DEVELOPMENTAL PSYCHOLOGY WITH RESEARCH METHODS 1 - 2026/7

Module Overview

This level 4 module is intended to cover some of the core BPS curriculum in developmental psychology and as such is a broad coverage module dealing with a range of topics in the sub-discipline, including cognitive, social, and emotional development across the lifespan.  It introduces developmental psychology as an evidence-based science and provides knowledge that is foundational to the level 5 developmental Psychology module (PSY2015) students will take in the second year of their programme.  More specifically, students will be introduced to a range of theories concerning the nature of human psychological development, to a range of research methods which can be used to collect evidence to test these theories, and to some of the main conclusions which have been drawn about these theories in the light of the empirical evidence which has been collected using those research methods. The module does not assume that students have studied psychology before, but if they have it is designed to help bridge the gap between A-level coverage of developmental psychology and the more advanced demands which are required of students at university level, especially skills in evaluating the strengths and weaknesses of the different research methods which are used in developmental psychology, and skills in evaluating theories concerning human psychological development against empirical evidence. 

Module provider

Psychology

Module Leader

CHOWDHURY Ishita (Psychology)

Number of Credits: 15

ECTS Credits: 7.5

Framework: FHEQ Level 4

Module cap (Maximum number of students): N/A

Module Availability

Semester 1

Prerequisites / Co-requisites

None

Module content

Indicative content includes:

• Basic issues in developmental psychology


• Attachment


• Piagetian & Neo-Piagetian approaches


• Adolescent development


• Severe deprivation 


• Theory of Mind


• Face perception


• Peer relations


• Neurodevelopment


• Perceptual development in infancy


• Behavioural phenotypes

Assessment pattern

Alternative Assessment

Reasonable adjustments to assignments are made on a case by case basis - please contact the module convenor to discuss as soon as possible and before you start the assignment.

Assessment Strategy

The assessment strategy is designed to provide students with the opportunity to demonstrate understanding of the key concepts, theories and research methods used in developmental psychology, as well as the ability to develop critical arguments about the nature of human psychological development supported by appropriate empirical evidence. The strategy also supports the development of transferable skills including teamwork and communication.

Summative assessment for the module consists of two components:

1. an individual coursework essay, in which students develop and present a critical argument about an issue in developmental psychology, supported by relevant theory, empirical evidence, and appropriate consideration of the research methods used to investigate developmental processes (this addresses learning outcomes 1-4, 6). Students will also document and reflect on the process of developing the essay, which will be assessed along side the essay.
2. an exam, which assesses students' understanding of core concepts, theoretical issues, and research methods in developmental psychology (this addresses learning outcomes 1-3).

Formative assessment and feedback 

Lecture and workshop sessions involve small-group and plenary activities in which students apply lecture material to structured questions and problems. During workshops, students work in small groups to develop an essay plan in response to a set question. These activities provide opportunities for students to practise communicating ideas, engaging in collaborative discussion, and refining their arguments in response to verbal feedback from teaching staff and peers (this supports learning outcome 5).

Students also receive feedback through weekly short tests and a longer mock exam, enabling them to monitor their progress in understanding the material presented in lectures and in preparing for the summative assessments.

Module aims

• Introduce developmental psychology as an evidence-based science.
• Introduce a range of theories concerning the nature of human psychological development.
• Introduce a range of research methods which can be used to collect evidence in order to test developmental psychological theories.
• Develop skills in presenting a critical argument supported by evidence both verbally and in written form.

Learning outcomes

Methods of Teaching / Learning

Methods of teaching and learning:

Lectures will be delivered across an 11-week period. They will be used to cover key material relating to theories and research on key topics in developmental psychology. This will include material on how cultural context impacts development and the importance of not applying research methods developed in a particular cultural setting to another quite different setting.

Seminar and Tutorial  There will be workshops conducted in groups of approximately 40 students, as well as seminars, both focussed on supporting the coursework assessment and developing critical argument skills.  Students will be scaffolded in developing their ability to present a critical argument in both verbal and written form.  In the seminar students will discuss an exemplar essay and will be introduced to ideas on how to structure an argument using appropriate evidence.  They will also be guided on how to construct an essay plan. The tutorials/workshops will build on this by providing opportunities for students to apply these skills to key topics in developmental psychology. Students will work in small groups during sessions to develop an essay plan in response to a set question and receive verbal feedback from teaching staff and peers. These activities are designed to support the development of critical thinking, argumentation, and collaborative skills. 

Captured Content refers to educational video recordings used to supplement teaching. Captured content, made available on SurreyLearn, is designed to support students¿ learning in relation to the topics covered in the lectures. It will be used to provide follow-up material which builds on what has been covered in the lecture, especially where the topic is content heavy. This allows room in the actual lecture for students to ask questions and/or for some more interactive activities.

Guided Participation.  Taking a flipped classroom approach, students will be asked to do an activity prior to their lectures and seminar, such .as watching a particular video, reading a specific journal article/chapter, or answering some questions.  These activities will be directly related to the content covered in the weekly lecture. Advice will be provided about how these should be approached. It is hoped that completing these weekly activities will help deepen your students understanding of the material covered in the lecture. 

Indicated Lecture Hours (which may also include seminars, tutorials, workshops and other contact time) are approximate and may include in-class tests where one or more of these are an assessment on the module. In-class tests are scheduled/organised separately to taught content and will be published on to student personal timetables, where they apply to taken modules, as soon as they are finalised by central administration. This will usually be after the initial publication of the teaching timetable for the relevant semester.

Reading list

https://readinglists.surrey.ac.uk
Upon accessing the reading list, please search for the module using the module code: PSY1018

Other information

The School of Psychological Sciences is committed to developing graduates with strengths in Employability, Digital Capabilities, Global and Cultural Capabilities, Sustainability, and Resourcefulness and Resilience.

This module is designed to allow students to develop knowledge, skills, and capabilities in the following areas:

Employability: The learning aims and assessments of the module are designed to develop students' employability skills, in particular key transferable skills in critical evaluation, in written and verbal communication, and in team-working. It is expected that students will work with peers on the development of their group essay plan and in planning the points they will present in the class debate (both formative assessments). The course aims to develop students' critical analytical thinking, including the ability to: examine both evidence and theories closely, looking at the accuracy of researchers' claims; identify researchers' hidden assumptions, examining single issues from a variety of different theoretical perspectives; understand and explain why different researchers have derived different conclusions about developmental issues; explore whether there are possible flaws in the arguments which have been made by researchers and, the ability to draw reasoned, articulated, and justified conclusions from such an analysis.

Digital Capabilities: As with all modules, students are expected to engage with online material and resources via SurreyLearn, and other digital platforms. Following a flipped classroom approach, students will be asked to view digital learning material (guided participation) in advance of lectures and workshops. Students are encouraged to communicate with one another and work together in groups, utilising collaborative tools (WhatsApp, google docs, Microsoft Teams, Zoom). This will be especially important in producing a group essay plan during the workshops. Students have access to AI tools through the My AI Surrey platform to enhance their learning.

Global and Cultural Capabilities: Working together in groups will provide students with an opportunity to interact, communicate and build relationships with people from different backgrounds. Students will also learn in lectures about how cultural context impacts development and the importance of not applying research methods developed in a particular cultural setting to another quite different setting.

Programmes this module appears in

Please note that the information detailed within this record is accurate at the time of publishing and may be subject to change. This record contains information for the most up to date version of the programme / module for the 2026/7 academic year.