Course Topics
See the individual course modules

Teaching format
Lecture with media support, in-depth short group work, literature study.

Educational objectives
Knowledge and understanding The students - know the methodological, theoretical and conceptual foundations of developmental psychology, educational psychology and learning psychology with a particular focus on middle childhood and primary school; - know the main physical, cognitive, emotional and social developmental stages in middle childhood and the corresponding theories; - know advanced forms and procedures of systematic observation and the documentation; - know the relevant theories on learning, motivation, cognition and memory in middle childhood; - know the conditions and criteria for conducive learning environments. 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 corresponding strategies for action in the area of childhood and primary school; - can use their knowledge of the developmental stages in childhood and adolescence for scientifically based pedagogical action; - can use observations for discussions within the team and with parents; - can create and evaluate conducive learning environments; - can recognise and deal with emotional, social and cognitive impairments to learning processes and apply strategies to promote the well-being of pupils. Judgement The students - are able to apply the specialist principles of developmental psychology, educational psychology and learning psychology to assess developments and progress in childhood and primary school; - can use observations and documentation to assess learning processes and the quality of educational processes (e.g. evaluate the effectiveness of intervention programmes); - can justifiably 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 basics of developmental psychology, educational psychology and learning psychology to communicate in a team in order to carry out process- and result-orientated assessments; - are able to use their psychological knowledge to establish a constructive dialogue with pupils' parents. - are able to report, document and interpret observation results; - are able to use a differentiated and professionally relevant scientific vocabulary for communication and cooperation within the team and with social and health care professionals; Learning strategies The students - Can utilise 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 like scientifically trained experts.

Assessment
Ongoing assessment during the labs; final written module examination (single-choice test and open questions, see "Criteria...")

Evaluation criteria
Assignment of a single final assessment for the whole module based on A) a single-choice test with additional open questions and B) immanent coursework (see below). The assessment is based on the topics covered, the expected learning outcomes and the specific educational objectives according to the syllabus. A) Single-choice test and open questions: - On the content of the two lectures (‘Developmental Psychology for Childhood and Adolescence with regard to Inclusion’ and ‘Educational Psychology and Learning Psychology for Childhood and Adolescence’). - Criteria for the assessment are Appropriate answers, logical structure, reference to literature, ability to critically analyse and reflect, use of scientific terminology, independent and reasoned judgement. B) Submission and assessment of immanent coursework for the two laboratories in the module (‘Observation and reflection of child behaviour with regard to inclusion (Lab.)’ and ‘Educational psychology and learning psychology for childhood and adolescence (Lab.)’) - Criteria for the assessment of these lab-related performances are: formal correctness, factual accuracy, own argumentation and reflection skills, theory-practice transfer performance. In accordance with the examination regulations of the faculty, the assessment for each individual course belonging to the module must also be positive for a positive overall assessment of the module performance. In the event of a negative assessment of the overall module, any positively assessed parts of the module will be credited the next time you take the module examination. Please note, however, that a negative assessment will also be included in the count of examination attempts in this case. According to the examination regulations, three attempts without passing will result in a block for three examination dates (see also Article 6, Paragraph 4 of the current examination regulations).