 37-46.
Binnie, L.A. (2005). Theory of mind goes to school. Educational and Child Psychology, 22, 81-93.
Carpendale, J., & Lewis C. (2006). How children develop social understanding. Malden, MA/London: Blackwell.
Hughes, C., & Ensor, R. (2007). Positive and protective: Effects of early theory of mind on preschool problem behaviors. Journal of Child Psychology & Psychiatry, 4, 1025-1032.
Lewis, C., & Carpendale, J. (2002). Social cognition. In P.K. Smith & C.H. Hart (Eds). Blackwell Handbook of Childhood Social Development. Oxford: Blackwell.
de Rosnay, M., & Hughes, C. (2006). Conversation and theory of mind: Do children talk their way to socio-cognitive understanding? British Journal of Developmental Psychology, 24, 7-38

Session 6: Social identity development
Bigler, R., & Liben, L. (2007). Developmental intergroup theory: Explaining and reducing children's social stereotyping and prejudice. Current Directions in Psychological Science, 16(3), 162-166.
Plummer, D. (2001). The quest for modern manhood: masculine stereotypes,
peer culture and the social significance of homophobia. Journal of Adolescence, 24, 15-23.
Renold, E. (2007). Primary school "Studs": (De)constructing young boys' heterosexual masculinities. Men and Masculinities, 9(3), 275-297.

Session 7: Friendships, peer relations and bullying
Dunn, J. (2004). Children's Friendships: The Beginnings of Intimacy. Oxford: Blackwell.
Schneider, B.H. (2000). Friends and Enemies: Peer relations in childhood. London: Arnold.
Pellegrini, A.D. & Blatchford, P. (2000). The child at school: Interactions with peers and teachers. London: Arnold.
Howe, C. (2010). Peer Groups and Children's Development. Oxford: Blackwell.

Session 8: Adolescent transitions and puberty
Coleman, J. (2011). The Nature of Adolescence. 4th Edition

Additional Texts
Hughes, C. (2011). Social Understanding and Social Lives: From Toddlerhood through to the Transition to School. London: Psychology Press.
Rogoff, B. (1990). Apprenticeship in Thinking: Cognitive Development in Social Context. Oxford: Oxford University Press.
Smith, P.K. (2010). Children and Play. Oxford: Wiley-Blackwell.
Study Abroad Not entered
Study Pattern Not entered
KeywordsChild Development, Education, Psychology
Course organiserDr Katie Cebula
Tel: (0131 6)51 6463
Course secretaryMrs Lyndsey Black
Help & Information
Search DPTs and Courses
Degree Programmes
Browse DPTs
Humanities and Social Science
Science and Engineering
Medicine and Veterinary Medicine
Other Information
Combined Course Timetable
Important Information
© Copyright 2013 The University of Edinburgh - 13 January 2014 3:57 am