CQUniversity Unit Profile
EDCU11031 Development and Learning through Life
Development and Learning through Life
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General Information

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

Pre-requisites or Co-requisites

There are no requisites for this unit.

Important note: Students enrolled in a subsequent unit who failed their pre-requisite unit, should drop the subsequent unit before the census date or within 10 working days of Fail grade notification. Students who do not drop the unit in this timeframe cannot later drop the unit without academic and financial liability. See details in the Assessment Policy and Procedure (Higher Education Coursework).

Offerings For Term 1 - 2017

Bundaberg
Cairns
Distance
Mackay
Noosa
Rockhampton
Townsville

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).

Class and Assessment Overview

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

Bundaberg, Cairns, Emerald, Gladstone, Mackay, Rockhampton, Townsville
Adelaide, Brisbane, Melbourne, Perth, Sydney

Assessment Overview

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

Assessment Grading

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 Policy for more details of interim results and final grades.

Previous Student Feedback

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 from Student and tutor feedback.

Feedback

Group assignment was difficult to manage for both students and tutors; thus detracting from the learning experience.

Recommendation

Remove the group work component from assessment task 1 in future offerings of this course.

Action

This assignment was revised and changed to an individual student assessment task prior to the course beginning Term 1, 2017.

Feedback from Student feedback, tutor feedback, coordinator reflection

Feedback

Life Series video materials c

Recommendation

Assigning the Life Series DVD collection produced by ABC as a required text for the course. Work with the library to access materials.

Action

The DVD was assigned as a required text for Term 1, 2017, however there was a nationwide shortage of the resource which impacted the students and faculty access to it.

Unit Learning Outcomes
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 Learning Outcomes, Assessment and Graduate Attributes
N/A Level
Introductory Level
Intermediate Level
Graduate Level
Professional Level
Advanced Level

Alignment of Assessment Tasks to Learning Outcomes

Assessment Tasks Learning Outcomes
1 2 3 4
1 - Practical and Written Assessment - 50%
2 - Practical and Written Assessment - 50%

Alignment of Graduate Attributes to Learning Outcomes

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
9 - Social Innovation
10 - Aboriginal and Torres Strait Islander Cultures

Alignment of Assessment Tasks to Graduate Attributes

Assessment Tasks Graduate Attributes
1 2 3 4 5 6 7 8 9 10
1 - Practical and Written Assessment - 50%
2 - Practical and Written Assessment - 50%
Textbooks and Resources

Textbooks

Prescribed

Developmental Psychology: From infancy to adulthood.

Edition: 4th (2013)
Authors: White, F., Hayes, B., Livesy, D.
Pearson
French's Forest French's Forest , NSW , Australia
ISBN: 9781442550094
Binding: Paperback
Prescribed

Life Series Collection

(2014)
Authors: ABC
ABC Shop
Australia
Binding: Hardcover

Additional Textbook Information

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)
Referencing Style

All submissions for this unit must use the referencing style: American Psychological Association 6th Edition (APA 6th edition)

For further information, see the Assessment Tasks.

Teaching Contacts
Jodie Riek Unit Coordinator
j.riek@cqu.edu.au
Schedule
Week 1 Begin Date: 06 Mar 2017

Module/Topic

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

Chapter

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.

Events and Submissions/Topic

Week 2 Begin Date: 13 Mar 2017

Module/Topic

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.

Chapter

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.

Events and Submissions/Topic

Week 3 Begin Date: 20 Mar 2017

Module/Topic

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.

Chapter

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.

Events and Submissions/Topic

Week 4 Begin Date: 27 Mar 2017

Module/Topic

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.

Chapter

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.

Events and Submissions/Topic

Week 5 Begin Date: 03 Apr 2017

Module/Topic

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

Chapter

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.

Events and Submissions/Topic

Vacation Week Begin Date: 10 Apr 2017

Module/Topic

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

Chapter

Refer to relevant chapters in the textbook and other sources.

