EDCU11031 - Development and Learning through Life
Term 1 - 2017


All details in this unit profile for EDCU11031 have been officially approved by CQUniversity and represent a learning partnership between the University and you (our student). The information will not be changed unless absolutely necessary and any change will be clearly indicated by an approved correction included in the profile.

Overview

Development and Learning through Life introduces students to theoretical perspectives on human development and learning that acknowledge the significance of the diversity of children, their social and cultural contexts and the systems of relationships that influence their development. Students develop knowledge and understanding of the complex interactions between physical, social, emotional, linguistic and intellectual aspects of development and reflect on that knowledge to interpret the impact of social and cultural contexts on learning, engagement, and the educational pathways and outcomes of students with diverse socioeconomic, linguistic and cultural backgrounds. Theoretical perspectives are applied to challenge notions of universal and predictable pathways of learning and draw implications for the importance of connectedness, positive learning environments and experiences, quality care and responsive education provision in the early years and in school settings.

Details

Career Level Undergraduate
Unit Level Level 1
Credit Points 6
Student Contribution Band 7
Fraction of Full-Time Student Load 0.125

Attendance Requirements

All on-campus students are expected to attend scheduled classes – in some units, these classes are identified as a mandatory (pass/fail) component and attendance is compulsory. International students, on a student visa, must maintain a full time study load and meet both attendance and academic progress requirements in each study period (satisfactory attendance for International students is defined as maintaining at least an 80% attendance record).

Offerings

Term 1 - 2017
  • Bundaberg
  • Cairns
  • Distance
  • Mackay
  • Noosa
  • Rockhampton
  • Townsville

Website

This unit has a website, within the Moodle system, which is available two weeks before the start of term. It is important that you visit your Moodle site throughout the term. Go to Moodle

Recommended Student Time Commitment

Each 6-credit Undergraduate unit at CQUniversity requires an overall time commitment of an average of 12.5 hours of study per week, making a total of 150 hours for the unit.

Class Timetable

Assessment Overview

Assessment Task Weighting
1. Practical and Written Assessment 50%
2. Practical and Written Assessment 50%

This is a graded unit: your overall grade will be calculated from the marks or grades for each assessment task, based on the relative weightings shown in the table above. You must obtain an overall mark for the unit of at least 50%, or an overall grade of ‘pass’ in order to pass the unit. If any ‘pass/fail’ tasks are shown in the table above they must also be completed successfully (‘pass’ grade). You must also meet any minimum mark requirements specified for a particular assessment task, as detailed in the ‘assessment task’ section (note that in some instances, the minimum mark for a task may be greater than 50%). Consult the University’s Grades and Results Procedures for more details of interim results and final grades.

All University policies are available on the IMPortal.

You may wish to view these policies:

  • Grades and Results Procedure
  • Assessment Policy and Procedure (Higher Education Coursework)
  • Review of Grade Procedure
  • Academic Misconduct Procedure
  • Monitoring Academic Progress (MAP) Policy and Procedure – Domestic Students
  • Monitoring Academic Progress (MAP) Policy and Procedure – International Students
  • Refund and Excess Payments (Credit Balances) Policy and Procedure
  • Student Feedback – Compliments and Complaints Policy and Procedure
  • Acceptable Use of Information and Communications Technology Facilities and Devices Policy and Procedure

This list is not an exhaustive list of all University policies. The full list of University policies are available on the IMPortal.

Feedback, Recommendations and Responses

Every unit is reviewed for enhancement each year. At the most recent review, the following staff and student feedback items were identified and recommendations were made.

Feedback Source Recommendation
Group assignment was difficult to manage for both students and tutors; thus detracting from the learning experience. Student and tutor feedback. Remove the group work component from assessment task 1 in future offerings of this course.
Life Series video materials c Student feedback, tutor feedback, coordinator reflection Assigning the Life Series DVD collection produced by ABC as a required text for the course. Work with the library to access materials.
On successful completion of this unit, you will be able to:
  1. Analyse observations of children’s learning and behaviour through reference to theoretical perspectives on development and the influence of social and cultural contexts.
  2. Explain the impact that factors such as gender, socio-economic, linguistic and cultural background and identity can have on educational pathways, experiences and outcomes.
  3. Identify factors, including the use of ICTs, that influence the development of dispositions to lifelong learning.
  4. Propose strategies to promote engagement, relevance and connectedness for young children and school-aged students with diverse linguistic, cultural, religious and socioeconomic backgrounds.

