466-832 Psychological Perspectives of Early Childhood Development

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Objectives:

On completion of this subject students should be able to:

• understand the meaning of 'theory' in the study of early childhood development;

• understand some major psychological theories and theoretical perspectives on early childhood development;

• demonstrate knowledge of the work of several psychological theorists representative of different theoretical perspectives;

• compare and contrast theoretical writings on early childhood development;

• understand the specific dimensions used in the psychological study of early childhood development (e. g., cognition, communication, social-emotional and moral development);

• understand patterns of development in these dimensions and their variation throughout early childhood; and

• appreciate how both constitutional and environmental factors influence development.

Content:

A study of: key psychological theories relevant to the study of early childhood development (including descriptive theory, maturational theory, psychoanalytic theories, behaviourist approaches, ethological theories, social learning theories, humanistic perspectives, cognitive developmental theories and system approaches); empirical work relevant to an understanding of early childhood development in relation to the specific dimensions such as cognition, communication, social, emotional and moral development.

Assessment:

Prescribed Texts:

• Thomas RM, Comparing Theories of Child Development, (3rd ed) Wadsworth Belmont California 1992.