Undergraduate Course: Educational Studies 2a: Child & Adolescent Development in Education (EDUA08099)
Course Outline
| School | Moray House School of Education and Sport |
College | College of Arts, Humanities and Social Sciences |
| Credit level (Normal year taken) | SCQF Level 8 (Year 2 Undergraduate) |
Availability | Available to all students |
| SCQF Credits | 20 |
ECTS Credits | 10 |
| Summary | This course is designed to introduce students to key aspects of cognitive, social, emotional and psycho-motor development in childhood and adolescence, and to the range of contextual factors that influence these developmental processes. In addition, this course introduces the students to the ways in which development in childhood and adolescence can be researched, the relationship between developmental research and educational practice, and the ethical issues relating to the participation of children and adolescents in developmental research. The course draws predominantly on the disciplines of developmental psychology and psychomotor development placing these in an educational context. |
| Course description |
Educational Studies 2A: Child and Adolescent Development in Education is a course which explores the relevance of Developmental Psychology and the study of Psychomotor Development for Education. How do teachers manage and support pupil emotions in the classroom? How do children's friendships impact their school experiences? Does self-esteem influence involvement in physical activity? All these questions and many more will be explored through discussion of theory and research in EDS2A. The course also introduces the students to the ways in which development in childhood and adolescence can be researched, the relationship between developmental research and educational practice, and the ethical issues relating to the participation of children and adolescents in developmental research. There is an emphasis on gaining understanding of quantitative and qualitative approaches, looking at how a knowledge of these can influence teaching practice. Throughout the course students are asked to consider the bidirectional links between development and education. They are encouraged to critically reflect on the extent to which knowledge of development can enhance educators' practice in engaging children/adolescents in learning and supporting social development.
Student learning experience:
Weekly lectures and workshops. During the course students will be asked to engage with a variety of learning experiences, including: lecture content, discussion of video clips, small and whole group workshop discussions, small group tasks, and computer-based learning (e.g. literature searching, quantitative data analysis).
Outwith classes, students will be asked to undertake and reflect on reading prior to each lecture or workshop. Additional preparation (e.g. reading, work on small tasks) will also be required before workshops. Work on formative and summative assessment tasks will be required outwith class.
Students will be encouraged to use resources provided in class, as well as external resources (e.g. Institute for Academic Development) to develop the academic literacy required for the workshops and assessments.
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Entry Requirements (not applicable to Visiting Students)
| Pre-requisites |
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Co-requisites | |
| Prohibited Combinations | |
Other requirements | None |
Information for Visiting Students
| Pre-requisites | None |
| High Demand Course? |
Yes |
Course Delivery Information
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| Academic year 2025/26, Available to all students (SV1)
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Quota: 0 |
| Course Start |
Semester 1 |
Timetable |
Timetable |
| Learning and Teaching activities (Further Info) |
Total Hours:
200
(
Lecture Hours 20,
Seminar/Tutorial Hours 20,
Programme Level Learning and Teaching Hours 4,
Directed Learning and Independent Learning Hours
156 )
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| Assessment (Further Info) |
Written Exam
0 %,
Coursework
100 %,
Practical Exam
0 %
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| Additional Information (Assessment) |
Summative assessment for the course will be 100% through one written assignment on evidence-based actions (2000 words) that practitioners working with children and young people can take in relation to an aspect of development. This will include a literature review of background research and theory in the chosen area and evidence-based actions practitioners working with children and young people can take in relation to the topic. Students are required to obtain 40% in order to pass the course. |
| Feedback |
There will be many opportunities for informal, formative feedback during the course, both from course tutors and from peers. Students are encourage to discuss with peers and their course tutor how to make best use of this feedback, and to use available resources to help them do so (e.g. University's Enhancing Feedback website and the Institute for Academic Development).
Formative assessment:
There will be a formative assessment during the course. Students will be asked to present their plans for their summative assessment and feedback on these plans will be provided.
Feedback on summative assessment:
Written feedback will be provided on the summative assessment.
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| No Exam Information |
Learning Outcomes
On completion of this course, the student will be able to:
- Consider theoretical frameworks of relevance to research in the field of child and adolescent development.
- Recognise the ecological contexts of development.
- Demonstrate an understanding of some of the connections between child/adolescent development research and educational practice.
- Demonstrate an awareness of methodological approaches used in child/adolescent development research
- Show an awareness of ethical issues relating to the participation of children and adolescents in developmental research.
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Reading List
Key reading: Smith, P. K. (2015). Understanding children¿s development. (H. Cowie & M. Blades, Eds.; Sixth edtion / Peter K. Smith, Helen Cowie, Mark Blades.). John Wiley & Sons, Ltd.
A list of specific chapters and journal articles to be read for each class will be provided to students at the beginning of the course. |
Additional Information
| Graduate Attributes and Skills |
Some aspects of graduate attributes which students will have the opportunity to develop through this course include:
A. Research and Enquiry
- recognise the need to challenge knowledge
- search for, evaluate and use information to develop their knowledge and understanding
- recognise the importance of reflecting on their learning experiences
B. Personal and Intellectual Autonomy
- be independent learners who take responsibility for their own learning, and are committed to continuous reflection, self-evaluation and self-improvement
- be intellectually curious and able to sustain intellectual interest
C. Communication
- make effective use of oral, written and visual means to critique, negotiate, create and communicate understanding
- use communication as a tool for collaborating and relating to others
- further their own learning through effective use of a range of communication approaches
- seek and value open feedback to inform genuine self-awareness
D. Personal Effectiveness
- be able to work effectively with others, capitalising on their different thinking, experience and skills
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| Additional Class Delivery Information |
This course is delivered through a blend of lectures, workshops and practical activities. Students attend a 1-hour lecture per week and one 2-hour workshop per week. |
| Keywords | child development,Education,developmental psychology |
Contacts
| Course organiser | Dr Sarah Foley
Tel: (0131)25 1021
Email: Sarah.Foley@ed.ac.uk |
Course secretary | Miss Lisa Jones
Tel:
Email: Lisa.Jones@ed.ac.uk |
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