Course
title: Developmental Psychology
Course
No. : Ed 332
Nature
of Course: Theoretical
Level: B.Ed. Credit Hours: 3
Semester: Third Teaching
hours: 48
____________________________________________________________________________________
1.
Introduction
This course deals with
human growth and development. In general, with an aim to provide students with concept,
knowledge and understanding about child growth and development, the course particularly
focuses on characteristics, developmental tasks and hazards for educational
implication. In particular, this course provides students with specific
concept, knowledge and understanding about the puberty and adolescence.
Specifically, the characteristics, developmental tasks, spurt of growth and
development, social, mental and emotional developments, happiness and unhappiness
during puberty and adolescence. With the deep understanding about puberty and
adolescence, the course aims to seek out their educational implication.
2.
General Objectives
The general objective of
the course is
- to
provide students with general understanding about babyhood, early and late
childhood, adulthood and their
characteristics, and developmental task, as well as their educational
implication.
- to
make students familiar with puberty and adolescence since this course
intends to equip students with broader concept, knowledge, attitudes and
understanding on the puberty and adolescence.
- to
make students able to unveil contextual problems caused by
adolescents, and suggests some remedies in line with the nature of
problems, and also discusses the issues in terms adolescents’ all round
development.
3.
Specific Objectives and Contents
Specific Objectives
|
Contents
|
·
To make student acquaint with growth and
development.
·
To facilitate them to grasp the major determinant of
growth and development.
·
To inspire them seek out the reasons as to why there
is a need for studying human growth
and development
·
To acquaint student with major methods of studying
human growth and development
|
Unit I: Human
growth and development. (10
hrs.)
1.1.Concept and
meaning of human growth and development.
1.2.Determinants of
human growth and development
1.3.Need for studying
human growth and development in education.
1.4.Major methods of
studying human growth development.
1.4.1. Cross-sectional,
longitudinal, and case study
1.5.Major issues in
development
1.5.1. Nature vs. nurture
1.5.2. Stability vs.
change
1.5.3. Continuity vs.
discontinuity
|
·
To make students list out the stages of human growth
and development.
·
To familiar them with developmental characteristics
and tasks.
·
To enable them to discuss the potent hazards of all
developmental stages.
|
Unit
II:
Developmental stages and characteristics
(8)
1.6. Infancy and
Babyhood: characteristics, developmental tasks and hazards.
1.7. Early and late
childhood: characteristics, developmental tasks and hazards.
1.8.Puberty and
adolescence: characteristics and developmental tasks
1.9.Adulthood
(early, middle and late): characteristics and hazards.
|
·
To make students able to broaden the knowledge and
understanding on puberty.
·
To make them familiar with developmental task,
skills, hobby and point out the potent hazards.
·
to make students with criteria, causes and effects
of puberty.
·
To acquaint them with physical, mental, and
emotional characteristics of puberty.
·
To enable them to find out educational implication
for enhancing learning.
|
Unit
III: Understanding puberty (10)
3.1
Developmental tasks, skills, hobby and possible
hazards.
3.2
Causes, criteria and effects of puberty
3.3
Physical
development: Spurt of growth during puberty.
3.4
Social development, entertainment and recreation.
3.5
Emotional development and its effects
3.6
Happiness and unhappiness during puberty
3.7
Ways of controlling unhappiness.
3.8
Educational Implication.
|
·
To enable students develop a wider perspective on
adolescence.
·
Make them familiar with developmental task, skills,
hobbies, and potent hazards during adolescence.
·
To acquaint them physical, social, emotional, mental,
moral characteristics and their educational implication.
·
To be able them to find out the responsible factors
for happiness and unhappiness during adolescence.
·
To help students find out the career choice,
interest and future orientation.
|
Unit IV Adolescence and
developmental characteristics (10)
4.1
Developmental tasks, skills, hobbies and potent
hazards
4.2
Physical characteristics and educational
implication.
4.3
Social characteristics, leadership and educational
implication.
