To have student be able to discuss developmental theories and concept considering the fact that the development is a lifelong process

he phenomenon of lifelong development, the nature of development (biological, cognitive, socio-emotional processes, importance of age, developmental issues, developmental periods), basic concepts and theories about development, research in lifelong development (data collection methods, research patterns, the time space of the research, ethical research, reducing bias), biological beginnings, evolutionary perspective, genetic bases of development, reproductive difficulties and choices, heredity and environment interaction, prenatal developmental stages, prenatal teratology and damages, prenatal care, prenatal normal development, birth process, evaluation of the newborn, babies born before their time and with low birth weight, postnatal physical adjustment, emotional and psychological adjustment, bonding, physical growth and development in infancy (height, weight, brain, sleep, nutrition), motor development (reflexes, large muscle motor development, small muscle motor development), emotional and perceptual development (perception and sense, visual perception, auditory perception, other sleep, sensory perception, perceptual-motor matching), cognitive development (sensory-movement phase, evaluation of Piaget's sensory-movement phase, learning, remembering and conceptualization, attention, memory, imitation, individual differences and evaluation, language development (language definition, language rule systems, biological and environmental influences, interactional view), socio-emotional development (emotional development, temperament, personality development, social orientation, attachment and development, individual differences in attachment, caring styles and attachment, family, child care), early physical and cognitive development in childhood (physical changes, motor development, sleep, nutrition and exercise, illness and death, Piaget's preprocessing phase, Vygotsky's theory, Computing Process, language development (understanding phonology and morphology, syntax and semantic changes, advances in usage knowledge, literacy in young children, differences in education in early childhood, education for disadvantaged children) syody-practical development (self, emotional development, moral development, gender, parenting, child maltreatment, sibling relationships and birth order, changing family in a changing society, peer relations, game, television, computer, mobile phone, internet), middle and late physical and cognitive development in childhood (physical growth and change, brain, motor development, exercise, health, disease and disorders, disabled children, Piaget's concrete operational period, information processing, intelligence, measurement of intelligence, vocabulary, grammar, reading, writing, bilingualism), socio-emotional development in middle and late childhood (self, emotional development, moral development, gender, developmental changes in parent-child relationships, step families, peer status, social cognition, bullying, friends, socio-economic status, ethnicity, culture) physical and cognitive development in adolescence (puberty, brain, adolescent sexuality, adolescent health, eating problems, Piaget's abstract process period, adolescent self-centeredness, computing process, schools, extracurricular activities), socio-emotional development in adolescence (self-esteem, identity, religious and spiritual development, parental control, autonomy and attachment, parent-adolescent conflict, friends, peer groups, dating and romantic relationships, intercultural comparisons, ethnicity, media, children and youth delinquency, depression and suicide, prevention of problems with successful intervention programs).