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COURSE OUTLINE
1. Course Title: Child Psychology

2. Course Code: EDEP 7605

3. Credit Value: 3

4. MQF Level: 7

5. Affected Batch:

6. Centre of Studies: Kulliyyah of Education

7. Department/Unit: Educational Psychology & Counseling

8. Course Synopsis:

This course studies various theories and research findings in child psychology. It
essentially reviews basic concepts and theories of child psychology from all aspects of
growth and development. The critical review emphasizes the understanding of child
psychological development from both Islamic and western perspectives.

9. Course Classification within the Curriculum: Specialized

10. Prerequisite(s) (if any):

11. Course Learning Outcomes

Bloom’s Programme
Taxonomy Soft skills
No. Outcomes Outcomes
C A P (PO)
1. Illustrate the child development C3 A1 P2 CSI, CS4
constructs namely physlcal,
cognitive, emotional, spiritual and
social in class discussion & group
presentation.
2. Able to compare and differentiate C4 A3 PI CT1
child psychology terminologies,
developmental theories and
 related issues in their (formative
assessment) tests.
3. Able to analyze and formulate, C5 A4 P6 CTI,
critical and creative ideas to the CT2&
observed child developmental CT4
domainsin their final child
profiling project (fieldwork and
observation).

Additional Mapping for Professional Programmes (e.g. Engineering)

Outcomes Complex Problem Complex Analysis Knowledge Profile

12. LO - Instruction Method - Assessment Alignment:

Outcomes Teaching-Learning Methods Assessment Methods
LO1 Lecture, Think-pair share activities, group Assessment of Small
brain-storming session Group Presentation and
documented in Padlet
LO2 Lecture, appraising related articles, Individual Formative
observation of related videos from Youtube& Assessment via Pathbrite
followed by tests.
LO3 Final Course Assessment — Field Work Profiling of Child
Developmental Constructs

13. Assessment Methods Weightage:

Methods Percentage
Formative assessment (2 Take
30
Home lndividual Tests)
Group PPT Presentation/ multi-media 30
presentation/youtube
Final Term Paper: Profiling of 40
Children’s Developmental Constructs
(via non-intrusive observations at
educational & public settings)
TOTAL 100

14. Student Learning Time:

1. Instruction Component Total Allocated Hours
1.1. Teacher-oriented methods
Lecture, Demonstration & Hands-on 42 Hours
inventory, Videos
14. Student Learning Time:

1. Instruction Component Total Allocated Hours

1.1. Teacher-oriented methods
Lecture, Demonstration & Hands-on 42 Hours
inventory, Videos

1.2.Student-oriented methods

Total Instructor Contact Hours:

2. Independent Learning Component Total Estimated Hours
2.1. Reading and revision
Two (2) Formative assessement via google
classroom. I-taaleem, PPT/multimedia Presentation, 39
Field work — profiling of children’s
developmental constructs

2.2. Estimated hours for preparation toward assessments

39

Total Independent Le min Com onent 78

TOTAL SLT 120

5. Course Contents and Related SLT:

Face to Face
Self-Learning
Week Topics Hours
Hours
Introduction: Child Psychology 3 5
• The study of human development
• Children from multi-cultural
perspectives& Science
Part 1 • Central Issues Related to Developmental
Science
• Developmental Theories
• Children from the Islamic perspective -
al Ghazali’s views
 The Biological Foundations of Development
• The Evolutionary perspective
• Genetic Foundation
2 • Reproductive challenges and 3 5
choices
• Heredity & Environment — Nature
vs
Nurture
• Al-Ghazali’s Perspectives
Prenatal Development & Birth
• Prenatal Development
• Caring for children
3 5
• Birth
• Research on child
development
• postpartum period
Infancy: Developments in the first three
Months
• Physical
Part II
• Cognitive 3 5
4
• Social
• Emotional

Early Childhood (EC): Language

Acquisition& Development

• What is language?
• How language develops
• Biological &
Environmental
Part I II Influences
• Early experience 3 5
5 • Parents as teachers
• Biological roles
• Speech & Language problems
• Development of Thoughts
• Communicating & Conversing

*Al-Ghazali & Ibn Miskawaiyh’s point of view

EC: Physical Development
• Physical growth
• Motor Development
6 3 5
• Related Theories
• Preschool education
 Middle Childhood (MC):
Physical Development
• Growth
Part IV • Nutrition & Health
3 5
8 • Motor Development
• Physical & Sensory Problems
• Physically gifted

MC: Cognitive: Intelligence

• Intellectual development
• Intelligence & Types
9 3 5
• Higher Order of Thinking Skills
(HOTs)

MC: Complex Cognitive Processes:

Information Processing
• Child as information processor
• Metacognition & Meta-memory
10 Intelligence & Exceptionality 3 6
• Vygotsky’s Theory of Cognitive
Development
*Ibnu-Khaldun’s point of view

MC: Social — Part 1

• Role Play
• Perspective Taking
• Self-worth
• Friends & Peers
11 • School
3 6
*Ibnu Sina point of view
 MC: Social -Part 2
• Social & Electronic Medias
• Domestic Violence & Child Abuse
• Social & Emotional Exceptionality &
Giftedness
• Violence in Family
• Prosocial & Antisocial Behaviors

Emotional Development
• Exploring Emotion
12 • Development of Emotion 3 7
• Emotional Problems, Stress & Coping
• Temperament
• Attachment

*IbnuTaymiyyah and Ibnu Maskawaih points of

view

MC: Self, Identity& Gender

• Self-understanding
• Self-Esteem & Self-Concept
• Identity
• Influences on gender development
13 • Gender stereotypes 3 7
• Gender-role classifications
• Gender related Issues

MC: Moral & Spiritual Development

• Domains of moral & Spiritual

development
14 • Theories of moral development
3
7
• Moral Reasoning &Dilemmas

TOTAL 42 78
16. References:

16.1. Required

Santrock, J. W. (2013) Child Development. McGraw Hill: Boston.