4.4
Emotional characteristics and educational
implication.
4.5
Mental characteristics and educational implication.
4.6
Morality
during adolescence and educational implication.
4.7
Happiness and unhappiness during adolescence.
4.8
Career choice, interest and future orientation.
|
·
To make students aware of the different problems
created by adolescents.
·
To facilitate students to develop insights into why
adolescents generate the problems.
·
To make them able to draw the educational
implications and ways out for the better educational achievement.
|
Unit V Adolescence and
understanding problems (10)
5.1
Adolescence
and drug abuse, alcoholism and effects
5.2
Adolescence and sex, HIV/AIDs, sexually transmitted
disease and effects.
5.3
Adolescence and social violence and conflict
5.4
Adolescence:
frustration and Suicide
5.5
Ways out:
guidance and counseling, psychotherapy, rehabilitation and family adjustment.
5.6
Educational
implication
|
4.
Instructional Techniques
The instructional
techniques for this course are divided into two groups. The first group consists of general
instructional techniques applicable to most of the units. The second group
consists of specific instructional techniques applicable to specific units.
4.1
General
Instructional Techniques
- Lecture
- discussion
- Question
answer
4.2
Specific Instructional
Techniques
Unit
|
Suggested specific Instructional Techniques
|
III and IV
|
Students will be
divided into groups and given different topics of III and IV units. Students
will visit the schools for group work based on the topics assigned. Groups
will prepare report and share in the class. Presentation will be followed by
discussion and suggestions.
|
V
|
Students will be divided into different groups
and assigned to collect issues and problems faced
and created by the students at any school. They will prepare the report and
present it in the classroom.
|
5.
Evaluation
5.1 Internal Evaluation
40%
Internal
evaluation will be conducted by subject teacher based on following activities:
1) Attendance 5
2)
Class participation 5
3)
First assignment 10
4)
Second assignment 10
5)
Third assignment 10
Total
40
|
5.2
Final/Semester Evaluation 60%
Examination Division, office of the
Dean, Faculty of Education will conduct final examination
at the end of semester.
1)
Objective type question (Multiple choice
10 x 1ponts) 10
2)
Short answer questions (6 questions x 5 points) 30
3)
Long
answer questions (2 questions x 10
points) 20
Total
60
Recommended Books
Baron, R. (2005). Psychology.
India: Pearson Education.
Chauhan
S.S. (1992), Advance Educational Psychology Jurjact, Publication, New Delhi,
Vikash Publication
Hurlock
E.B. ( 2002 ). Developmental Psychology, A life span approach. Tata MC
Graw Hill Publishing Company Pvt.
Hurlock E.B. (1972),
Child development, Tata MC Graw Hill
Jersild, A. T., Telfor, C. W.,
& Sawrey, J.M. (1997). Child Psychology. Neew Delhi: Prentice Hall.
Rogers, D. (1972). The
Psychology of Adolescence. NJ: Appleton-Century-Crofts.
Santrock, J. W. (2007). Adolescence.
New Delhi: Tata McGraw-Hill Publishing Company LTD
References
Aryal, P. N. & Bhattarai, D.P.
(2009). Educational Psychology.
Kathmandu: Quest Publication
Battarai, Homnath (2073).
Shikcchya Manobigyan. Kathmandu:
Ratna Pustak,
Bidari, Badri ( ).
Shikhhya Manobigyan.Kathmandu: Pinakal
Gibson, R.L. & Mitchell, M.H.
(2005). Introduction to counseling, and guidance.NY: Randow House.
Grace, J. C.
(1976). Developmental Psychology. India: Pearson Education.
Paudel, Giriraj. ( ). Shikchhya Manobigyan.
Kathmandu:
Pokhrel, Mohan Mani
(2073). Child development and learning.
Kathmandu: Gatishil Prakashan,
Pokhrel, Mohanmani
(2073), Shikchhya Monobigyan.
Ashish Book House, Bagbazar, Kathmand
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