Developmental Psychology & Early Childhood (MA)

<div id="tab2" class="tab grid_8 alpha hide-on-small" style="display: block;"> <div class="courseLinks hide-on-medium-down"> <img src="/media/liverpoolhope/styleassets/cssimages/media,975,en.gif" alt="print Icon" style="width : 24px; height : 24px; "> <span><a href="javascript:window.print()">print this page</a></span> <span class="st_sharethis_custom" st_processed="yes"><a href="#">share this course</a></span> </div> <h2>Curriculum</h2> <p>The full Masters award requires you to gain 180 credits, including a dissertation. The curriculum is constructed from 60-credit ‘Blocks’ of provision, from which students will choose two of the combinations permitted. Each 60-credit Block comprises either two 30-credit or four 15-credit modules.</p> <p><strong>Developmental Psychology block<br> </strong>Term 1</p> <p><span style="text-decoration: underline;">Cognitive Development (30 credits)</span></p> <p>This module will elaborate on diverse aspects of the development of human cognition. It will tackle both theoretical and methodological implications that lie within the field of cognitive psychology, by critically&nbsp;analysing&nbsp;cognitive mechanisms/processes that&nbsp;develop from birth into early and middle childhood. The module will be research-driven, providing space and opportunities for a deep understanding of theory and research that underpin major areas of cognitive development, such as perception, memory, attention, reasoning, executive functions and make key conceptual links with other sub-fields, such as neurocognition.&nbsp;</p> <p>Term 2</p> <p><span style="text-decoration: underline;">Developmental Psychology (Childhood) - (15 credits)</span></p> <p>The module will explore contemporary theoretical approaches within developmental psychology. It will be covering biological, cognitive, social cognitive, neuro-cognitive, social and emotional areas development. The module will also be both research informed with a specific focus on the inter-relationships with classic and contemporary research paradigms within early and mid-childhood development and current theorising. A range of research outcomes relating to deep critical awareness of current theoretical and methodological advances in developmental psychology and how these impact on current views of child development will be central to this module.</p> <p><span style="text-decoration: underline;">Developmental Psychology (Infancy) - (15 credits)</span></p> <p>This module is similar to the one above but focuses on infant development.&nbsp;&nbsp;Central to the module will be a range of research outcomes relating to deep critical awareness of current theoretical and methodological advances in developmental psychology and how these impact on current views of infant development. &nbsp;<strong>&nbsp;</strong></p> <p><strong>Early Childhood block</strong></p> <p>Term 1</p> <p><span style="text-decoration: underline;">The Development of Young Children’s Thinking and Learning in Socio-Cultural Context</span><span style="text-decoration: underline;"> (30 credits)</span></p> <p>This module studies a range of theories relating to young children’s learning. It briefly visits traditional learning theories of Vygotsky, Bruner, and modern theorists. The majority of the module expands on the traditional aspects by examining attitudes and practices which provide for optimal learning. This examination includes social, cultural, historical and political influences on learning in national and international contexts. There are opportunities for students to engage with international literature and to benefit from the breadth of experiences brought to the debate by students from a variety of backgrounds.</p> <p>Term 2</p> <p><span style="text-decoration: underline;">Children’s Rights and Participation (30 credits)</span></p> <p>This module will develop an understanding of children’s rights, starting with the UNCRC. It will examine the implications of the convention in national and international contexts, both politically and practically. This course will examine the contemporary meanings of children’s rights and participation. It will analyse the concept of participation in relation to listening and consultation.&nbsp; Through Shier’s (2001) model of participation, it will consider how participation is facilitated in practice. It will enable to students to examine their own ability to facilitate participation through critical reflection. It will also examine the wider implications of facilitation in the context of the children, welfare and the state.</p> <p>After completion of the taught phase (when both Blocks are completed and 120 credits has been successfully gained) then students will begin the research phase, whereby they will study a Research Methods module and then embark on a Dissertation that synthesises the two Blocks that they have studied.&nbsp;</p> <p>&nbsp;</p> </div>