DEPARTMENT OF HUMANITIES, COMSATS UNIVERSITY

ISLAMABAD, LAHORE CAMPUS

1 Course Title Developmental Psychology

2 Course Code PSY-340

3 Credit Hours 3 (3,0)

4 Semester
5 Resource Person
6 Supporting Team Members None

7 Contact Hours (Theory) 3 hours per week

8 Contact Hours (Lab) Not Applicable

9 Office Hours 08:30 am to 04:30 pm

Course Description

The present course is a study of human growth and development. It investigates the science
of human behavior, especially behavior connected to individual’s development from birth till
death. Teacher will consider how theoretical and empirical knowledge about different aspects
of developmental psychology can effectlife of every person. Topics include theories of
development, developmental issues, birth, body growth and change, health, language,
emotional and gender development, career, identity, and death. Upon completion, students
should be able to demonstrate knowledge of development across the life span.

Course Objectives

This course is designed to provide an in-depth knowledge to students about the growth that
takes place throughout the life of an individual. This course will provide an opportunity for
students to think critically about theoretical perspectives and developmental issues. Teacher
will develop an understanding of different concepts and principles of developmental
psychology and analyze their application through readings, discussions, and small projects.
By the end of this course, students would be able to investigate, apply and analyze the
developmental change that takes place in physical, cognitive and socioeconomic factors.
 Course Outline/Contents

Week Topic of Lectures Reference Books

Week 1&2 Introduction to Developmental Psychology Chapter 1

 The life-span development Santrock, J. W. (2008). A topical approach to
 Development processes, periods and issues life-span development (4thed.). NY: McGraw-
 Research in life-span development Hill.

Week 3, 4 & 5 Theories of Development Chapter 1, 6, 13

 Freud Psychosexual theory
 Erikson Psychosocial theory Santrock, J. W. (2008). A topical approach to
 Piaget Cognitive Development theory life-span development (4th ed.). NY:
 Vygotsky’s Sociocultural Cognitive theory McGraw-Hill.
 Kohlberg Moral Development theory
 Bronfenbrenner Ecological theory

Chapter 2
Week 6 Biological Beginnings Santrock, J. W. (2008). A topical approach to
 Prenatal development life-span development (4th ed.). NY:
McGraw-Hill.

Chapter 3
Week 7 & 8 Physical development and biological aging Santrock, J. W. (2008). A topical approach to
 Body growth and change life-span development (4th ed.). NY:
 Longevity McGraw-Hill.

Week 9 Health Chapter 4

 Health Santrock, J. W. (2008). A topical approach to
 Illness life-span development (4th ed.). NY:
 Nutrition and eating behaviours McGraw-Hill.
 Exercise

Week 10 Emotional development Chapter 10

 Exploring emotions Santrock, J. W. (2008). A topical approach to
 Temperaments life-span development (4th ed.). NY:
 Attachment and love McGraw-Hill.

The Self, Identity and Gender Development Chapter 11, 12

Week 11  Self Santrock, J. W. (2008). A topical approach to
 Identity life-span development (4th ed.). NY:
 Gender McGraw-Hill.

Week 12 & 13 Families, Lifestyles, and Parenting Chapter 14, 15

 Families Santrock, J. W. (2008). A topical approach to
 Lifestyles life-span development (4th ed.). NY:
 Parenting McGraw-Hill.
 Peers
Week 13 &14 Schools, Achievement & Career Chapter 16
 Schools Santrock, J. W. (2008). A topical approach to
 Achievement life-span development (4th ed.). NY:
 Career McGraw-Hill.
Week 15 Death, Dying, and Grieving Chapter 17
 Defining death Santrock, J. W. (2008). A topical approach to
 Facing one’s own death life-span development (4th ed.). NY:
 Developmental perspective on death McGraw-Hill.
 Coping with someone else’s death
Week 16 Class Presentations Santrock, J. W. (2008). A topical approach to
Various topics of presentation would be assigned to life-span development (4th ed.). NY:
students McGraw-Hill.

Course Assessment
The assessment of this module shall have following breakdown structure

First Sessional Test 10%

Second Sessional Test 15%

Quizzes/Assignments 25%

Terminal Examination 50%

The minimum pass marks for each course shall be 50%. Students obtaining less than 50% marks in any course shall be
deemed to have failed in that course. The correspondence between letter grades , credit points, and percentage marks at
CIIT shall be as follows:

Grades Letter Grade Credit Points Percentage Marks

A ( Excellent) 4.0 90and above

A- 3.7 85-89
B+ 3.3 80-84
B (Good) 3.0 75-79
B- 2.7 70-74
C+ 2.3 65-69
C (Average) 2.0 60-64
C- 1.7 55-59
D (Minimum passing) 1.3 50-54
F (Failing) 0.0 Less than 50
Note: The marks to be assigned to students shall be in whole numbers and are not same as followed in the annual system
of Lancaster University.

LIST OF REFERENCE MATERIAL

Santrock, J. W. (2008). A topical approach to life-span development (4th ed.). NY: McGraw-Hill.