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200128 SE Advanced Seminar: Development and Education (2018W)
Temperament and personality from childhood to adulthood
Continuous assessment of course work
Labels
Vertiefungsseminare können nur fürs Pflichtmodul B verwendet werden! Eine Verwendung fürs Modul A4 Freie Fächer ist nicht möglich.
Registration/Deregistration
- Registration is open from Mo 03.09.2018 07:00 to Tu 25.09.2018 07:00
- Deregistration possible until We 03.10.2018 07:00
Details
max. 20 participants
Language: German
Lecturers
Classes
SA 20. 10. 13:15 – 18.15 Hörsaal C Neues Instititgebäude 6. Stock
FR 16. 11. 13:15 – 18.15 Hörsaal C Neues Instititgebäude 6. Stock
SA 17. 11. 13:15 – 18.15 Hörsaal C Neues Instititgebäude 6. Stock
FR 14.12. 13:15 – 18.15 Hörsaal C Neues Instititgebäude 6. Stock
SA 15. 12. 13:15 – 15.45 Hörsaal C Neues Instititgebäude 6. Stock
Information
Aims, contents and method of the course
Assessment and permitted materials
Oral presentation, written reports (including presentation slides), engagement in discussions, and group tasks:Individual oral (using PP) and written presentations (short seminar papers), short written reports (of individually selected research/overview paper, and reflection on an oral presentation or group discussion), group work (discussions in the class, and in small groups, performance of other tasks assigned, e.g. role play, categorizing free descriptions, reflecting on questionnaire items), field work (a short oral interview with a parent on his/her child’s characteristics).
Minimum requirements and assessment criteria
Individual oral (using PP) and written presentations (short seminar papers), short written reports (of individually selected research/overview paper, and reflection on an oral presentation or group discussion), group work (discussions in the class, and in small groups, performance of other tasks assigned, e.g. role play, categorizing free descriptions, reflecting on questionnaire items), field work (a short oral interview with a parent on his/her child’s characteristics).
Examination topics
(Prüfungsimmanente LV)
Reading list
Basics (repeat reading and reflect the following before the first SE term): Berk, L. (2011). Entwicklungspsychologie (5. Actual. Aufl.). München: Pearson Studium.
(a) Section Understanding the Relationship Between Heredity and Environment (in Chapter Biological and Environmental Foundations);
(b) Section Temperament and Development (in Chapter Emotional and Social Development in Infancy and Toddlerhood);
(c) Sections on Emotional Self-Regulation (in Chapter Emotional and Social Development in Early Childhood, and in Chapter Emotional and Social Development in Middle Childhood).Selected publications in psychological literature (yet to be given). Examples:
Caspi, A., & Shiner, R. L. (2006). Personality. In N. Eisenberg (Vol. Ed.), Handbook of child psychology. Social, emotional, and personality development. Vol. 3. 6th ed. (pp. 300-365). Hoboken, NJ; John Wiley & Sons Inc.
Rothbart, M. K., & Putnam, S. P. (2002). Temperament and socialization. In L. Pulkkinen & A. Caspi (Eds.), Path to successful development. Personality in the life course (pp. 19-45). Cambridge, UK: Cambridge University Press.
Shiner, R. L. (2006). Temperament and personality in childhood. In D. K. Mroczek & T. Little (Eds.), Handbook of personality development (pp. 213-230). Mahwah, NJ: Erlbaum.
(a) Section Understanding the Relationship Between Heredity and Environment (in Chapter Biological and Environmental Foundations);
(b) Section Temperament and Development (in Chapter Emotional and Social Development in Infancy and Toddlerhood);
(c) Sections on Emotional Self-Regulation (in Chapter Emotional and Social Development in Early Childhood, and in Chapter Emotional and Social Development in Middle Childhood).Selected publications in psychological literature (yet to be given). Examples:
Caspi, A., & Shiner, R. L. (2006). Personality. In N. Eisenberg (Vol. Ed.), Handbook of child psychology. Social, emotional, and personality development. Vol. 3. 6th ed. (pp. 300-365). Hoboken, NJ; John Wiley & Sons Inc.
Rothbart, M. K., & Putnam, S. P. (2002). Temperament and socialization. In L. Pulkkinen & A. Caspi (Eds.), Path to successful development. Personality in the life course (pp. 19-45). Cambridge, UK: Cambridge University Press.
Shiner, R. L. (2006). Temperament and personality in childhood. In D. K. Mroczek & T. Little (Eds.), Handbook of personality development (pp. 213-230). Mahwah, NJ: Erlbaum.
Association in the course directory
Last modified: Th 04.10.2018 11:27
2. To enhance insights into the methods and techniques to study the selected developmental domain.
3. To improve skills of oral and written presentation of developmental research (overviews of the literature studied), to reflect (and self-reflect) upon the new knowledge obtained, and to develop a critical view on research reports.
4. To actively participate in group tasks and to contribute to group discussions.
5. To consider possible applications of the knowledge and understanding obtained into developmental practice.Important topics in the development of temperament and personality over childhood, adolescence/ emerging adulthood from the point of view of theory, research, and practice (implications), including theoretical frameworks within the trait approach, precursors of adult personality, sources and factors of pre-adult individual differences in temperament/personality traits, mechanisms of personality development, and the role of personality in predicting important developmental/behavioral outcomes.Introductory discussions in the class on extant knowledge and understanding of the SE participants. Students’ oral presentations (posters, seminar papers), short written reports, discussions, group work (creations of posters, categorizations of individually collected materials, discussions in small groups), individual study out of the classroom and non-time consuming field work. Whenever required, additional knowledge and explanations will be offered by the lecturer.