2024/25 Undergraduate Module Catalogue

EDUC2104 Psychological Approaches to Understanding and Supporting Children's Learning

20 creditsClass Size: 70

Module manager: Dr Yvonne Griffiths
Email: Y.Griffiths@leeds.ac.uk

Taught: Semester 2 (Jan to Jun) View Timetable

Year running 2024/25

This module is not approved as a discovery module

Module summary

This module brings together theory and practice through exploring children's learning from a psychological perspective. You will be introduced to influential psychological theories which have informed current understandings of children's learning and development. The module covers key areas of cognitive development including language and memory. You will critically analyse theory and cutting edge research before exploring practical applications and implications for education. Specifically, you will consider assessment of children's learning, and evidence based interventions and teaching approaches designed to support particular aspects of learning and development. Particular factors which may influence development will be discussed, and the roles of teachers, teaching assistants, parents and peers will be considered. Key ideas will be introduced in lectures whilst seminar sessions will help you develop your skills of critical analysis. Through this module you will develop a thorough understanding of the scientific methods used to study children's learning and development. This module will enable you to develop an appreciation of the contribution of psychological approaches to understanding and supporting children's learning.

Objectives

This module explores children's learning from a psychological perspective. It aims to:
- Introduce key psychological theories which have informed current understandings of children's learning and development.
- Explore practical applications of theory and research for educational contexts.
- Explore key aspects of cognitive development, including language and memory.
- Develop understanding of the importance of the social contexts in which learning takes place.
- Develop a thorough understanding of the scientific methods used to study children's learning and development.

Learning outcomes
On completion of this module, students should be able to demonstrate knowledge of:
- development in key areas of cognition including language and memory;
- psychological theories and empirical studies which inform understanding of teaching and learning in educational contexts;
- scientific methods which have been used to study children's learning and development;
- the influence of the social context in which learning and development take place;
- key debates and issues within the field.

Syllabus

Indicative content:

Key concepts in cognitive development and models of the learning process I
Key concepts in cognitive development and models of the learning process II
The roles of memory, attention and executive functioning in learning and development
Supporting memory skills
Language development and the subsystems of communication
Language and communication profiles
Supporting language and communication development
The development of literacy skills
Supporting literacy development
Language and thinking: The nature of human intelligence
The development of children's drawings and synthesis of module themes

Teaching methods

Delivery type	Number	Length hours	Student hours
Lecture	11	2.00	22.00
Seminar	3	1.00	3.00
Tutorial	1	0.50	0.50
Private study hours			174.50
Total Contact hours			25.50
Total hours (100hr per 10 credits)			200.00

Private study

Students will be expected to do specified reading in preparation for the seminars.
They will also be expected to undertake private study in order to complete the assignments. Resources and activities will be available via the VLE.

Opportunities for Formative Feedback

Formative assessment activity, related to seminar content, will ensure students develop skills and receive regular feedback on their learning. This will enable both them and the tutors to monitor progress.

Methods of assessment

Coursework

Assessment type	Notes	% of formal assessment
Report	Mini research proposal of 2000 words	100.00
Total percentage (Assessment Coursework)		100.00

Section 2 The intervention / activity – approx. 500 words [LOs 1-5] They can use an existing intervention or activity from the intervention literature: a brief description of the activity plus rationale for the teaching and learning principles (informed from psych theory and research; e.g., delivery 1:1 or small group for collaborative learning; co-design; modelling, rewards, dialogic; whole school or targeted / pull out). They would have a choice from all of the main topics covered in module units for the focus of the targeted support (cognition and learning; motor skills and movement, development of self, language and communication, and social-emotional well being.... ) and could choose the education context and developmental phase (e.g., early child care and development; primary; alternative provision; home). Section 3 The research method for the evaluation of impact on learning outcomes approx. 500 words [research methods are one of the module's learning outcomes, see below – LO 3] https://webprod3.leeds.ac.uk/catalogue/dynmodules.asp?Y=202223&M=EDUC-2104 The research design (with rationale) for evaluation of the activity's impact (experimental design, QED, qualitative etc. ), including the assessment tools, and consideration of ethical issues. These can be either quantitative, qualitative or mixed method approaches.

Reading list

The reading list is available from the Library website

Last updated: 12/06/2024

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