Child Development - SP528

Location Term Level Credits (ECTS) Current Convenor 2019-20
Canterbury Autumn
View Timetable
6 15 (7.5)




Not available as a 'wild' module. Not available to short-term credit students.



The focus of this module is on understanding how children develop, with particular emphasis on the historical background of this part of the discipline, and the key theories, explanations and research conducted within developmental psychology. Certainly, it would hardly be an exaggeration to say that for all of us, the period of our lives we go through described as 'childhood' has a significant influence on who we become as adults. Understanding something of the processes we all appear to go through is a central part of any psychology degree, and by the end of this module you should be in a much better position to understand the significance of child development for human psychology. As the course progresses we will move from issues germane to early infancy, then through early childhood and the associated social, cognitive and emotional changes the child experiences during that period, and then a detailed look at adolescence. An additional major component of the course examines how children acquire language and learn how to talk - possibly the most significant development of all.


This module appears in:

Contact hours

25 hours formed of lectures and seminars.

Method of assessment

This module is assessed by 50% written examination and 50% coursework. The coursework consists of one group seminar report based on a presentation delivered to the seminar group, and a written essay.

Indicative reading

The module reading list can be found online at the reading list pages here :

See the library reading list for this module (Canterbury)

Learning outcomes

8. The intended subject specific learning outcomes.
On successfully completing the module students will be able to:
8.1 demonstrate a systematic understanding of key aspects of developmental psychology, including acquisition of coherent and detailed knowledge informed by research at the forefront of defined aspects of a discipline (e.g., theory of mind; language acquisition)
8.2 deploy accurately established techniques of analysis and enquiry within developmental psychology (e.g., developing a critical understanding of experimental evidence in relevant areas)
8.3 demonstrate a conceptual understanding that enables the student to devise and sustain arguments central to an understanding of contemporary developmental psychology and so be able to describe and comment upon particular aspects of current research in the field.
8.4 demonstrate an enhanced conceptual understanding through the provision of information and which leads to enhancing their appreciation of the uncertainty, ambiguity and limits of knowledge within developmental psychology
8.5 apply the methods and techniques that they have learned to review, consolidate, extend and apply their knowledge and understanding, and to initiate and carry out projects;
8.6 critically evaluate arguments, assumptions, abstract concepts and data such that they are in a position to make appropriate evaluations of problems in developmental psychology.

9. The intended generic learning outcomes.
On successfully completing the module students will be able to:
9.1 manage their own learning, and to make use of scholarly reviews and primary sources (e.g., refereed research articles and/or original materials appropriate to the discipline).
9.2 use qualities and transferable skills necessary for employment requiring: the exercise of initiative and personal responsibility; decision-making in complex and unpredictable contexts; and the learning ability needed to undertake appropriate further training of a professional or equivalent nature (e.g., in educational or clinical psychology)
9.3 communicate information, ideas, problems, and solutions to both specialist and non-specialist audiences by means of writing, and through experience in making oral presentations to groups.

University of Kent makes every effort to ensure that module information is accurate for the relevant academic session and to provide educational services as described. However, courses, services and other matters may be subject to change. Please read our full disclaimer.