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Developmental and Educational Psychology 1 - Basics

Semester 2 · 12445 · 5 year master degree in Primary Education - German section · 8CP · DE


The module provides basic knowledge in
a) the developmental psychology of early childhood, i.e. up to around the age of 7, and
b) educational psychology and the psychology of learning. Learning processes and motivational processes that come into play during teaching and learning are also addressed. The development of talent, the design of learning environments and the diagnosis of learning status with special consideration of inclusive processes and settings are also addressed.
All thematic focuses and perspectives of the lectures are explored in greater depth in a corresponding laboratory to the lectures, which focus on the observation of children's behaviour on the one hand and on educational psychology and learning psychology in connection with inclusion on the other.
The overall module aims to impart basic pedagogical knowledge as well as to develop specific professional competences.

Lecturers: Gertraud Girardi Battisti, Reinhard Tschiesner, Johanna Happacher

Teaching Hours: 60
Lab Hours: 40
Mandatory Attendance: In accordance with the regulation

Course Topics
See the individual course modules

Teaching format
Lecture, Laboratory

Educational objectives
Knowledge and understanding The students - are familiar with the methodological, theoretical and conceptual foundations of developmental psychology, educational psychology and learning psychology with a particular focus on early childhood education and inclusion; - know the main physical, cognitive, emotional and social developmental stages in early childhood and the corresponding theories; - know forms and procedures of systematic observation and documentation; - recognise differences between everyday observations, structured observations, observations in educational institutions and in scientific contexts; - know the relevant theories on learning, motivation, cognition and memory in early childhood; - know the conditions and criteria for conducive learning environments; - know criteria for assessing early childhood development; - know the importance of developmental psychology, educational psychology and learning psychology in relation to processes of inclusion in early childhood education. Applying knowledge and understanding The students - are able to relate the technical foundations of developmental psychology, educational psychology and learning psychology to specific situations and cases and develop appropriate strategies for action in the field of early childhood education and inclusion; - can use their knowledge of the developmental stages in early childhood for scientifically based pedagogical action; - are able to systematically observe and document pedagogical situations; - can support early childhood development stages on a case-by-case basis and promote them in inclusive settings; Judgement The students - are able to apply the specialist principles of developmental psychology, educational psychology and learning psychology to assess developments and progress in early childhood education; - can use observations and documentation to assess learning processes; - can assess the quality of conducive learning environments; - can assess the advantages and disadvantages of methods of observation and documentation; - can assess the role of motivation, co-operation and the development of strategies as well as the importance of feedback and recognition for the learning process; Communication - are able to use the professional foundations of developmental psychology, educational psychology and learning psychology to communicate within the team in order to carry out process- and result-orientated assessments; - can report and document observation results; Learning strategies The students - Can use theories of learning and learning strategies for their own personal and professional development; - Are able to use the professional foundations for their own further education and training and to familiarise themselves independently with further areas of research; - Are able to use learning strategies as a hallmark of a 'scientifically trained practitioner'.

Assessment
Written examination

Evaluation criteria
The overall assessment is based on an examination covering all four courses: Written examination with open questions on the content of the two lectures and the two laboratories. Criteria for the assessment are: Factual accuracy, scientific relevance, reference to specialized literature, logical structure, ability of critical analysis and reflection, use of scientific terminology, clarity of expression. The handwriting must be legible so that the examination can be corrected and graded. In order to be able to take the examination, immanent work must be completed in the laboratories and positively assessed in advance. All immanent work must be completed by the last date of the respective laboratory at the latest. In the event of absence from the presentation date (e.g. for health reasons), the outstanding immanent performance must be completed in the form of a compensatory performance (to the extent of a seminar paper). Criteria for a positive assessment of the immanent performance are Information competence, factual accuracy, own argumentation and reflection skills, theory-practice transfer performance. Formal correctness (e.g. language, observance of the APA citation rules or the formal requirements for examination performance announced by the lecturers) is a prerequisite for a positive partial performance. The use of artificial intelligence is not permitted. According to the examination regulations, taking the examination three times without passing will result in a suspension for three examination dates. (see also Article 6, Paragraph 4 of the current examination regulations).

Required readings

VL Entwicklungspsychologie der frühen Kindheit:

  • Arbeitskreis OPD-KJ (Hrsg.) (2013). OPD-KJ-2 Operationalisierte Psychodynamische Diagnostik für das Kindes- und Jugendalter. Grundlagen und Manual. Huber.
  • Cierpka, M. (Hrsg.) (2012). Frühe Kindheit 0-3. Springer.
  • Benecke, C. (2014). Klinische Psychologie und Psychotherapie. Kohlhammer.
  • Heinrichs, N. & Lohaus, A. (2020). Klinische Entwicklungspsychologie Kompakt. Beltz.
  • Lohaus, A., Vierhaus, M. & Lemola, S. (2024). Entwicklungspsychologie des Kindes- und Jugendalters. Springer.
  • Mentzos, S. (2005). Neurotische Konfliktverarbeitung. Fischer.
  • Siegler, R., Saffran, J.R., Gershoff, G.T. & Eisenberg, N. (2022). Entwicklungspsychologie des Kindes- und Jugendalters. Springer.

