Course: Developmental psychology

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Course title Developmental psychology
Course code KPP/PSV-B
Organizational form of instruction Lecture + Seminary
Level of course Bachelor
Year of study not specified
Semester Summer
Number of ECTS credits 2
Language of instruction Czech
Status of course Compulsory, Compulsory-optional
Form of instruction Face-to-face
Work placements Course does not contain work placement
Recommended optional programme components None
Lecturer(s)
  • Břečková-Chalupová Eva, PhDr. Ph.D.
  • Jedlička Richard, doc. PhDr. Ph.D.
  • Josífková Jitka, PhDr. Ph.D.
  • Kiryková Simona, PhDr. Mgr. Ph.D.
  • Nišponská Magda, PhDr. Ph.D.
Course content
1. The place of developmental psychology in the system of psychological sciences; importance for pedagogy. Factors conditioning the development of the human psyche. 2. Prenatal, neonatal, infant and toddler periods. Frustration, subdeprivation, deprivation; sensitization. Symbiotic relationship of the child with the mother; Bowbly's concept of basal safety; attachment theory, attachment types; Winnicott's concept of holding; separation anxiety, anaclictic depression. The importance of transition objects in terms of emancipation and separation. 3. Mastering the basic lifestyle; sibling positions and their importance for the child's psychosocial development. The importance of children's play; toys and fairy tales. Developmental stages of play and drawings. Preschool age and the importance of a wider family; the importance of preschool education. Disturbances in psychosocial development of preschool child. Reasonable, free and moral development of the child (Piaget and Kohlberg's theories - possibilities for use in education). Child's readiness to meet school demands and requirements. 4. Personality development and school socialization function. Possible problems when starting school. Children's friendships. Younger and middle school age: developmental tasks and their coping. 5. Adolescence; prepuberty, puberty, adolescence: bio-psycho-social interdependence of developmental changes in adolescents; common causes of psychosocial disorders and their manifestations. Adolescent crisis and its successful overcoming. Preparing teens for occupation and possible pitfalls. Friendly and loving relationships (intimacy and loneliness). 6. Early maturity and assumptions of successful tertiary socialization. Accepting partner and parental roles. Generativity and stagnation. Developmental tasks of mature adulthood and old age. Productive aging and prevention of pathological development. 7. Various concepts of periodization of human personality development - critical comparison. Cognition development theory of J. Piaget; theory of moral development by L. Kohlberg; psychosexual theory of S. Freud; the neo-analytical concept and the psychosocial theory of E. H. Erikson.

Learning activities and teaching methods
Monological explanation (lecture, presentation,briefing), Dialogue metods(conversation,discussion,brainstorming), Self-study (text study, reading, problematic tasks, practical tasks, experiments, research, written assignments)
  • Class attendance - 28 hours per semester
  • Class attendance - 8 hours per semester
  • Home preparation for classes - 14 hours per semester
  • Home preparation for classes - 8 hours per semester
  • Preparation for credit - 12 hours per semester
  • Preparation for credit - 12 hours per semester
  • Preparation for exam - 12 hours per semester
  • Preparation for exam - 12 hours per semester
Learning outcomes
The course will provide students with an overview of the multifaceted conditionality of human development, its basic stages and possible developmental problems. Attention is paid not only to the early stages of ontogenesis of the human psyche, but also to psychological issues related to early and middle adulthood, parenthood, mature age, and the importance of active aging. The course will help students to choose age-appropriate educational methods and contribute to a better understanding of the specifics of individual pupils.
After completion of the course student will be able : 1. to understand the content of prescribed curriculum of Developmental psychology 2. to reflect the topic critically 3. to demonstrate specific intellectual skills gained in a course in writing of a semestral paper 4. to apply gained knowledge in educational process
Prerequisites
Student has basic knowledge of general psychology.

