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
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 - 2018
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).
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 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.
All University policies are available on the CQUniversity Policy site.
You may wish to view these policies:
- Grades and Results Policy
- Assessment Policy and Procedure (Higher Education Coursework)
- Review of Grade Procedure
- Student Academic Integrity Policy and Procedure
- Monitoring Academic Progress (MAP) Policy and Procedure - Domestic Students
- Monitoring Academic Progress (MAP) Policy and Procedure - International Students
- Student Refund and Credit Balance Policy and Procedure
- Student Feedback - Compliments and Complaints Policy and Procedure
- Information and Communications Technology Acceptable Use Policy and Procedure
This list is not an exhaustive list of all University policies. The full list of University policies are available on the CQUniversity Policy site.
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 Email and phone conversations with both students, as well as student and tutor feedback.
Difficulty in accessing the required text "Life Series DVD" both prior and during Term.
The resource is available free via the following https://www.kanopystreaming.com.
Feedback from Unit Evaluation.
Return of assignments
Timely return of student assessments will be enacted.
Feedback from Unit Evaluation.
More explicit support for Assessment Task 2.
Review assessment criteria sheets for both assessment tasks to ensure they explicitly state the expectation for each performance level. Additionally, develop a clearer and more explicit assessment task description to guide students through their assessment tasks.
- 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.
- 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 - 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
Developmental Psychology: From Infancy to Adulthood
Edition: 4th (2015)
Authors: White, F., Hayes, B., Livesy, D.
Pearson Australia
Australia
ISBN: 9781486018277
Binding: Other
Additional Textbook Information
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
- CQUniversity Student Email
- Internet
- Unit Website (Moodle)
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.
j.riek@cqu.edu.au
Module/Topic
How is human development described and explained and why should we study it?
Chapter
Engage with and READ Course Learning Materials for Week 1 in Moodle
Chapter One (Pages 4-9) 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
Module/Topic
What are the main developmental theories and how do they describe developmental change?
Chapter
Engage with and READ Course Learning Materials for Week 2 in Moodle
Chapter One (Pages 9-20) 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 available at http://cqu.kanopystreaming.com/
Events and Submissions/Topic
Module/Topic
What is the pattern of normal physical growth and development of motor skills in early childhood and what influences individual variations?
Chapter
Engage with and READ Course Learning Materials for Week 3 in Moodle
Chapter Three (Pages 68-74, 83-88) 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 available at http://cqu.kanopystreaming.com/
Events and Submissions/Topic
Module/Topic
What theories explain cognitive development and the influences on cognition of social and cultural factors?
Chapter
Engage with and READ Course Learning Materials for Week 4 in Moodle
Chapter Four (Pages 104-129) AND Chapter Five (Pages 140-159) 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 available at http://cqu.kanopystreaming.com/
Events and Submissions/Topic
Module/Topic
How is language acquisition related to learning?
Chapter
Engage with and READ Course Learning Materials for Week 5 in Moodle
Chapter Seven (Pages 226-252) 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 available at http://cqu.kanopystreaming.com/
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
Module/Topic
How do children participate in the social world?
Chapter
Engage with and READ Course Learning Materials for Week 6 in Moodle
Chapter Nine (Pages 308-314, 338-341) AND Chapter Ten (Pages 365-367, 370-372, 378-380) 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 available at http://cqu.kanopystreaming.com/
Events and Submissions/Topic
Module/Topic
Social emotional development beyond the home context.
Chapter
Engage with and READ Course Learning Materials for Week 7 in Moodle
Chapter Nine (Pages 318-324) AND Chapter Ten (Pages 372-377) 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 2: Great Expectations available at http://cqu.kanopystreaming.com/
Events and Submissions/Topic
Module/Topic
How does engagement with formal educational settings affect children’s cognitive, language and physical development?
Chapter
Engage with and READ Course Learning Materials for Week 8 in Moodle
Chapter Three (Pages 89-91), Chapter Five (Pages 161-171), Chapter Seven (Pages 252-261) 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 available at http://cqu.kanopystreaming.com/
Events and Submissions/Topic
Module/Topic
What important changes occur in a child’s sense of self during middle childhood?
Chapter
Engage with and READ Course Learning Materials for Week 9 in Moodle
Chapter Nine (Pages 325-337) 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 available at http://cqu.kanopystreaming.com/
Events and Submissions/Topic
Module/Topic
What strategies are responsive to diverse learning needs and engagement?
Chapter
Engage with and READ Course Learning Materials for Week 10 in Moodle
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
Watch Life at 9 - Episode 1: Independence available at http://cqu.kanopystreaming.com/
Events and Submissions/Topic
Module/Topic
How do teachers foster social and emotional development in school settings?
Chapter
Engage with and READ Course Learning Materials for Week 11 in Moodle
Watch Life at 9 - Episode 2: Creativity available at http://cqu.kanopystreaming.com/
Events and Submissions/Topic
Module/Topic
Review and assessment support.
Chapter
Engage with and READ Course Learning Materials for Week 12 in Moodle
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
1 Practical and Written Assessment
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 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 table using colour, images, arrows, symbols, words or any other codes you devise to show connections between the ideas.
3. Write an explanation of your 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.
You 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 table
3. A written explanation of no more than 1000 words
4. A list of references used to construct the written component using APA style (6th edition).
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.
Week 6 Friday (20 Apr 2018) 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.
This graded assignment will be returned following moderation and in sufficient time to provide feedback prior to completing the second assessment task.
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
- Communication
- Critical Thinking
- Information Literacy
- Team Work
- Information Technology Competence
- 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.
2 Practical and Written Assessment
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.
Week 12 Friday (1 June 2018) 11:45 pm AEST
This assessment task is to be submitted in week 12 and is to be uploaded into the course moodle site.
Feedback on the final assessment task will be provided following moderation and prior to the date of certification of grades for the term.
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.
- Communication
- Critical Thinking
- Information Literacy
- 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.
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?