Utz, Aisha, (2011). Psychology from the Islamic Perspective. IIPH: Riyadh, Saudi Arabia

Hamdan, Aisha. (2009). Nurturing Eeman in children. IIPH: Riyadh, Saudi Arabia

Parke, D.R. and Gauvain, M (2009) 7th Ed. Child Psychology: A Contemporary

Viewpoint. Mc Graw Hills Companies, New York

16.2. Recommended

Al Hashimi, Muhammad Ali, (2005). The ideal Muslim. IIPH: Riyadh, Saudi Arabia.

Ariffin, Adlina. (2011) A Comparative Analysis of IbnSina and Al- Ghazali: Their
Philosophical Underpinnings and Contributions toward Muslim Education,Joiirnal
ofIslam In Asia, Spl. Issue,No.2.

Al- Jarajirah, Ali H. (1988) Riyadcıtu al-Islam fi tafahhumiKhu -u -iyati ’alami cıl-a3fcıl,
Amman, Dar- Ibn Rusyd. Al-Muallif: Dar- al- kamal.

A’amir. M. A. (1983). Ilmu an-ntifs at-’ i fiilah fi taut al-Islam. Jeddah: Dar-Al-Shuruq.

Asmaa’ Mohd. Arshad (2003) ‘A Comparative Analysis of Al-Ghazali and Miskawaih on

Child Education , /S/HMfC Culture, Vol.LXXVII, No.4

Cobb, N. J. (2001) The Child. Infants and Children. California, London and
Toronto: Mayfield Publishing Company

Gi1’adi, A (1992) Children ofIslam.’ Concepts of Childhood in Medieval Muslim Society.

Hampshire and London: Macmillan Professional Ltd.

Mastura Badzis (2002) ‘Planning an An Affective Education Programme for Pre-school

Children: within Islamic and Western Perspectives’, Journal Pendidikan Islcim, Jilid
10, Bil. 2.

Nabil Nofal, (1993). A1-Ghazali(A.D. 1058-1111; A.H. 450-505),Fhe quarterly review of

comparative education (Paris, UNESCO: International Bureau of Education), vol. XXIII,
no. 3/4, p. 519-542.

Strauch, Sameh. (2003). Child companions around the Prophet (PBUH), Darussalam:
Riyadh, Saudi Arabia.

Wood, D (1998) 2nd ed. How Chfldren Think and Learn. Oxford and Masschusetts:
Blackwell Publishers Ltd.
 Prepared by: Checked by: Approved by:

Signature:
Signature: Signature:
Name: Assoc. Prof. Dr. Name: Asst. Prof. Dr. Name: Prof. r. ol Madziah
Siti Rafiah Abd Hamid Siti Kholijah Kassim Zubairi
Department/Unit: DEPC Head, DEPC Dean, Kull. Of Education
Date: 15/01/2020 Date: 15/01/2020 Date: 15/01/2020
 ANNEX

I. Course Instructor Details

Semester: Academic Year:

No. Name Email Department
1 Assoc. srafiah60@iium.edu.my DEPC
Prof.Dr.SitiRafiahAbd
Hamid
2 Assoc. Prof. bmastura@iium.edu.my DEPC
DrMasturaBadzis

H. Programme Learning Outcomes

At the end of the programme, students are expected to be able to:

No. Outcomes Outcome Domain

1 Demonstrate familiarity with established knowledge in the Knowledge
field of social foundations of education and awareness of
current development therein.
2 Use relevant skills learnt in social foundations of education Practical skills
for professional and personal development.
3 Cooperate with others and apply knowledge in a socially Social skills and
responsible manner for the progress of the nation and the responsibilities
Ummah.
4 Demonstrate commitment to ethics, autonomy and Values, Attitudes
professionalism in the workplace and everyday life. and Professionalism
5 Communicate with people from a diverse range of Communication
backgrounds with empathy, professionally and effectively.
6 Analyse issues and demonstrate skilfulness in planning, Problem solving and
executing and evaluating strategies and action plans, Scientific skills
7 Use the necessary learning skills in information Information
management and apply effective strategies for lifelong self- management and
improvement. lifelong learning
skills
8 Apply basic managerial and entrepreneurial skills in Managerial and
relevant fields entrepreneurial
skills
9 Understand the different type of leadership styles and the Leadership and
demonstration of interpersonal slcills when leading in a Team skills
group situation.
10 Integrate values, principles and practices of Islam into the Islamization of
field of social foundations of education. knowledge