Assessment methods and criteria
Oral exam, Written assignment

Acquiring the credit is conditional on at least 75% attendance at the seminars and submission of the seminar paper at the end of the semester. The text of the paper represents the content of at least 2 books from the syllabus processed by the student. Summarizes key information. The analysis of each publication should be prepared in the range of at least 4 standard pages. The student always chooses one publication from the list of basic literature. Another is, depending on interest, either from the recommended or from the basic literature. Analysis cannot be performed from the auxiliary literature; this is given only in case of possible ambiguities during the self-study. In the case of shortcomings found by the teacher, the student completes his paper before granting the credit. The exam is in the form of a discussion on topics from the syllabus. The student should be able to propose the application of acquired knowledge in the context of direct pedagogical activity.
Recommended literature
  • ADLER, A. Psychologie dětí. Praha: Práh, 1994. ISBN 80-85809-22-2.
  • BETTELHEIM, B. Za tajemstvím pohádek. Praha: Portál, 2017. ISBN 978-80-262-1172-3.
  • BOWLBY, J. Odloučení: kritické období raného vztahu mezi matkou a dítětem. Praha: Portál, 2012. ISBN 978-80-262-0076-5.
  • BOWLBY, J. Vazba: teorie kvality raných vztahů mezi matkou a dítětem. Praha: Portál, 2010. ISBN 978-80-7367-670-4.
  • ČERNOUŠEK, M. Děti a svět pohádek: kouzlo vyprávěného slova. Praha: Portál, 2019. ISBN 978-80-262-1434-2.
  • ERIKSON, E. H. Dětství a společnost. Praha: Argo, 2002. ISBN 80-7203-380-8.
  • FRANCLOVÁ, M. Zahájení školní docházky. Praha: Grada, 2013. ISBN 978-80-247-4463-6.
  • FRANZ, M.-L. Psychologický výklad pohádek: smysl pohádkových vyprávění podle jungovské archetypové psychologie. Praha: Portál, 2015. ISBN 978-80-262-0863-1.
  • HARTL, P., HARTLOVÁ, H. Psychologický slovník. Praha: Grada, 2015. ISBN 978-80-262-0873-0.
  • Helus, Z. Dítě v osobnostním pojetí. Praha: Portál, 2009. ISBN 978-80-7367-628-5.
  • JEDLIČKA, R. Psychický vývoj dítěte a výchova. Praha: Grada, 2017. ISBN 978-80-271-0096-5.
  • KAST, V. Otcové ? dcery, synové ? matky: práce s rodičovskými komplexy jako cesta k vlastní identitě. Praha: Portál, 2013. ISBN 978-80-262-0401-5.
  • KEJKLÍČKOVÁ, I. Vady řeči u dětí. Praha: Portál, 2016. ISBN 978-80-247-3941-0.
  • KLUSÁK, M. Morální vývoj školáků a předškoláků. Praha: Karolinum, 2014. ISBN 978-80-246-2325-2.
  • LANGMEIER, J., KREJČÍŘOVÁ, D. Vývojová psychologie. Praha: Grada, 2011. ISBN 978-80-247-1284-0.
  • MACEK, P. Adolescence. Praha: Portál, 2003. ISBN 80-7178-747-7.
  • MAHLER, M. S., PINE, F., BERGMAN, A. Psychologický zrod dítěte. Praha: Triton, 2006. ISBN 80-7254-722-4.
  • MATĚJČEK, Z. Co děti nejvíc potřebují. Praha, 2008. ISBN 978-80-7367-504-2.
  • MÜLLER, L. - MÜLLER, A. Slovník analytické psychologie. Praha: Portál, 2006..
  • PIAGET, J., INHELDER, B. Psychologie dítěte. Praha: Portál, 2014. ISBN 978-80-262-0691-0.
  • RYCROFT, CH. Kritický slovník psychoanalýzy. Praha: Psychoanalytické nakladatelství, 1993..
  • SHAPIRO, L. E. Emoční inteligence dítěte a její rozvoj. Praha: Portál, 2014. ISBN 978-80-262-0651-4.
  • SMÉKAL, V., LACINOVÁ, L., KUKLA, L., eds. Dítě na prahu dospívání. Brno: Barrister & Principal, 2004. ISBN 80-86598-84-5.
  • ŠULOVÁ, L. Raný psychický vývoj dítěte. Praha: Karolinum, 2010. ISBN 978-80-246-1820-3.
  • VÁGNEROVÁ, M. Vývojová psychologie: dětství a dospívání. Praha: Karolinum, 2012. ISBN 978-80-246-2153-1.
  • VÁGNEROVÁ, M. Vývojová psychologie II.: dospělost a stáří. Praha: Karolinum, 2007. ISBN 978-80-246-1318-5.
  • WINNICOTT, D. W. Hraní a realita. Praha: Portál, 2018. ISBN 978-80-262-1307-9.
  • WINNICOTT, D. W. Lidská přirozenost. Praha: Psychoanalytické nakladatelství, 1998. ISBN 80-86123-05-7.


Study plans that include the course
Faculty Study plan (Version) Category of Branch/Specialization Recommended year of study Recommended semester