Successful completion of the unit Development and Learning through Life provides opportunities for students to demonstrate the Australian Professional Standards for Teachers focus areas of 1.1, 1.2, 1.3, 3.4 and 4.1 and competency elements from the Diploma of Children's Services (Early Childhood Education and Care) including CHCPR303D: 1, 2, 3 and 4; CHCFC 504A: 1, 2 and 3; and CHCFC301A: 1, 2, 3, 4 5, 6 and 7. Assessment tasks for this unit may be included in a portfolio and used as evidence of progress towards meeting the standards at Graduate career stage and as the focus for identifying professional learning needs.

Alignment of Assessment Tasks to Learning Outcomes

Assessment Tasks Learning Outcomes
1 2 3 4
1 - Practical and Written Assessment  
2 - Practical and Written Assessment  

Alignment of Graduate Attributes to Learning Outcomes

  • Introductory Level
  • Intermediate Level
  • Graduate Level
Graduate Attributes Learning Outcomes
1 2 3 4
1. Communication
2. Problem Solving        
3. Critical Thinking
4. Information Literacy  
5. Team Work
6. Information Technology Competence    
7. Cross Cultural Competence        
8. Ethical practice        

Alignment of Assessment Tasks to Graduate Attributes

  • Introductory Level
  • Intermediate Level
  • Graduate Level
Assessment Tasks Graduate Attributes
1 2 3 4 5 6 7 8
1 - Practical and Written Assessment      
2 - Practical and Written Assessment          

Prescribed Textbooks

Developmental Psychology: From infancy to adulthood.
Author/s: White, F., Hayes, B., Livesy, D. Year: 2013
Edition: 4th Publisher: Pearson
City: French's Forest State: NSW
Country: Australia
Life Series Collection
Author/s: ABC Year: 2014
Edition: Publisher: ABC Shop
Country: Australia
View textbooks at the CQUniversity Bookshop
Note:

This textbook strongly supports the content of this course and is it is suggested that it be purchased. It may also be used as a supportive text in many other university courses and during your career.

Additional texts that include Developmental or Educational Psychology will also be useful in this course and may be sourced independently by the student.

IT Resources

You will need access to the following IT resources:
  • CQUniversity Student Email
  • Internet
  • Unit Website (Moodle)
All submissions for this unit must use the American Psychological Association (APA) referencing style (details can be obtained here). For further information, see the Assessment Tasks below.
Unit CoordinatorJodie Riek (j.riek@cqu.edu.au)
Note: Check the Term-Specific section for any additional contact information provided by the teaching team
Week Begin Date Module/Topic Chapter Events and Submissions
Week 1 06-03-2017

How is human development described and explained and why should we study it? Changes and continuities across the lifespan Debates in developmental psychology.

Chapter One from the required text: White, F., Hayes, B., Livesey, D. (2015). Developmental psychology: From infancy to adulthood (4th ed.). Frenchs Forest, NSW: Pearson Australia.

Watch Life at 1 - Episode 1: Personality from Disc One of the DVD required text: Cummins, J. (Producer). (2014). The life series collection [DVD]. Sydney, NSW: Australian Broadcasting Cooperation.

Week 2 13-03-2017

What are the main developmental theories and how do they describe developmental change? Dynamic process theories Cognitive development theories Contextual approaches to development – the meaning of context and impacts on children, families and communities.

Revise Chapter One from the required text: White, F., Hayes, B., Livesey, D. (2015). Developmental psychology: From infancy to adulthood (4th ed.). Frenchs Forest, NSW: Pearson Australia.

Watch Life at 1 - Episode 2: Stress from Disc One of the DVD required text: Cummins, J. (Producer). (2014). The life series collection [DVD]. Sydney, NSW: Australian Broadcasting Cooperation.

