Durham University
Programme and Module Handbook

Undergraduate Programme and Module Handbook 2023-2024 (archived)

Module EDUC2321: Learning and Development in Childhood

Department: Education

EDUC2321: Learning and Development in Childhood

Type Tied Level 2 Credits 20 Availability Available in 2023/24 Module Cap Location Durham
Tied to X305
Tied to X306
Tied to X308
Tied to X1F8
Tied to X3F8
Tied to X2F8
Tied to X1C8
Tied to XC81
Tied to XC82
Tied to XL33
Tied to X3L3
Tied to X2L3
Tied to X101
Tied to X103
Tied to X102
Tied to LA01
Tied to LMV0


  • None.


  • None.

Excluded Combination of Modules

  • None.


  • To study development and learning in early and middle childhood.


  • The module introduces students to key areas of child development which include cognitive, social, emotional and physical development.
  • It also highlights implications for education and provision in early and middle childhood.

Learning Outcomes

Subject-specific Knowledge:
  • knowledge and understanding of the main theories of child development and learning.
  • knowledge and understanding of key developmental accomplishments specifically related to early childhood.
  • an understanding of the range of factors that might influence child development, specifically biological and environmental factors, including cultural factors.
  • an ability to understand the significance and limitations of psychological theory and research in context.
Subject-specific Skills:
  • analyse complex situations concerning human learning and development in particular contexts, including their own learning;
  • provide well-argued, evidence-based conclusions relating to significant and psychological and educational issues;
  • question concepts and theories encountered in their studies of childhood development and education;
  • interrogate the assumptions underpinning theory and empirical research.
Key Skills:
  • think critically and independently;
  • acquire complex information of diverse kinds in a structured and systematic way;
  • construct and sustain a reasoned argument;
  • communicate effectively with appropriate use of specialist vocabulary;
  • use a variety of library and IT resources;
  • improve their own learning and performance, including the development of study and research skills, information retrieval, and a capacity to plan and manage learning and to reflect on their own learning;
  • work to deadlines.

Modes of Teaching, Learning and Assessment and how these contribute to the learning outcomes of the module

  • Students will be introduced to a range of psychological theories and the underpinning evidence relating to child development and selected cognitive, social and emotional concepts through a lecture and seminar group work programme. Students will not only listen to formal lectures but be expected to engage in reflection and debate through individual and group work exercises.
  • Students will further develop their knowledge and understanding, apply and reflect on ideas and further demonstrate key skills through a summative piece of assessment that requires them to evaluate psychological research evidence and its implications for education.

Teaching Methods and Learning Hours

Activity Number Frequency Duration Total/Hours
Lectures 20 Weekly 1 hour 20
Seminars 10 Fortnightly 1 hour 10
Preparation and Reading 170
Total 200

Summative Assessment

Component: Assignment Component Weighting: 100%
Element Length / duration Element Weighting Resit Opportunity
Assignment 2500 words 100% Yes

Formative Assessment:

Oral presentations to be given during student-led tutorials. In addition, a 500 word outline of the summative assignment to be submitted before the deadline for submission.

Attendance at all activities marked with this symbol will be monitored. Students who fail to attend these activities, or to complete the summative or formative assessment specified above, will be subject to the procedures defined in the University's General Regulation V, and may be required to leave the University