Human Development

COURSE TITLE Human Development
in case the ECTS Credits are distributed in distinct parts of the course e.g. lectures, labs etc. If the ECTS Credits are awarded to a course as a whole, then please note down the teaching hours per week and the corresponding ECTS Credits.
3 5
Add lines if necessary.The teaching organization and methods used are described in the point 4.

Background, General Knowledge, Scientific Area, Skill Development

General Knowledge




Learning Outcomes
Please describe the learning outcomes of the course: Knowledge, skills and abilities acquired after the successful completion of the course.
By the End of the Course, Students should be able to:

-know basic concepts and the main theoretical approaches of developmental psychology,

– be familiar with the historical development and contemporary theoretical trends in developmental psychology,

– understand research methods and interpret relevant empirical data,

-develop critical thinking skills on theoretical and methodological issues related to human development,

-recognize the role of values, prejudices, cultural differences and their impact on development.

General Skills
Taking into account the general skills that the graduate must have acquired (as they are listed in the Diploma Supplement and are listed below), which of them is intended (for the course)?
Search, analysis and synthesis of data and information, using the necessary technologies

Adaptation to new situations

Decision making

Autonomous work


Working in an international environment

Working in an interdisciplinary environment

Production of new research ideas

Project design and management

Equity and Inclusion

Respect for the natural environment


Demonstration of social, professional and moral responsibility and sensitivity to gender issues

Critical thinking

Promoting free, creative and inductive thinking

  • Search, analysis and synthesis of data and information, using the necessary technologies
  • Autonomous work
  • Teamwork
  • Demonstration of social, professional and moral responsibility and sensitivity to gender issues
  • Critical thinking
  • Promoting free, creative and inductive thinking
  • Equity and Inclusion
  1. Introduction to the subject of Developmental Psychology
  2. The concept of Lifelong Development
  3. The Origins and history of Developmental Psychology
  4. The nature versus nurture debate
  5. Research Methods in Developmental Psychology
  6. Historical and contemporary theories on human development Theoretical approaches to human development: a) Psychodynamic Approaches, b) Learning Theories, c) Cognitive Approaches and d) Systems Theory.
  7. Prenatal Development: conception, the stages of fetal development, the importance of childbirth, the psychological reactions of parents.
  8. Infancy: infant’s physical functions and needs, cognitive and language development,  attachment and emotional reactions, the process of socialization.
  9. Infancy: biosomatic changes and psychomotor development, cognitive functions and language, the role of gender, social development, the importance of play and peer relations, family dynamics and its effects, behavioral problems, childhood illness and health.
  10. School period: cognitive functions and development, psychomotor functions and changes in body dimensions, social adaptation and interactions with peers (childhood friendships), behavior at school, moral development and parental behavior.
  11. Adolescence: appearance of puberty, the concept of puberty and its developmental characteristics, identity formation, socialization during puberty.
  12. Adulthood and Adult life: mental and physical changes, personality traits, life style and patterns of interpersonal relationships, family formation, work and leisure.
  13. Late Adulthood: cognitive changes and decline of biological functions, psychosocial problems, social withdrawal, work and retirement, health problems, new roles in life
Face to face, Distance learning, etc.
Face-to-face and distance learning
Use of ICT in Teaching, in Laboratory Education, in Communication with students
Extensive use of presentation software and other audiovisual media

The way and methods of teaching are described in detail.

Lectures, Seminars, Laboratory Exercise, Field Exercise, Bibliographicresearch& analysis, Tutoring, Internship (Placement), Clinical Exercise, Art Workshop, Interactive learning, Study visits, Study / creation, project, creation, project. Etc.

The student study hours for each learning activity are listed as well as the non-guided study hours so that the total workload at the semester level corresponds to the ECTS standards.

Activity Workload/semester


Assignments after the end of each lecture


Participation in guided discussions in the context of the lectures


Small individual practice tasks


Independent Study


Total Course

(25 hours of workload per credit)


Student Evaluation

Description of the evaluation process

Assessment Language, Assessment Methods, Formative or Concluding, Multiple Choice Test, Short Answer Questions, Essay Development Questions, Problem Solving, Written Assignment, Essay / Report, Oral Exam, Public Presentation, Laboratory Report,Clinical examination of a patient,Artistic interpretation, Other/Others

 Explicitly defined assessment criteria and if and where are accessible to students are mentioned.