Week 3 20-03-2017

What is the pattern of normal physical growth and development of motor skills in early childhood and what influences individual variations? Physical, motor and perceptual development in infancy and early childhood.

Chapters Three & Four from the required text: White, F., Hayes, B., Livesey, D. (2015). Developmental psychology: From infancy to adulthood (4th ed.). Frenchs Forest, NSW: Pearson Australia.

Watch Life at 3 - Episode 1: Fighting Fat from Disc Two of the DVD required text: Cummins, J. (Producer). (2014). The life series collection [DVD]. Sydney, NSW: Australian Broadcasting Cooperation.

Week 4 27-03-2017

What theories explain cognitive development and the influences on cognition of social and cultural factors? Piaget’s stages of cognitive development. Vygotsky and sociocultural theory, Bronfenbrenner and social ecological models of learning.

Chapters Five & Six from the required text: White, F., Hayes, B., Livesey, D. (2015). Developmental psychology: From infancy to adulthood (4th ed.). Frenchs Forest, NSW: Pearson Australia.

Watch Life at 3 - Episode 2: Bad Behaviour from Disc Two of the DVD required text: Cummins, J. (Producer). (2014). The life series collection [DVD]. Sydney, NSW: Australian Broadcasting Cooperation.

Week 5 03-04-2017

How is language acquisition related to learning? Interactions that support language acquisition. Environmental and pragmatical influences on language and thought.

Chapter Seven from the required text: White, F., Hayes, B., Livesey, D. (2015). Developmental psychology: From infancy to adulthood (4th ed.). Frenchs Forest, NSW: Pearson Australia.

Watch Life at 5 - Episode 1: Resilience and Episode 2: Great Expectations from Disc Three of the DVD required text: Cummins, J. (Producer). (2014). The life series collection [DVD]. Sydney, NSW: Australian Broadcasting Cooperation.

Vacation Week 10-04-2017

Review of the previous weeks and prepare for assessment task 1.

Refer to relevant chapters in the textbook and other sources.
Week 6 17-04-2017

How do children participate in the social world? Psychosocial development. Attachment and autonomy. The effect of parenting styles on behaviour - pro-social and anti-social behaviour.

Chapter Nine from the required text: White, F., Hayes, B., Livesey, D. (2015). Developmental psychology: From infancy to adulthood (4th ed.). Frenchs Forest, NSW: Pearson Australia.

Watch Life at 7 - Episode 1: Tackling Temperament from Disc Four of the DVD required text: Cummins, J. (Producer). (2014). The life series collection [DVD]. Sydney, NSW: Australian Broadcasting Cooperation.

Week 7 24-04-2017

What social factors affect pathways and social opportunities outside home contexts? Historical change in families. Interconnections between home, care and school settings.

Revise Chapter Nine from the required text: White, F., Hayes, B., Livesey, D. (2015). Developmental psychology: From infancy to adulthood (4th ed.). Frenchs Forest, NSW: Pearson Australia.

Watch Life at 7 - Episode 2: Finding Your Tribe from Disc Four of the DVD required text: Cummins, J. (Producer). (2014). The life series collection [DVD]. Sydney, NSW: Australian Broadcasting Cooperation.


Written Task - Child Study Due Friday (28 Apr 17) 11:45 PM AEST
Week 8 01-05-2017

How does engagement with formal educational settings affect children’s cognitive and physical development?

Revise Chapters Three & Five from the required text: White, F., Hayes, B., Livesey, D. (2015). Developmental psychology: From infancy to adulthood (4th ed.). Frenchs Forest, NSW: Pearson Australia.

Watch Life at 9 - Episode 1: Independence from Disc Five of the DVD required text: Cummins, J. (Producer). (2014). The life series collection [DVD]. Sydney, NSW: Australian Broadcasting Cooperation.

Week 9 08-05-2017

What important changes occur in a child’s sense of self during middle childhood? Peer relationships and status. Nature of the family context achievement motivation identity.

