COURSE TITLE: Childhood and Adolescence
NAME OF INSTRUCTOR: Danielle Brosseau
CREDIT WEIGHT AND WEEKLY TIME DISTRIBUTION: credits 3 (hrs lect 3 - hrs sem 0 - hrs lab 0)
COURSE DESCRIPTION: This course examines the psychology of human development and change from the prenatal period to late adolescence. Specifically, development is considered chronologically in the sequence of infancy, early childhood, middle childhood, early, middle and late adolescence. The dimensions of development to be investigated include the physical, cognitive, emotional, social, academic, moral and religious aspects.

Same as EDUC 363.

Students with credit in EDUC 263 or PSYC 350 cannot receive credit in EDUC 363.

Prerequisites: PSYC 250 or PSYC 251

This childhood and adolescence course will provide you with an introduction to the field of developmental psychology from infancy through adolescence. A primary focus of this course is on the typical development of children and adolescence in physical, cognitive, and psychosocial domains. You will also critically engage with theory and research that outline multiple influences on development and potential consequences for the
child or adolescent when development does not progress typically. Course material will be oriented to help you engage with and understand the real-world implications of developmental theory and research on the life of the child or adolescent.
  • Kail, R. V., & Zolner, T. (2018). Children: A chronological approach (5th Canadian ed.). Don Mills, ON, Canada: Pearson Canada.
  • Dixon, W. E., Jr. (2016). Twenty studies that revolutionized child psychology (2nd ed.). Boston, MA: Pearson.
  • Selected articles will be posted to Moodle and specified in your course outline.


In class activities 10%
My Virtual Child reports (4) 35%
Influential study presentation (group) 25%
Final Exam 30%
COURSE OBJECTIVES: By the end of the course you will be able to:
  • Describe the most prevalent research methods employed in developmental research and some of the challenges involved when conducting research with children and adolescents
  • Demonstrate knowledge of foundational research studies that have influenced much of our current understandings of child and adolescent development
  • Describe typical courses of physical, cognitive and psychosocial development at each stage of development from infancy through adolescence
  • Use empirical evidence to explain the potential consequences (physical, cognitive, psychosocial) a child or adolescent may experience when his or her development does not progress typically
  • Describe and critique current research examining the moral and spiritual development of children and adolescence
  • Demonstrate ways in which developmental theory and research can be applied to clinical or educational settings.
  • Introduction to child and adolescent development
  • Introduction to human development and developmental theory
  • Research in human development
  • Genetics & Prenatal
  • Infant & Toddler  - Soc. Emo.
  • Infant & Toddler - Physical
  • Infant & Toddler - Cognitive
  • Preschool - Physical
  • Preschool - Cognitive
  • Preschool - Soc Emo
  • Middle childhood - Physical
  • Middle childhood - Cognitive
  • Middle childhood - Soc. Emo.
  • Adolescent - Physical
  • Adolescent - Cognitive
  • Adolescent - Soc. Emo.
  • Special topics in adolescence
  • Catch-up/Review

Required texts, assignments, and grade distributions may vary from one offering of this course to the next. Please consult the course instructor for up to date details.

The King's University
Maintained By Glenn J Keeler