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Learner Development & Socialisation - EDU00021I

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  • Department: Education
  • Module co-ordinator: Dr. Nadia Jessop
  • Credit value: 30 credits
  • Credit level: I
  • Academic year of delivery: 2022-23
    • See module specification for other years: 2021-22

Module summary

This module will extend students understanding of the main theories underpinning childhood, adolescent, and life-span development, and to understand the development of social relations, cognitive and language development with a range of social and cultural contexts

Module will run

Occurrence Teaching period
A Autumn Term 2022-23 to Summer Term 2022-23

Module aims

  • To extend students understanding of the main theories underpinning childhood, adolescent, and life-span development, and to understand the development of social relations, cognitive and language development with a range of social and cultural contexts
  • To build on students understanding of major theoretical perspectives on how social relations influence social cognition, learner attitudes and group relations, especially within an education context
  • To enable students to analyse a range of information across disciplines and to critically engage with the overlaps between these disciplines
  • To enable students to be able to compare and contrast alternative means of gathering and evaluating data within developmental and social psychology
  • To extend students understanding of the historical changes in developmental and social psychological theories and research

Module learning outcomes

Subject content

  • Critically examine the ways in which childhood and adolescent development, including development of attachment and social relations influences learner development and identity
  • Examine gender and cultural influences on development and socialisation
  • Understand diverse theoretical perspectives on the ways in which social and cognitive development across the life-span impacts learners functioning in educational environments
  • Critically examine major theories explaining how social psychological processes, such as the development of learner attitudes, learner attributions, group relations and close relationships arise in childhood and adolescence
  • Demonstrate an awareness of the interplay between the development of social psychological processes and learner socialisation
  • Understand the interaction between emotional and social development and learner socialisation across all stages of education

Academic and graduate skills

  • Formulate academic arguments in written and oral form
  • Manage a range of sources and critically evaluate the reliability and validity of these in informing and supporting academic argumentation
  • Analyse the ways in which theories and data from differing disciplines can inform each other and enhance understanding (in this case, of learning development and socialisation)
  • Use the VLE and Internet effectively

Module content

Module Content:

Week 2 Foundations of development
Week 3 Birth and infancy (and attachment)
Week 4 Early childhood (and play)
Week 5 Middle childhood (and siblings)
Week 6 Early adolescence (and peers and bullying)
Week 7 Adolescence (and gender)
Week 8 Emerging adulthood

Week 9 Development in adulthood & Ageing
Week 10 Summing up & How to write an essay

Assessment

Task Length % of module mark
Essay/coursework
2000 word essay		 N/A 40
Essay/coursework
3000 word research proposal		 N/A 60

Special assessment rules

Each component of the module's assessment must be passed. Compensation is possible between components. The module itself can be compensated. Any component where a potentially compensatory mark is not achieved must be reassessed.

Additional assessment information

Students will be required to complete reassessment of failed tasks if the module overall is failed. Compensation is possible between components. The module itself can be compensated.

Reassessment

Task Length % of module mark
Essay/coursework
2000 word essay		 N/A 40
Essay/coursework
3000 word research proposal		 N/A 60

Module feedback

Written feedback on assignment report sheet and face-to- face feedback in supervisions. The feedback is returned to students in line with university policy. Please check the Guide to Assessment, Standards, Marking and Feedback for more information.

Indicative reading

Smith, P.K., & Hart, C.H. (2011). The Wiley-Blackwell Handbook of Child Social Development. Malden: Wiley-Blackwell.
Perry, A. (2009). Teenagers and attachment: helping adolescents engage with life and learning. London: Worth Publishing.
Hogg, M.A., & Cooper, J. (2007). The SAGE Handbook of Social Psychology. Los Angeles, London: SAGE.
Geddes, H. (2005). Attachment in the classroom: the links between childrens early experience, emotional well-being and performance in school. London: Worth Publishing.


The information on this page is indicative of the module that is currently on offer. The University is constantly exploring ways to enhance and improve its degree programmes and therefore reserves the right to make variations to the content and method of delivery of modules, and to discontinue modules, if such action is reasonably considered to be necessary by the University. Where appropriate, the University will notify and consult with affected students in advance about any changes that are required in line with the University's policy on the Approval of Modifications to Existing Taught Programmes of Study.