Final written examination  (70%) and Participation in the course (30% assignmentsetc)

The assessmentcriteria are announced at the beginning of each semester

Required Text

Feldman,S.R., 2019.Αναπτυξιακή Ψυχολογία : Δια βίου προσέγγιση. Αθήνα:Gutenberg

Bibliography and Further Reading

Aiken, L. R.,1998. Human development in adulthood. N.York: Plenum press.

Bandura, A. ,1977. Social learning theory. Englewood Cliffs, NJ: Prentice Hall.

Bergen, D., 2007. Human Development: Traditional and Contemporary theories. Upper Saddle River, NJ:Pearson, Prentice Hall.

Berk, L.E., 2009. Child Development. Ν.Υork: Pearson Publications.

Bίννικoτ, Nτ., 2009. Tο παιδί, το παιχνίδι και η πραγματικότητα. Aθήνα:Kας2019τανιώτης.

Bοσνιάδου, Στ. ,(επιμ.), 2001. Kείμενα εξελικτικής ψυχολογίας. Tόμος A’: Γλώσσα. Aθήνα: Gutenberg.

Bowlby, J., 1982. Attachment. New York, NY: Basic Books.

Bowlby, J., 1973. Separation: Anxiety & anger. New York, NY: Basic Books.

Bronfenbrenner, U., 2009. The ecology of human development: Experiments by nature and design. Massachusetts :Harvard university press.

Butterworth, G.& Harris, M.,1994. Priciples of Developmental Psychology. Hove: Erlbaum.

Cole, M. &Cole, S. R., 2000. Η Ανάπτυξη των Παιδιών. Αθήνα: Δαρδανός.

Craig, G.J. &Baucum, D., 2007. H ανάπτυξη του ανθρώπου. Αθήνα: Παπαζήσης.

Έρικσον, E., 1990. H παιδική ηλικία και η κοινωνία. Aθήνα: Kαστανιώτης.

Erikson, E. H.,1968. Identity: Youth and crisis. New York, NY: Norton.

Fogel, A., King, B. J. & Shanker, S. G. (Eds.). ,2007. Human development in the twenty-first century: Visionary ideas from systems scientists. Cambridge :Cambridge University Press.

Gardner, H. , 1990. Art education and human development. Los Angeles : Getty Publications.

Gilligan, C., Ward, J.V., & Taylor, J. M., 1988. Mapping the moral domain. Cambridge, MA: Harvard.

Gottman, J., 2000. Η συναισθηματική νοημοσύνη των παιδιών: ένας πρακτικός οδηγός για γονείς. Αθήνα: Ελληνικά Γράμματα.

Herbert, M., 1989. Ψυχολογικά προβλήματα της παιδικής ηλικίας . Αθήνα: Ελληνικά Γράμματα.

Herbert, M., 1997. Ψυχολογική φροντίδα του παιδιού και της οικογένειάς του. Αθήνα: Ελληνικά Γράμματα.

Καϊλα,Μ., 1996.Η σχολική φοβία .Αθήνα :Ελληνικά Γράμματα.

Κάκουρος, Ε. & Μαναδιάκη, Κ.,2002. Ψυχοπαθολογία παιδιών και εφήβων: Αναπτυξιακή προσέγγιση. Αθήνα: Τυπωθήτω – ΓιώργοςΔάρδανος.

Kohlberg, L., 1981. The philosophy of moral development: Essays on moral development. New York:Harper & Row.

Κουρκούτας, Η.Ε., 2001. Η ψυχολογία του εφήβου: θεωρητικά ζητήματα και κλινικές περιπτώσεις. Αθήνα: Ελληνικά Γράμματα.

Molnar, A. & Linquist, B., 1993. Προβλήματα συμπεριφοράς στο σχολείο. Αθήνα: Ελληνικά Γράμματα.

Nτεμώζ, Λ., 1985. Iστορία της παιδικής ηλικίας. Aθήνα: Θυμάρι.

