Developmental Science - BMETE47MN01

The aim of the course is to acquaint students with the most important concepts, models, theories and current results of developmental psychology. Topics covered in the course include lifelong normal psychological devel-opment and decline (in childhood, adolescents, and old age) and its disorders (e.g., autism, Williams syndrome, in addition to pathological aging).

1. The student knows and adequately uses the most important concepts of developmental psychology.
2. The student understands and knows the most important theories and models in the field of devel-opmental psychology.

1. The student can understand and critically view the current results of research on developmental psy-chology.
2. The student is able to communicate in a professionally adequate manner, orally and in writing, on the current research findings in the field of developmental psychology.

1. Open to expanding knowledge related to developmental psychology.
2. Open and motivated to apply the acquired knowledge.
3. Collaborates with the instructor and fellow students in expanding knowledge.

1. Expects and utilizes new knowledge.
2. Actively participates in the process of acquiring knowledge.
3. Solves tasks responsibly and independently.
4. Use a systematic approach in your thinking.

Lectures, individual and / or small group assignments.

• Danis, I., Farkas, M., Herczog, M., Szilvási, L. (szerk.)(2011) Biztos Kezdet Kötetek I. A génektől a társadalomig: A koragyermekkori fejlődés színterei. Nemzeti Család- és Szociálpolitikai Intézet, Budapest.
• Danis, I., Farkas, M., Herczog, M., Szilvási, L. (szerk.)(2011) Biztos Kezdet Kötetek II. A koragyermekkori fejlődés természete - fejlődési lépések és kihívások. Nemzeti Család- és Szociálpolitikai Intézet, Budapest.
• Feldman, R. S. (2012) Development Across the Life Span: Pearson New International Edition, 7th Edition
• Mehler, J., Gervain, J. és Dupoux, E. (2008). Ember születik Budapest: Gondolat.
• Csibra, G., Gergely, Gy. (szerk.) (2007). Ember és Kultúra. A kulturális tudás eredete és átadásának mechanizmu-sai. Pszichologiai Szemle Konyvtar, 11. Akademiai Kiadó, Budapest.
• Gopnik, A., Meltzoff, A., Kuhl, P. (2003). Bölcsek a bölcsőben. Hogyan gondolkodnak a kisbabák? Typotex, Buda-pest.
• Gopnik A. (2009). A babák filozófiája. Amit a babák az igazságról, a szeretetről és az élet értelméről gondolnak. Nexus, Budapest.
• Kiraly, I. (2002). Az emlékezet fejlődése kisgyermekkorban. Gondolat, Budapest.
• Pléh Cs., Kovács Gy, Gulyás B: Kognitív Idegtudomány (Osiris, 2003) - vonatkozó fejezetek
• Csépe Valéria (2005) Kognitív fejlődés-neuropszichológia. Budapest: Gondolat.  

The assessment of the learning outcomes set out in point 2.2 is based on the exam and individual or small group project tasks.

Exam: On the acquisition of theoretical knowledge by students once during the semester during the examination period

• Project work (the condition for applying for the exam is to complete the project work): 0%

• Exam: 100%

1) We use the regulations in accordance with the TVSZ. 2) The written exam can be improved during the exam period.

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To achieve the learning outcomes set out in section 2.2, the course consists of the following thematic blocks. In the bridge buses of the courses announced in each semester, these topics are scheduled according to the calendar and other features.

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