Developmental Psychology: Socio-cognitive Development

Compulsory course only for the students following Developmental and School Psychology as their area of specialization. The course focuses on the contemporary theoretical perspectives regarding the development of cognitive and socio-moral thinking processes.

Objectives

The course aims to familiarize students with the current research questions in the field of cognitive development and the development of socio-moral reasoning as well as with the prospectives for future research. It focuses on the major theories of cognitive development and socio-moral reasoning including both older and contemporary ones, on their critical review, the relevant research findings and their potential applications in education. General Competences • Apply knowledge in practice • Retrieve, analyse and synthesise data and information, with the use of necessary technologies • Adapt to new situations • Make decisions • Work autonomously • Generate new research ideas • Appreciate diversity and multiculturality • Demonstrate social, professional and ethical commitment and sensitivity to gender issues • Be critical and self-critical Advance free, creative and causative thinking

Prerequisites

Good command of English

Syllabus

The course aims to familiarize students with the current research questions in the field of cognitive development and development of socio-moral reasoning as well as with prospectives for future research. It focuses on the major theories of cognitive development and socio-moral reasoning including both older and contemporary ones, on their critical review, the relevant research findings and their potential applications in education. In particular, the following topics are discussed during the semester: (1) Psychology of cognitive development: Introductory issues and research methods. (2) Constructivism: Vygotsky’s and Piaget’s views of cognitive development. (3) Putting Piaget’s and Vygotsky’s theory into perspective. (4) Information processing views of cognitive development. Principles, research and classroom applications. Critical review. (5) Neo-Piagetian theories of cognitive development: J. Pascual-Leone, K. Fischer, R. Case. Principles, research and classroom applications. Critical review. (6) Knowledge restructuring theories: Principles, research and classroom applications. Critical review. (7) Development of moral and prosocial reasoning: Theoretical and methodological issues, constructivistic approaches (Piaget, Kohlberg). Critical review of Kohlberg’s theory: The theory of C. Gilligan. Methodological and ethical issues.