PYMCDAL: Development Across the Lifespan (Conversion)

Module code: PYMCDAL

Module provider: Psychology; School of Psych and Clin Lang Sci

Credits: 20

Level: Postgraduate Masters

When you'll be taught: Semester 1

Module convenor: Dr Rachel Pye, email: rachel.pye@reading.ac.uk

Pre-requisite module(s):

Co-requisite module(s):

Pre-requisite or Co-requisite module(s):

Module(s) excluded:

Placement information: NA

Academic year: 2024/5

Available to visiting students: No

Talis reading list: Yes

Last updated: 23 May 2024

Overview

Module aims and purpose

This module focuses on the biological, cognitive and social aspects of human development across the lifespan from infancy to old age. Students will be introduced to topics covering both typical development, as well as neurodevelopmental conditions such as autism and ADHD, and disorders of ageing such as dementia. Students will be introduced to a range of historical and contemporary theories, along with relevant research, and learn how to critically evaluate these. 

This module aims to provide students with the opportunity to study and develop an understanding of how individuals change and develop from the neonatal period, throughout childhood, into adolescence and old age. As well as introducing students to theories and research in typical and neurodivergent development, the module also aims to develop students’ knowledge about observational methods and written communication through writing a research report and a written examination. 

Module learning outcomes

By the end of the module, it is expected that students will be able to: 

1. Demonstrate knowledge and understanding of how individuals develop across the lifespan 
2. Critically evaluate a range of relevant theories, research and research methods in both typical development and neurodevelopmental conditions 
3. Handle data derived from observational methods and apply statistical methods in developmental research and present these in a report format 
4. Demonstrate a critical understanding of case studies and their use in developmental research and applied work.

Module content

The module will cover a range of topics within the fields of typical and atypical development and ageing, drawing on the research specialisms of teaching staff wherever possible. Topics may include: 

• Early infancy: perceptual and conceptual development 
• Early language development: speech sounds and first words 
• Cognitive development and reasoning: pre-school years 
• Cognitive development and reasoning: middle childhood 
• Literacy and numeracy 
• Social development and theory of mind 
• Developmental conditions: e.g., Autism, William’s syndrome, Down’s syndrome 
• The self and adolescence 
• Healthy ageing Age-related changes 

Structure

Teaching and learning methods

The module will involve a range of methods including: 

• Large group lectures 
• Small group workshops and seminars 
• Guided independent reading 

Study hours

At least 40 hours of scheduled teaching and learning activities will be delivered in person, with the remaining hours for scheduled and self-scheduled teaching and learning activities delivered either in person or online. You will receive further details about how these hours will be delivered before the start of the module.

Please note the independent study hours above are notional numbers of hours; each student will approach studying in different ways. We would advise you to reflect on your learning and the number of hours you are allocating to these tasks.

Semester 1 The hours in this column may include hours during the Christmas holiday period.

Semester 2 The hours in this column may include hours during the Easter holiday period.

Summer The hours in this column will take place during the summer holidays and may be at the start and/or end of the module.

Assessment

Requirements for a pass

Students need to achieve an overall module mark of 50% to pass this module.

Summative assessment

Penalties for late submission of summative assessment

The Support Centres will apply the following penalties for work submitted late:

Assessments with numerical marks

• where the piece of work is submitted after the original deadline (or any formally agreed extension to the deadline): 10% of the total marks available for that piece of work will be deducted from the mark for each working day (or part thereof) following the deadline up to a total of three working days;
• the mark awarded due to the imposition of the penalty shall not fall below the threshold pass mark, namely 40% in the case of modules at Levels 4-6 (i.e. undergraduate modules for Parts 1-3) and 50% in the case of Level 7 modules offered as part of an Integrated Masters or taught postgraduate degree programme;
• where the piece of work is awarded a mark below the threshold pass mark prior to any penalty being imposed, and is submitted up to three working days after the original deadline (or any formally agreed extension to the deadline), no penalty shall be imposed;
• where the piece of work is submitted more than three working days after the original deadline (or any formally agreed extension to the deadline): a mark of zero will be recorded.

Assessments marked Pass/Fail

• where the piece of work is submitted within three working days of the deadline (or any formally agreed extension of the deadline): no penalty will be applied;
• where the piece of work is submitted more than three working days after the original deadline (or any formally agreed extension of the deadline): a grade of Fail will be awarded.

The University policy statement on penalties for late submission can be found at: /cqsd/-/media/project/functions/cqsd/documents/qap/penaltiesforlatesubmission.pdf

You are strongly advised to ensure that coursework is submitted by the relevant deadline. You should note that it is advisable to submit work in an unfinished state rather than to fail to submit any work.

Formative assessment

Formative assessment is any task or activity which creates feedback (or feedforward) for you about your learning, but which does not contribute towards your overall module mark.

This module includes a variety of formative assessment opportunities. The workshops in autumn term will provide formative opportunities to practice observational methods through activities. Students will further have the opportunity to examine their understanding either in-class or online by answering questions. Students will also be prompted with questions related to their lecture content, using the discussion board. 

Reassessment

Additional costs