| Course Objectives: |
It is aimed to enable the students learn physical, cognitive and socio-emotional development in adolescence, early, middle and late adulthood. Other aims of the course are to encourage students to evaluate human development adopting a life-span approach, enable the students to understand the role childhood plays role in development in adolescence and adulthood and to understand development as a process including not only positive outcomes but also |
| Course Content: |
Developmental tasks in adolescence, early, middle and late adulthood, physiological changes, adaptation problems, psychological and social variables affecting physical, cognitive and socio-emotional development will be addressed. Adulthood theories, development of identity, intelligence, language and gender will be introduced. Development in adolescence and adulthood, relationships with family and peers, romantic relationships, parenting, work and retirement, will be discussed with regard to physical and mental health, socio-demographical and cultural variables. |
Course Learning Outcomes (CLOs) are those describing the knowledge, skills and competencies that students are expected to achieve upon successful completion of the course. In this context, Course Learning Outcomes defined for this course unit are as follows:
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| Knowledge
(Described as Theoritical and/or Factual Knowledge.)
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1) Explains main concepts and theoretical approaches of developmental psychology, periods and domains of development.
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2) Explains physical, cognitive and socio-emotional development in childhood.
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3) Explains biological foundations of development and effects of social environment on development.
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4) Adopts a life-span developmental approach in assessment of physical, psychological and social development in his/her academic and clinical work.
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5) Takes contextual characteristics into account in psychological assessments.
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6) Explains research methods and techniques used in the field of developmental psychology
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7) Evaluates child development taking interaction between different domains of development and the relationship of childhood with other life periods into account.
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8) Follows scientific research related to child development.
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9) Contributes to all the processes of group work, fulfills his/her responsibilities.
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10) Adapts his/her academic and clinical work to physical, cognitive and socio-emotional needs of children.
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11) Communicates with children in ways that are appropriate for their cognitive and socio-emotional abilities in his/her psychological practice.
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| Skills
(Describe as Cognitive and/or Practical Skills.)
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| Competences
(Described as "Ability of the learner to apply knowledge and skills autonomously with responsibility", "Learning to learn"," Communication and social" and "Field specific" competences.)
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| Week |
Subject |
Materials Sharing * |
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Related Preparation |
Further Study |
| 1) |
Introduction, The Life-Span Developmental Perspective
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| 2) |
Theories of Developmental Psychology |
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| 3) |
Research Methods in Developmental Psychology |
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| 4) |
Biological Foundations of Development
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| 5) |
Prenatal Development and Birth
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| 6) |
Physical and Cognitive Development in Infancy
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| 7) |
Socio-emotional Development in Infancy
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| 8) |
Mid-term |
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| 9) |
Physical and Cognitive Development in Early Childhood
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| 10) |
Socio-emotional Development in Adolescence |
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| 10) |
Socio-emotional Development in Adolescence |
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| 11) |
Socio-emotional Development in Early Adulthood
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| 12) |
Socio-emotional Development in Middle Adulthood
Socioemotional Development Development in Late Adulthood
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| 13) |
Death, Dying and Grieving |
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| 14) |
Final Exam |
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| Course Notes / Textbooks: |
Santrock, J. W. (2012). Yaşam boyu gelişim: Gelişim psikolojisi. Ankara: Nobel Akademik Yayıncılık.
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| References: |
Bacanlı, H. ve Terzi, Ş. I. (Eds.) (2013). Yetişkinlik ve yaşlılık gelişimi ve psikolojisi. İstanbul: Açılım Kitap.
Çakar, F. S. (2017). Yaşam dönemleri ve uyum sorunları. Ankara: Pegem Akademi.
Çelen, N. (2011). Ergenlik ve genç yetişkinlik. İstanbul: Papatya Yayıncılık Eğitim.
Erikson, E. H. (2014). İnsanın 8 evresi (G. Akkaya, Çev.). İstanbul: Okuyan Us Yayınları
Gander, M. J. ve Gardiner, H. W. (1993). Çocuk ve ergen gelişimi (A. Dönmez, B. Onur ve H. N. Çelen, Çev.). Ankara: İmge Kitapevi Yayınları.
Miller,n P. H. (2017). Gelişim psikolojisi kuramları (Z. G. Ahçı, Çev.). Ankara: İmge Kitabevi Yayınları.
Onur, B. (2011). Gelişim psikolojisi: Yetişkinlik-yaşlılık-ölüm. İstanbul: İmge Kitabevi Yayınları
Steinberg, L. (2007). Ergenlik (F. Çok, Ed.). Ankara: İmge Kitabevi Yayınl
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(KPLOs and SPLOs are the abbreviations for Key & Sub- Programme Learning Outcomes, respectively. )
| WORKLOAD OF TEACHING & LEARNING ACTIVITIES |
| Teaching & Learning Activities |
# of Activities per semester |
Duration (hour) |
Total Workload |
| Course |
14 |
3 |
42 |
| Laboratory |
0 |
0 |
0 |
| Application |
0 |
0 |
0 |
| Special Course Internship (Work Placement) |
0 |
0 |
0 |
| Field Work |
0 |
0 |
0 |
| Study Hours Out of Class |
0 |
0 |
0 |
| Presentations / Seminar |
0 |
0 |
0 |
| Project |
0 |
0 |
0 |
| Homework Assignments |
1 |
24 |
24 |
| Total Workload of Teaching & Learning Activities |
- |
- |
66 |
| WORKLOAD OF ASSESMENT & EVALUATION ACTIVITIES |
| Assesment & Evaluation Activities |
# of Activities per semester |
Duration (hour) |
Total Workload |
| Quizzes |
2 |
13 |
26 |
| Midterms |
1 |
16 |
16 |
| Semester Final Exam |
1 |
12 |
12 |
| Total Workload of Assesment & Evaluation Activities |
- |
- |
54 |
| TOTAL WORKLOAD (Teaching & Learning + Assesment & Evaluation Activities) |
120 |
| ECTS CREDITS OF THE COURSE (Total Workload/25.5 h) |
6 |
ECTS Information Package / Course Catalogue
