All 60 ec of the first-year in Psychology obtained.
Students are strongly advised to first follow the Developmental Psychopathology course.
School psychologists are becoming increasingly important in a wide variety of settings, not only in schools. Through their unique expertise in mental health, learning, behavior and education they help children and youth succeed academically, socially, emotionally, and behaviorally. School psychologists work closely with families, teachers, school teams and other professionals to support the students´ ability to learn and to advise teachers , by creating a safe and supportive learning environment.
In this specialisation course students will study the development of scholastic abilities and cognition such as reading, math, thinking, problem-solving, metacognition, memory, creativity and executive functions. Students also study motivation and intelligence. The focus of this course lies on the normal cognitive development of children and adolescents within a school context , but important preschool developments (e.g., conceptual and language development) will also be considered. Further, the course also touches on subjects such as learning disabilities and the developing brain, setting the stage for a successful entry to several courses within the Master’s programme in School Psychology, such as Educational Neuroscience.
Upon completion of this course, students will:
Have a clear understanding of key concepts regarding the development of learning and cognition within a school context;
Be able to written and orally inform, convince, and give recommendations to a public of scientists, teachers, school boards and parents concerning topics on cognitive development in the school context based on a critical interpretation of the scientific literature; and
Be able to critically read, discuss, and reflect on the recent scientific developmental literature as well as on the work of peers.
For the timetables of your lectures, workgroups, and exams, select your study programme.
Semester 1: Lectures Work group sessions Exams
Semester 2: Lectures Work group sessions Exams
Students need to register for lectures, workgroups and exams.
Instructions for registration in courses for the 2nd and 3rd year
Elective students have to enroll for each course separately. For admission requirements contact your study advisor.
For admission requirements, please contact your exchange coordinator
Students are not automatically enrolled for an examination. They can register via uSis from 100 to 10 calendar days before the date; students who are not registered will not be permitted to take the examination.
Registering for exams
Mode of instruction
8 2-hour lectures and 8 2-hour work group sessions.
For the work group sessions students are asked to develop their own learning instruction based on the knowledge acquired during lectures on learning principles and cognitive development. Furthermore, students are required to explore and critically reflect on a topic from the lectures in more detail and write a scientific report (essay) on this topic. This report (essay) should be suitable for teachers and school boards. Students also present their critical reflection of their topic and assignment to the other members of the work group.
Lectures and work group sessions take up to a total of 120 hours, including the research and preparation of the assignments and lectures. In addition, students are expected to spend 160 hours preparing for the examination.
The final grade for School Pychology will be based on the following:
Grade for the examination (70%). The examination consists of 8 open-ended essay questions based on the literature (book and mandatory articles) and lectures.
Grade for work groups assignments (30%): mandatory (active) participation during group discussions; scientific report (essay); final presentation or video of learning instruction assignment). Active participation in all work group sessions is mandatory.
Regulations on grade calculations.
The Faculty of Social and Behavioural Sciences has instituted that instructors use a software programme for the systematic detection of plagiarism in students’ written work. In case of fraud disciplinary actions will be taken. Please see the information concerning fraud.
Goswami, u. (2008). Cognitive development. The learning brain. (448 pags.). Hove: Psychology Press.. [ISBN 9781841695310].
Peer-reviewed articles on cognitive development as provided on blackboard
Dr. Zdena Op de Macks
Dr. Harrie Boelens email@example.com