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Course: Developmental Psychology

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Course title Developmental Psychology
Course code KPP/PSV-P
Organizational form of instruction Lecture + Seminary
Level of course Bachelor
Year of study not specified
Semester Summer
Number of ECTS credits 4
Language of instruction Czech
Status of course Compulsory
Form of instruction Face-to-face
Work placements Course does not contain work placement
Recommended optional programme components None
Lecturer(s)
  • Nišponská Magda, PhDr. Ph.D.
Course content
Place of developmental psychology in the system of psychological sciences; importance for education. Factors contingent upon the development of the human psyche. The importance of family for healthy psychosocial development of a child. Prenatal, newborn, baby and toddler period. Frustration, subdeprivation, deprivation; sensitization. Symbiotic relationship of the child with his mother; Bowbly's concept of basic security; the attachment theory; Winnicott's concept of holding; separation anxiety, anaclitic depression. The importance of transitional objects in terms of emancipation, and separation. Acquisition of basic life style; sibling position and their importance for psychosocial development of the child. Flowchart of the importance of children's games; toys and tales. Pre-school age - the importance of the extended family; the importance of pre-school education and residence among peers. A failure in the psycho-social development of the child through childhood. A sensible, free and moral development (Piaget's and Kohlberg'sdevelopmental theory - the possibility of its use in education and training). The development of personality - social function of the school and the children's pool. The younger and middle school age: developmental tasks. Adolescence; puberty, adolescence; bio-psycho-social coherence of developmental changes in adolescent; transition specifics of a development period; common causes of psychosocial disturbances in development. Preparation of the adolescent to the profession and its pitfalls. Friendly and lovers ' relations. Early adulthood. The adoption of the parental role. Developmental tasks of the mature adulthood and old age. Productive ageing and options for the prevention of pathological development. Different concept of development of human personality. The theory of the development of cognitive processes byJ. Piaget; psychosexual theory by S. Freud; neo-analytic treatment and 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 - 42 hours per semester
  • Preparation for exam - 34 hours per semester
  • Home preparation for classes - 44 hours per semester
Learning outcomes
The course will provide students with an overview of the multifaceted conditionality of the course of human development, its basic stages and possible developmental problems. Attention is paid not only to the early stages of ontogenesis of human psyche, but also to psychological issues related to early and middle adulthood, parenthood, age maturity, 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 personality traits and the needs of clients of leisure time programs.
After completion of the course the student will be able to: 1. understand the content of the subject of Developmental psychology 2. critically evaluate and analyze topics of the course 3. demonstrate obtained knowledge in the thesis 4. use the acquired knowledge and skills in the educational process 5. be motivated to further education in the field
Prerequisites
The student has basic knowledge of general psychology.

Assessment methods and criteria
Oral exam

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.
Recommended literature
  • ADLER, A. Psychologie dětí. Praha: Práh, 1994..
  • BETTELHEIM, B. Za tajemstvím pohádek. Praha: Nakladatelství Lidové noviny, 2000..
  • 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, 2002.
  • 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 : obrat k dítěti jako výzva a úkol pro učitele i rodiče. 2. přepr. a rozš. vyd. Praha: Portál, 2009..
  • JEDLIČKA, R. Psychický vývoj dítěte a výchova: jak porozumět socializačním obtížím. Praha: Grada, 2016.
  • 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 : Psychologické a sociální charakteristiky dospívajících. 2.vyd. Praha: Portál, 2003..
  • 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: Portál, 2015. ISBN 978-80-262-0853-2.
  • 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, 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
Technical University of Liberec, date of update: 22.04.2024 23:50.