Child as a thinker and a social person

General data

Course ID:	1600-SZD-PED-CTSP
Erasmus code / ISCED:	(unknown) / (unknown)
Course title:	Child as a thinker and a social person
Name in Polish:	Child as a thinker and a social person
Organizational unit:	Faculty of Education
Course groups:
ECTS credit allocation (and other scores):	(not available) Basic information on ECTS credits allocation principles: the annual hourly workload of the student’s work required to achieve the expected learning outcomes for a given stage is 1500-1800h, corresponding to 60 ECTS; the student’s weekly hourly workload is 45 h; 1 ECTS point corresponds to 25-30 hours of student work needed to achieve the assumed learning outcomes; weekly student workload necessary to achieve the assumed learning outcomes allows to obtain 1.5 ECTS; work required to pass the course, which has been assigned 3 ECTS, constitutes 10% of the semester student load.
Language:	English
Type of course:	obligatory courses
Short description:	15 h seminar teaching methods applied: discussion, text analysis.
Full description:	The class concerns the issues connected with developmental psychology, mostly with cognitive and social development of a child. During the class we will discuss some cognitive issues, such as executive functions, academic achievement and motivation; social issues, such as prosocial behaviors, friendship, social motivation, emotional development; as well as theory of mind, which stands at the border of cognitive and social functioning of a child. PhD. students can be absent during one class. They should read the texts and to take an active participation in the class
Bibliography:	List of the subject-related literature: examples of texts: Boggiano, A. K., Pittman, T. S. (Eds.) (2010). Achievement and motivation. A social-developmental perspective. Cambridge, UK: Cambridge University Press. Bukowski, W. M., Newcomb, A. F., Hartup, W. W. (1998). The Company they keep. Cambridge, UK: Cambridge University Press. Doherty, M. J. (2009). Theory of Mind. How Children Understand Others’ Thoughts and Feelings. New York, NY: Psychology Press. Huhges, C. (2014). Social Understanding and Social Lives. London: Psychology Press. Wiebe, S. A., Karbach, J. (Eds.) (2018). Executive Function. Development Across the Life Span. New York, NY: Routledge. Meadows, S. (2010). The Child as social person. London: Psychology Press. Miller, S. A. (2012). Theory of Mind. Beyond the Preschool Years. New York, NY: Psychology Press. Sroufe, L. A. (1997). Emotional Development. The organization of emotional life in the early years. Cambridge, UK: Cambridge University Press.
Learning outcomes:	PhD students will learn about cognitive and social development of a child. They will learn how to analyze academic papers. Moreover, PhD. students will learn English academic language
Assessment methods and assessment criteria:	Principles for passing the classes and the subject (including resit session): PhD. students are asked to read the texts and to take part in the discussion during the class. If the PhD. students need to pass the subject in the resit session s/he will be asked to prepare an analysis of a text by his/her own and to present this analysis and own conclusions. Methods for the verification of learning outcomes: discussion and texts’ analysis evaluation criteria: to pass the subject, PhD. students need to actively participate in the classroom

This course is not currently offered.

Course descriptions are protected by copyright.
Copyright by University of Warsaw.