This module focuses on child development in the first 8 years. It will cover language development, number and counting knowledge, reading from a cognitive and educational perspective. In addition, it will look at the influence of play and the media during these early years.
The aim of this module is to provide the student with a critical understanding of early years development from a cognitive and educational perspective.
By the end of this module the student should be able to:
1. Critically assess the research literature on language development.
2. Critically discuss psychological theories of language development, and interpret and evaluate relevant empirical data.
3. Critically discuss theories of mathematical development.
4. Demonstrate an understanding of early reading and numerical skills within an educational context.
5. Evaluate psychological research on the role of play in the early years within an educational context.
6. Evaluate psychological research on the role of the media in the early years within an educational context.
1 Child cognition and brain growth
The development of the brain in early childhood and its links to language and numerical skills.
2 Conceptual issues in learning
Domains (modules), critical periods, learning mechanisms (e.g. statistical learning, bootstrapping, innate constraints), nature-nurture.
3 Speech and sounds
Auditory perception, acquisition of phonemes, and the effects of prosody on acquisition of other parts of the language system.
4 Acquisition of words
Words, concepts and categories. Child-directed speech, literacy acquisition, language impairments.
5 Rules of language
Acquisition of morphology and syntax.
6 Learning to read
Theories of normal reading; dyslexia and hyperlexia.
7 Early numerical skills
Theories of mathematical development; early number and counting skills.
8 The role of play
Play inside and outside the classroom. How play influences cognitive and social development.
The role of television viewing and computer games on children's development.
Teaching and Learning Work Loads
For session 2020/21 the expectation is that the teaching and learning hours stated in this descriptor will form a mix of synchronous and asynchronous student/staff activity, with the majority of this being online. The exact pattern of this activity is likely to vary from the standard face-to-face hours listed below but the overall student effort remains the same. Up-to-date information on the delivery of the module can be found on the relevant module MLS site and on your student timetable.
|Teaching and Learning Method||Hours|
SCQF Level - The Scottish Credit and Qualifications Framework provides an indication of the complexity of award qualifications and associated learning and operates on an ascending numeric scale from Levels 1-12 with SCQF Level 10 equating to a Scottish undergraduate Honours degree.
Credit Value – The total value of SCQF credits for the module. 20 credits are the equivalent of 10 ECTS credits. A full-time student should normally register for 60 SCQF credits per semester.
We make every effort to ensure that the information on our website is accurate but it is possible that some changes may occur prior to the academic year of entry. The modules listed in this catalogue are offered subject to availability during academic year 2020/21 , and may be subject to change for future years.