VL Pädagogische Psychologie und Lernpsychologie der frühen Kindheit im Hinblick auf die Inklusion:

  • Bak, P.M. (2020). Wahrnehmung, Gedächtnis, Sprache, Denken. Springer.
  • Kidman, G. & Casinader, N. (2017). Inquiry-Bases Teaching and Learning across Disciplines. Palgrave Macmillan.
  • Oerter, R. (1997). Psychologie des Spiels (2. Auflage). Beltz.
  • Seidel, T. & Krapp, A. (Hrsg.) (2014). Pädagogische Psychologie (6. Auflage). Beltz.
  • Tschiesner, R. & Pahl. A. (2020). Von kleinen und großen Forscherinnen und Forschern. Entwicklungs- und lernpsychologische Reflexionen zum Forschenden Lernen. In: S. Luttenberger & S. Pustak (Hrsg.), Entdecken. Forschen. Fördern (S. 185-210). Leykam.
  • Wild, E. & Möller, J. (Hrsg.) (2015). Pädagogische Psychologie (2. Auflage). Berlin: Springer.



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Sustainable Development Goals
This teaching activity contributes to the achievement of the following Sustainable Development Goals.

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Modules

Semester 2 · 12445A · 5 year master degree in Primary Education - German section · 2CP · DE

Module A — Developmental Psychology of Early Childhood

The lecture provides an insight into the developmental psychology of early childhood and shows cross-connections to early childhood educational processes. The course focuses on the various developmental theories and paradigms of developmental psychology. The development of social relationships and interpersonal behaviour is also discussed.
The microsystems of kindergarten and family play a major role in the course. Developmental processes that predominantly take place at toddler and preschool age are at the centre of attention. Regional particularities are taken into account.

Lecturers: Reinhard Tschiesner

Teaching Hours: 30
Lab Hours: 0

Course Topics
Introduction Research methods in developmental psychology Developmental theories - Psychoanalytical/psychodynamic - Systemic - Cognitive - Demand-coping approach Prenatal development Early parent-child interaction (bonding) Development of the Self

Teaching format
Lecture with media support. Study of literature. Preparation is expected.

Required readings

Arbeitskreis OPD-KJ (Hrsg.) (2013). OPD-KJ-2 Operationalisierte Psychodynamische Diagnostik für das Kindes- und Jugendalter. Grundlagen und Manual. Huber.

Cierpka, M. (Hrsg.) (2012). Frühe Kindheit 0-3. Springer.

Benecke, C. (2014). Klinische Psychologie und Psychotherapie. Kohlhammer.

Heinrichs, N. & Lohaus, A. (2020). Klinische Entwicklungspsychologie Kompakt. Beltz.

Lohaus, A., Vierhaus, M. & Lemola, S. (2024). Entwicklungspsychologie des Kindes- und Jugendalters. Springer.

Mentzos, S. (2005). Neurotische Konfliktverarbeitung. Fischer.

Siegler, R., Saffran, J.R., Gershoff, G.T. & Eisenberg, N. (2022). Entwicklungspsychologie des Kindes- und Jugendalters. Springer.



Semester 2 · 12445B · 5 year master degree in Primary Education - German section · 2CP · DE

Module B — Observation and Analysis of Child Behaviour

The ability to observe and analyse children's behaviour is one of the basic skills of professional pedagogical work, also with regard to the design and organisation of inclusive settings.
The laboratory introduces the theory and practice of observation. It addresses processes and factors that influence the observation process. The advantages and disadvantages of different observation methods and quality characteristics such as quality criteria of observation instruments are also discussed.
Students will be introduced to the testing and practical application of various observation methods used in educational institutions in the region as well as the principles of documenting observation data and the theory-based interpretation of such data.

Lecturers: Gertraud Girardi Battisti

Teaching Hours: 0
Lab Hours: 20 Gruppe 1, 2, 3 und 4: Dr.phil. Gertraud Girard Battisti

Semester 2 · 12445C · 5 year master degree in Primary Education - German section · 2CP · DE

Module C — Educational Psychology for Childhood and Pre-Adolescent Learning with Reference to Inclusion

The lecture offers an introduction to educational psychology and the psychology of learning in early childhood, taking inclusion into account.
The course will focus in particular on early childhood forms of learning, taking into account development-dependent cognitive resources.

Lecturers: Reinhard Tschiesner

Teaching Hours: 30
Lab Hours: 0

Semester 2 · 12445D · 5 year master degree in Primary Education - German section · 2CP · DE

Module D — Educational Psychology for Childhood and Pre-Adolescent Learning with Reference to Inclusion (Lab.)

The laboratory deepens and concretises the topics of educational psychology and learning psychology of early childhood dealt with in the lecture, especially with regard to inclusion, in three ways:
- it serves as an in-depth reflection and analysis of research findings and their significance for inclusive processes in the field of early childhood education.
- to practise and test scientific thinking and attempts to scientifically describe and analyse learning psychology.
3. to reconstruct and transfer theoretical knowledge to specific, concrete processes and structures of the early childhood education landscape in South Tyrol, with a particular focus on inclusion.

Lecturers: Gertraud Girardi Battisti, Reinhard Tschiesner, Johanna Happacher

Teaching Hours: 0
Lab Hours: 20 Gruppe 1: Prof. Dr. Reinhard Tschiesner Gruppe 2 und 3: Dott. Johanna Happacher Gruppe 4: Dr.phil. Gertraud Girardi Battisti

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