Making connections: How children develop

The details
Colchester Campus
Undergraduate: Level 6
Sunday 17 January 2021
Friday 26 March 2021
28 May 2020


Requisites for this module



Key module for


Module description

This module builds on the 2nd year module Developmental Psychology in order to provide a greater understanding of the relation between brain development and the development of skills in infants and children, and will provide insights into applied developmental psychology. The topics range from typical and atypical development to how neuroscience can inform educational practices, and may include: prenatal brain development, the development of the sense of self and self control, infant and children attachment and social skills, neurodevelopmental disorders and applied neuroscience.

Module aims

The aim of this module is to provide final year undergraduate students with a deep understanding of the connections between brain development and child behaviour and skills, and how neuroscience can inform educational practices

Module learning outcomes

At the end of the module students should be able to:

1. Understand how the brain develops from prenatal stages and how such development is connected to children’s developing skills and observable behaviour.
2. Understand the development of the sense of self, how children learn self control and social skills.
3. Understand neuroscientific findings that are providing insight into neurodevelopmental disorders.
4. Communicate complex information about the relationship between the brain and development in a way appropriate for non-psychologists
Learning outcome 1 will be assessed by the essay (first coursework), learning outcomes 2, 3 and 4 will be assessed by the learning material (second coursework).

Module information

No additional information available.

Learning and teaching methods

All teaching will be through lectures (10 x 2 hour lecture).


  • Silvia Rigato; Jannath Begum Ali; José van Velzen; Andrew J. Bremner. (2014) 'The Neural Basis of Somatosensory Remapping Develops in Human Infancy', in Current Biology. vol. 24 (11) , pp.1222-1226
  • M. L. Filippetti; S. Lloyd-Fox; M. R. Longo; T. Farroni; M. H. Johnson. (2015) 'Neural Mechanisms of Body Awareness in Infants', in Cerebral Cortex. vol. 25 (10) , pp.3779-3787
  • Michelle De Haan; Megan R. Gunnar. (2009) Handbook of developmental social neuroscience, New York: Guilford Press.
  • Sheila J. Cunningham; Francis Vergunst; C. Neil Macrae; David J. Turk. (2013) 'Exploring early self-referential memory effects through ownership', in British Journal of Developmental Psychology. vol. 31 (3) , pp.289-301
  • Sheila J. Cunningham; Lynda Scott; Jacqui Hutchison; Josephine Ross; Douglas Martin. (2018) 'Applying Self-Processing Biases in Education: Improving Learning Through Ownership', in Journal of Applied Research in Memory and Cognition. vol. 7 (3) , pp.342-351
  • Maria Laura Filippetti; Giulia Orioli; Mark H. Johnson; Teresa Farroni. (2015) 'Newborn Body Perception: Sensitivity to Spatial Congruency', in Infancy. vol. 20 (4) , pp.455-465
  • Mark H. Johnson; Michelle De Haan. (2015) Developmental cognitive neuroscience: an introduction, Malden, MA: John Wiley and Sons, Inc.
  • Philippe Rochat. (2003) 'Five levels of self-awareness as they unfold early in life', in Consciousness and Cognition. vol. 12 (4) , pp.717-731
  • Silvia Rigato; Michael J. Banissy; Aleksandra Romanska; Rhiannon Thomas; José van Velzen; Andrew J. Bremner. (2019) 'Cortical signatures of vicarious tactile experience in four-month-old infants', in Developmental Cognitive Neuroscience. vol. 35, pp.75-80
  • Maria Laura Filippetti; Mark H. Johnson; Sarah Lloyd-Fox; Danica Dragovic; Teresa Farroni. (2013) 'Body Perception in Newborns', in Current Biology. vol. 23 (23) , pp.2413-2416

The above list is indicative of the essential reading for the course. The library makes provision for all reading list items, with digital provision where possible, and these resources are shared between students. Further reading can be obtained from this module's reading list.

Assessment items, weightings and deadlines

Coursework / exam Description Deadline Weighting
Coursework   Essay    40% 
Coursework   Learning Material    60% 

Overall assessment

Coursework Exam
100% 0%


Coursework Exam
100% 0%
Module supervisor and teaching staff
Dr Silvia Rigato, email:
Drs Silvia Rigato, Maria Laura Filippetti, Andrew Simpson



External examiner

No external examiner information available for this module.
Available via Moodle
Of 20 hours, 20 (100%) hours available to students:
0 hours not recorded due to service coverage or fault;
0 hours not recorded due to opt-out by lecturer(s).


Further information

* Please note: due to differing publication schedules, items marked with an asterisk (*) base their information upon the previous academic year.

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