Nussbaum, M. C. (2001). Women and human development: The capabilities approach. Cambridge :Cambridge University Press.

Παρασκευόπουλος, Ι., 1985 .Εξελικτικήψυχολογία (τομ.1-4).Αθήνα :Αυτοέκδοση.

Piaget, J., 1950. The psychology of intelligence. New York: Hartcourt, Brace.

Rogers,D., 1979.The Adult Years: an introduction to Aging.N.Jersey:Prentice Hall, Inc.

Rogoff, B., 2003. The cultural nature of human development. N.York/Oxford : Oxford University Press.

Σάλκιντ, Ν., 2006. Εισαγωγή στις Θεωρίες Ανθρώπινης Ανάπτυξης.Αθήνα: εκδόσεις Πατάκη.

Santrock, J. W. (2009). Life-span development. Boston, MA: McGraw-Hill.

Schaffer,R., 1997. H Κοινωνικοποίηση του παιδιού κατά τα πρώτα χρόνια της ζωής του.Αθήνα: Ελληνικά Γράμματα.

Sheehy, G., 1996. New passages: Mapping your life across time. New York, NY: Ballantine Books.

Sigelman, C.& Rider, E. ,2014. Life-span human development.Stamfort,Ct: Cengage Learning.

Skinner, B.F., 1974. About Behaviorism. New York, NY: Vintage.

Staudinger, U. M.&Lindenberger, U. E.,2003. Understanding human development: Dialogues with lifespan psychology.Boston: Kluwer Academic publishers.

Steuer, F.B., 2005. Η ψυχολογική ανάπτυξη των παιδιών. Αθήνα: Ελλην.

Sudbury,H.,  2010.  Human growth and development:an introduction for social workers.London: Routledge.

Thies, K. M. & Travers, J. F.,2006. Handbook of human development for health care professionals. London: Jones & Bartlett Learning.

Thomas, R. M. 2000. Recent theories of human development. Thousand Oaks,Ca: Sage Publications.

Τσιάντης, Γ. & Δραγώνα, Θ. (επιμ.) ,1999. Μωρά και μητέρες: ψυχοκοινωνική ανάπτυξη και υγεία στα δύο πρώτα χρόνια της ζωής. Αθήνα: Εκδόσεις Καστανιώτη.

Walker, J. & Crawford, K. ,2014. Social work and human development. London: Learning Matters/Sage.


Child Development

Developmental Psychology

Journal of Aging and Human Development

Journal of Gerontology

Journal of Marriage and the Family

Journal of Youth and Adolescence

The Gerontologist





Alternative ways of examining a course in emergency situations


Teacher (full name): Nikolaos Tsergas
Contact details:
Supervisors: (1)
Evaluation methods: (2) Final written examination and assignments
Implementation Instructions: (3)
  • To be completed with YES or NO
  • Notedowntheevaluationmethodsusedbytheteacher, e.g.
  • written assignmentor/andexercises
  • writtenororalexaminationwithdistancelearningmethods, provided that the integrity and reliability of the examination are ensured.
  • In the Implementation Instructions section, the teacher notes down clear instructions to the students:

α) in case of written assignment and / or exercises: the deadline (e.g. the last week of the semester),the means of submitting them to the teacher, the grading system, the participation of the assignment in the final grade and every other detail that should be mentioned.

β) incaseoforal examination with distance learning methods: the instructions for conducting the examination (e.g. in groups of X people), the way of pronouncing topics, the applications to be used, the necessary technical means for the implementation of the examination (microphone, camera, word processor, internet connection, communication platform), the way the hyperlink is sent, the duration of the exam, the gradingsystem, the participation of the exam in the final grade, the ways in which the inviolability and reliability of the exam is ensured and every other detail that should be mentioned.

γ) incaseofwritten examination with distance learning methods: the instructions for assigning the topics, the way of submitting the answers, the duration of the exam, the grading system, the participation of the exam in the final grade, the ways in which the integrity and reliability of the exam is ensured and every other detail that should be mentioned.

There should be anattached list with the Student Registration Numbersonly of the beneficiaries to participate in the examination.