Curricula

Curriculum Table
Competences
General Information

Description


1P00BN04 How to Support the Young Student´s Development and Growth (3 cr)
Prerequisites Not applicable
Objectives The student knows the core developmental tasks of adolescence and uses this knowledge as a vocational teacher. The student will understand his/her possibilities to support the young student’s development and growth.
Content Questions:

1. What are the developmental tasks of the person’s adolescence? Choose your desired developmental theory (e.g. Erikson Erik,
Havighurst, Robert, Levinson Daniel) and look at the developmental challenges from the point of view modern challenges.
2. Learn about Erikson's theory of psychosocial theory. How does that theory define the phase of adolescence?
3. What should a vocational teacher know about the developmental stages of adolescence?
4. The importance of peer relationships in adolescence: Consider this from the point of view of the developmental tasks of adolescence.
5. The developmental phase of youth is defined, for example, as "Adolescence is the transitional phase from childhood to adulthood"
and "Adolescence is another possibility". What do these definitions tell about the developmental tasks of adolescence?
6. Compare today's society and the society of your youth. What different and/or similar development challenges exist for a young
person?
7. How is the “self-concept” defined and how can you, as a professional teacher influence a young person´s self-concept?
8. How can a young person protect his/her identity? What is its significance from the point of view of development and growth?
9. What opportunities does social media offer to young people in building their identity?
10. Virtual identity is good / bad for the development of adolescent identity. Take a stand for or against and justify your views.
Recommended optional programme components If necessary, the student advisor will recommend optional programme components for each student based on their individual study plan.
Accomplishment methods Some study modules can be accomplished with aquarium exams. The aquarium exam means that the student can select the date and time of the examination. The student will show his/her knowledge of the set literature guided by the questions found on the web page of the study module. The questions are created so that that successful answers require both the knowledge of the source literature and the student’s own reflection.

The questions of the aquarium exam will be sent to the student by text message at the agreed time. Exam answers will be returned to the e-mail of the teacher receiving the exam within two hours of the start of the exam.
Execution methods 1. When you have prepared for the task (and have answers to all the requisite questions), send an email to your teacher at least two days before the desired starting time.

A) Specify the date and hour when you want to start the examination.
B) Mention the name of the study module.
C) Include your name and email.

2. It would be best to select a feasible time for the examination. Ask the teacher about the possibility of summer exams. When the time suggested by the student (and approved by the teacher) comes, the numbers of the actual questions will be sent to the student’s phone.

3. You will receive three questions and you will answer two of them. Your reflection should be 2-4 pages long per answer. You have exactly two hours to email the answers to the teacher.

4. The teacher then proceeds to check the answers.
Materials In addtion to these below, you can also research other literature.

1. DePoy, E. & Gilson, S. 2012. Overview of developmental theories. Looking at humans over time. In: E. DePoy & S. Gilson. Human
behavior theory and applications. A critical thinking approach. Thousand Oaks: SAGE Publications, 35-44.
https://us.sagepub.com/sites/default/files/upm-binaries/433... (Checked 1.3.2021.)
2. Developing adolescents. 2002. A reference for professionals. Washington: American Psychological Association.
www.apa.org/pi/families/resources/develop.pdf (Checked 1.3.2021.)
3. Erik Erikson’s Theory of Psychosocial Development. https://www.simplypsychology.org/Erik-Erikson.html (Checked 1.3.2021.)
4. Fleming, J. S. 2004. Erikson’s psychosocial developmental stages. https://www.simplypsychology.org/Erik-Erikson.html#:~:text=Erikson%20maintained%20that%20personality%20develops,negative%20outcome%20for%20personality%20development.
(Checked1.3.2021.)
5. Gibson, A. & Gibson, N. 2016. Human Growth, Behaviour and Development. Essential Theory and Application in Social Work. Los
Angeles, London, New Delhi, Singapore Washington DC: SAGE.
6. O'Keeffe, G. S., & Clarke-Pearson, K. (2011). The impact of social media on children, adolescents, and families. Pediatrics, 127(4), 800-804. pediatrics.aappublications.org/content/pediatrics/12... (Checked 1.3.2021.)
7. Rohrbeck, Cynthia. 2003. Peer Relationships, Adolescence.https://link.springer.com/chapter/10.1007%2F978-1-4615-0195-4_118 (Checked 1.3.21.)
8. Sugarman, Léonie 2001. Life-Span Development. Frameworks, Accounts and Strategies. East Sussex: Taylor and Francis Group:
Psychology Press.
9. Trust and virtual worlds. Contemporary Perspectives. 2011. C. Ess & M. Thorseth (eds.), New York: Peter Lang Publishing, Inc.
10. Verhoeven, M., Poorthuis, A.M.G. & Volman, M. The Role of School in Adolescents’ Identity Development.
A Literature Review. Educ Psychol Rev 31, 35–63 (2019). https://doi.org/10.1007/s10648-018-9457-3 (Checked 1.3.2021.)
Literature Not applicable
Evaluation Criteria Approved/Failed
Evaluation Criteria

pass/fail
Approved/Failed

The course has been accepted when the learning objectives have been achieved.
Assessment Frameworks Not applicable
Further Information Responsible teacher is Raija Erkkilä, raija.erkkila#oamk.fi (korvaa # -> @) or tel. 050 521 0341.
Responsible persons Not applicable
Links Not applicable

Implementations


No implementations.

28.3.2024 18:34:55