Revise Chapter Nine from the required text: White, F., Hayes, B., Livesey, D. (2015). Developmental psychology: From infancy to adulthood (4th ed.). Frenchs Forest, NSW: Pearson Australia.

Watch Life at 9 - Episode 2: Creativity from Disc Five of the DVD required text: Cummins, J. (Producer). (2014). The life series collection [DVD]. Sydney, NSW: Australian Broadcasting Cooperation.

Week 10 15-05-2017

What strategies are responsive to diverse learning needs and engagement?

Victoria State Government, Department of Education. (n.d.) Inclusive schools are effective schools: Developing inclusive environments for students with additional learning needs (draft). Retrieved from: http://www.education.vic.gov.au/Documents/about/research/inclusiveschool.pdf

Week 11 22-05-2017

How do teachers foster social and emotional development in school settings?

Chapter Ten from the required text: White, F., Hayes, B., Livesey, D. (2015). Developmental psychology: From infancy to adulthood (4th ed.). Frenchs Forest, NSW: Pearson Australia.

Week 12 29-05-2017

Review and assessment support.

Written Task - Child Profile Due Friday (02 Jun 17) 11:45 PM AEST
Review/Exam Week 05-06-2017
Exam Week 12-06-2017

1 Practical and Written Assessment

Assessment Title Written Task - Child Study
Task Description

This task requires you to collect information related to one child in the form of observations of aspects of development and ecological contexts to draw conclusions about the possible risk or protective factors that may impact on his/ her entry to formal schooling.

To complete this task, follow the steps outlined below.

1. You will be allocated one child from the ABC Life Series "Growing up in Australia” made in conjunction with the Longitudinal Study of Australian Children (LSAC). Analyse the videos and additional notes provided on the website to extract evidence of the child's physical, social, emotional, cognitive and linguistic development and the interaction between these characteristics and the contexts he/she experiences. Keep records of your data collection in the form outlined in the submission details for this task. Note: Navigation of the website and a model for this process will be provided throughout the course.

2. Organise the information you have collected into a concept map, matrix or table which clearly shows the connections between the characteristics of the child, the social and cultural contexts he / she experiences and the possible consequences of the interaction between these factors on the child's entry to educational settings. You may construct your concept map using colour, images, arrows, symbols, words or any other codes you devise to show connections between the ideas.

3. Write an explanation of your concept map, matrix or table which justifies the conclusions you have drawn and which clearly shows your understanding of the impact of potential risk and protective factors on a child's development. Your explanation should indicate why you have identified a particular characteristic as a possible influence on learning and successful transition to education and care environments by making reference to one or more of the developmental theories studied throughout the course. You should consider both positive and negative influences and ways in which potential risk or protective factors are offset by other influences operating in the child's family and / or community contexts.

Your group should submit the following:

1. A record of the analysis of the website material which lists the source of each piece of relevant information (e.g. observation of child during play) and the aspect of development it relates to.

2. A copy of the created concept map

3. A written explanation of no more than 1000 words

4. A list of references used to construct the written component using APA style.

Modelling for the structure of academic writing and the selection and citing of reference support will be provided throughout the course.

NOTE: This assessment task builds professional knowledge and understanding of physical, social and cognitive stages of development and variations to developmental norms and characteristics of students and their home and community contexts that affect learning; the implications for schooling for students from diverse linguistic, cultural or socioeconomic backgrounds and the impact of these factors on teaching and readiness for transition to formal schooling. The task can be used as evidence for demonstrating aspects of the Australian Professional Standards for Teachers focus areas 1.1, 1.2, 1.3.