Events and Submissions/Topic

Week 6 Begin Date: 17 Apr 2017

Module/Topic

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

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.

Events and Submissions/Topic

Week 7 Begin Date: 24 Apr 2017

Module/Topic

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

Chapter

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.

Events and Submissions/Topic

Written Task - Child Study Due: Week 7 Friday (28 Apr 2017) 11:45 pm AEST
Week 8 Begin Date: 01 May 2017

Module/Topic

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

Chapter

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.

Events and Submissions/Topic

Week 9 Begin Date: 08 May 2017

Module/Topic

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.

Chapter

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.

Events and Submissions/Topic

Week 10 Begin Date: 15 May 2017

Module/Topic

What strategies are responsive to diverse learning needs and engagement?

Chapter

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

Events and Submissions/Topic

Week 11 Begin Date: 22 May 2017

Module/Topic

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

Chapter

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.

Events and Submissions/Topic

Week 12 Begin Date: 29 May 2017

Module/Topic

Review and assessment support.

Chapter

Events and Submissions/Topic

Written Task - Child Profile Due: Week 12 Friday (2 June 2017) 11:45 pm AEST
Review/Exam Week Begin Date: 05 Jun 2017

Module/Topic

Chapter

Events and Submissions/Topic

Exam Week Begin Date: 12 Jun 2017

Module/Topic

Chapter

Events and Submissions/Topic

Assessment Tasks

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

Submission
Online

Submission Instructions
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
  • Analyse observations of children’s learning and behaviour through reference to theoretical perspectives on development and the influence of social and cultural contexts.
  • Explain the impact that factors such as gender, socio-economic, linguistic and cultural background and identity can have on educational pathways, experiences and outcomes.
  • Identify factors, including the use of ICTs, that influence the development of dispositions to lifelong learning.


Graduate Attributes
  • Communication
  • Critical Thinking
  • Information Literacy
  • Team Work
  • 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 (2 June 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

Submission
Online

Learning Outcomes Assessed
  • Explain the impact that factors such as gender, socio-economic, linguistic and cultural background and identity can have on educational pathways, experiences and outcomes.
  • Identify factors, including the use of ICTs, that influence the development of dispositions to lifelong learning.
  • 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
  • Communication
  • Critical Thinking
  • Information Literacy

Academic Integrity Statement

As a CQUniversity student you are expected to act honestly in all aspects of your academic work.

Any assessable work undertaken or submitted for review or assessment must be your own work. Assessable work is any type of work you do to meet the assessment requirements in the unit, including draft work submitted for review and feedback and final work to be assessed.

When you use the ideas, words or data of others in your assessment, you must thoroughly and clearly acknowledge the source of this information by using the correct referencing style for your unit. Using others’ work without proper acknowledgement may be considered a form of intellectual dishonesty.

Participating honestly, respectfully, responsibly, and fairly in your university study ensures the CQUniversity qualification you earn will be valued as a true indication of your individual academic achievement and will continue to receive the respect and recognition it deserves.

As a student, you are responsible for reading and following CQUniversity’s policies, including the Student Academic Integrity Policy and Procedure. This policy sets out CQUniversity’s expectations of you to act with integrity, examples of academic integrity breaches to avoid, the processes used to address alleged breaches of academic integrity, and potential penalties.

What is a breach of academic integrity?

A breach of academic integrity includes but is not limited to plagiarism, self-plagiarism, collusion, cheating, contract cheating, and academic misconduct. The Student Academic Integrity Policy and Procedure defines what these terms mean and gives examples.

Why is academic integrity important?

A breach of academic integrity may result in one or more penalties, including suspension or even expulsion from the University. It can also have negative implications for student visas and future enrolment at CQUniversity or elsewhere. Students who engage in contract cheating also risk being blackmailed by contract cheating services.

Where can I get assistance?

For academic advice and guidance, the Academic Learning Centre (ALC) can support you in becoming confident in completing assessments with integrity and of high standard.

What can you do to act with integrity?