Key words
Develpmental psychology and pedagogics
Objectives
The purpose of this training module is to give an introduction to 2 of the main auxiliary sciences of remedial teaching sciences: pedagogics and developmental psychology.
It aims to shape this objective by fostering and developing the following core skills from the training profile:
: - Proceeding from a critical remedialist approach, an interdenominational attitude and the
principle of solidarity, the aim is to sensitize societal systems and welfare policy with a view to promoting and looking after the interests of the needy.
o Know and recognize one’s own frame of reference and place it in relation to the theoretical frameworks.
- Systematically, and in consultation with, the client and/or with other welfare agencies, lend shape to the cyclic and regulative process of remedial and special education (an assessing officer (needs assessment) and an individual education planner).
o In special education and clinical practice, spotting individual potential; achieving extraordinary things with ordinary people.
- In a pedagogically astute way, give tutoring/counselling to clients on how to manage their lives (educational tutor/counsellor).
o Create a work climate and forge professional relationships so that clients can develop their talents and realize their full potential.
o Encourage and support different aspects of a person’s development (moral, affective, social, corporeal and cognitive).
- Objectively acquire information, unaided, and then assimilate it (data acquisition and assimilation).
o Look for relevant (national and international) information. Localize the source, analyze it, put it in the right order and then synopsize it.
o Utilize (school-based) ICT facilities and resources.
o Assimilate the collected information objectively and purposefully and then incorporate one’s teaching methods.
The underlying idea, in this module, is that the student gains an insight into “the extraordinary” by deepening his knowledge of “the ordinary”. Besides, special education largely consists in the daily routine (of everyday life). At appropriate times in the course, the teacher will refer to the link and the relationship between the ‘ordinary’ and the ‘extraordinary’. In this training module the course content is, therefore, looked upon as fundamental knowledge, i.e. as general theoretical frameworks. Which explains the decision to schedule this module in Year 1 already. The link with other modules is made more explicit within the adopted methods. The students are then
expected to conduct their own narrowly targeted searches in various disciplines and modules, such as sociology, psychology, interpersonal skills,… and, ultimately, to come up with a pedagogic answer to questions within various educational themes.
Topics
- Developmental psychology: the stages of life, from the ‘cradle to the grave’ (the antenatal phase, birth, the first year of one’s life, toddlers, pre-schoolers, infants (5-7), years spent in primary school, adolescence, adulthood and growing old) in all its different aspects: corporeal, social, emotional and cognitive development.
- Pedagogics: theoretical frameworks are outlined about child-rearing and their education.
o Historical background to the main pedagogical paradigms.
o Overview of the main theoretical models.
o The context and scope of different parenting styles within a contemporary, post-modern, critical review of manners, etiquette and convention in modern society.
o Class discussion about the parent/child relationship and the parent/teenager relationship:
* within the different parenting styles
* within the familial context
* within social and societal systems
o Emancipatory thinking: the International Convention on the Rights of the Child and its implications for the child’s upbringing and development.
- Exercises: an in-depth study of the link between developmental psychological aspects and pedagogic
thinking, by considering educational themes (chosen by the pupils), such as: social standards and values in
child-rearing, parent and child mealtimes, child sleep patterns, play, school career, watching TV, adolescent-specific behaviour,…
Entry-level skills
Exit qualifications in secondary education.
Exit-level skills
The core skills from the training profile listed in the ‘objectives’ section are fully underpinned by the following exit-level skills of the training module:
- At the level of knowledge and comprehension: the student::
o Comprehends the disciplines which have child-rearing, social assistance, tutoring/counselling and behaviour as their subjects, more specifically: pedagogics and developmental psychology, and knows how to incorporate the theory behind that into solutions-led thinking.
o Is aware of his own frame of reference and how that influences his actions.
- At the application level (skills); the student:
o is constantly striving to deepen his self-knowledge and his knowledge of the spheres of influence (at the micro-, meso- and macro-levels) of the parenting situation, to make it complete, to reconsider (if necessary) his stance,... He is also aware of the core values that define him and his actions.
- At the application level (skills)/integration (attitude/standpoint); the student:
o Possesses several key attitudes such as: acceptance and tolerance of another individual with all his good and bad points, to make a real commitment to that person and be receptive to other people’s suggestions.
o Does not hide his views and, in that regard, shows due deference and respect to everybody’s views on the subject; he strives to create a climate of mutual trust and solidarity.
Prerequisites
Final Objectives
Materials used
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- Learning pack (obtainable from the coursewear department or accessible via Dokeos).
- Reference book containing guidelines on independent work.
- Membership of the library (essential for accessing/consulting the relevant specialist literature on the subject).
Study costs
Study guidance
- You can put any other questions you might have to the teacher(s) concerned before or after class.
- Supporting documents (belonging to the students as well as the lecturers concerned) are posted regularly on the Internet (via Dokeos).
- A work file can be handed in, between times, for remedial feedback and ‘fine-tuning’.
- In the classroom, model questions are formulated and preparatory information is given about the examinations.
Teaching Methods
- Theory: lectures
- Exercises:
o group discussions in small groups (discussion subjects chosen by the students and then elaborated with the aid of problem-solving thinking).
o completed exercises are logged and kept in a work file (prepares the student for the switch to a portfolio method in Year 2).
o self-assessment: after each meeting, the students screen themselves about their attitudes (do they consult sources of information?, are they self-motivating?, do they get involved in the group discussion?,….).
Assessment
This training module is evaluated after the 2nd 6-month term.
1) A written examination (70% of the marks) on the student’s theoretical knowledge and perceptions
2) Continuous assessment (30% of the marks) based on a portfolio of completed work and recorded attitudes. Students are explicitly briefed about what is expected of them and the pass criteria via a ‘Guide to Portfolio Work’.
Resits:
- a written examination (70% of the marks) for the student’s theoretical knowledge and perceptions,
- a piece of work (30% of the marks) to be made according to the criteria for that type of portfolio workpiece or an adjustment/re-focusing of a portfolio that’s already been started, so that it now meets the required criteria.
Lecturer(s)
Agnès Biltris: agnes.biltris@hogent.be
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