Assessment Due Date Week 7 Friday (28-Apr-2017) 11:45 PM AEST
This task is a culmination of the course content over the first half of the course. This task lays the foundation for assessment task 2. Feedback on this assessment response will be provided in sufficient time to allow for academic support and advice as necessary to inform students' responses to the next assessment task.
Return Date to Students This graded assignment will be returned following moderation and in sufficient time to provide feedback prior to completing the second assessment task.
Weighting 50%
Assessment Criteria

Knowledge and understanding of development stages in physical, cognitive, social, emotional and linguistic domains

Understanding of impact of contexts on individual variations in growth and development

Knowledge of social and cultural factors that affect development

The effect of parenting styles and socioeconomic characteristics on development

Referencing Style American Psychological Association (APA)
Submission Online

This task will be uploaded for marking into the course Moodle site by each student. Online – Upload the task through the link on the Moodle site for Assessment Task 1 (See the Assessment Block)

Learning Outcomes Assessed
This section can be expanded to view the assessed learning outcomes

1. Analyse observations of children’s learning and behaviour through reference to theoretical perspectives on development and the influence of social and cultural contexts.

2. Explain the impact that factors such as gender, socio-economic, linguistic and cultural background and identity can have on educational pathways, experiences and outcomes.

3. Identify factors, including the use of ICTs, that influence the development of dispositions to lifelong learning.

Graduate Attributes
This section can be expanded to view the assessed graduate attributes

1. Communication

3. Critical Thinking

4. Information Literacy

5. Team Work

6. Information Technology Competence



2 Practical and Written Assessment

Assessment Title Written Task - Child Profile
Task Description

This is an individual written task that builds on your child study completed for Assessment Task 1.

You are required to construct a profile that describes what your focus child could be like at age 12. Although the profile will be invented, you should use your knowledge of the child's characteristics and contextual factors experienced up to the age of 5, 7 and 9 as identified in the "Life Series" examined in this course. Also draw on course readings that describe the changes that occur as children move from early to middle childhood.

Predict the child's physical, social, emotional, language and cognitive characteristics at 12 years of age.

This section of the task should be no more than 1500 words.


2. Complete your profile by describing any events or interaction in social contexts that could have shaped the child's behaviour and attitude to learning at school including any influences that relate to teacher expectations or the culture of school settings.

3. Research and describe teaching strategies and possible resources that are responsive to "your” child's identified strengths, interests and developmental needs and that encourage his/her active participation in classroom activities; promote learning; and support the development of social relationships and self-esteem. This section of your task should include references that justify the strategies you have selected.

This section of the task should be no more than 500 words excluding references in the word count.

The total word limit of this assignment is a maximum of 2000 words.

NOTE: This assessment task provides opportunities for demonstrating knowledge of teaching strategies that support the participation, wellbeing and learning of students from diverse social and cultural backgrounds and ways in which teachers can motivate students to promote social, linguistic and intellectual development through responsive teaching strategies and resources such as ICTs. The task can be used as evidence for demonstrating aspects of the Australian Professional Standards for Teachers focus areas 1.1, 1.2, 1.3, 3.4 and 4.1.

Assessment Due Date Week 12 Friday (02-Jun-2017) 11:45 PM AEST
This assessment task is to be submitted in week 12 and is to be uploaded into the course moodle site.
Return Date to Students Feedback on the final assessment task will be provided following moderation and prior to the date of certification of grades for the term.
Weighting 50%
Assessment Criteria

Knowledge and understanding of interconnections between home, care and school settings;

Stages in social and emotional development in childhood and relationships between identity, wellbeing and learning;

Protective and risk factors and teaching strategies that support learning, motivation and engagement in schooling including social interaction, choice, decision-making, self-image and identity;

Knowledge of resources such as ICTs that support individual development and make connections between home and education and/ or care and formal learning environments;

Use of authoritative sources to back claims and provide justification for strategies.

Referencing Style American Psychological Association (APA)
Submission Online

Learning Outcomes Assessed
This section can be expanded to view the assessed learning outcomes

2. Explain the impact that factors such as gender, socio-economic, linguistic and cultural background and identity can have on educational pathways, experiences and outcomes.

3. Identify factors, including the use of ICTs, that influence the development of dispositions to lifelong learning.

4. Propose strategies to promote engagement, relevance and connectedness for young children and school-aged students with diverse linguistic, cultural, religious and socioeconomic backgrounds.

Graduate Attributes
This section can be expanded to view the assessed graduate attributes

1. Communication

3. Critical Thinking

4. Information Literacy




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