In Progress
Please note that this Unit Profile is still in progress. The content below is subject to change.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 - 2023
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 Unit Evaluation
Moodle learning materials were useful and content, structure, and scaffolding supported learning success.
Retain unit learning materials and assessment support resources and maintain teaching approaches.
Feedback from Unit Evaluation
Expectations of assessment feedback.
Continue to support markers to provide meaningful feedback. and clarify student expectations of marker feedback.
- 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 this unit provides opportunities for students to engage with the Australian Professional Standards for Teachers (Graduate Career Stage) focus areas of:
1.1 Physical, social and intellectual development and characteristics of students
1.2 Understand how students learn
1.3 Students with diverse linguistic, cultural, religious and socioeconomic backgrounds
3.4 Select and use resources
4.1 Support student participation
In addition, competency elements from the Diploma of Children’s Services (Early Childhood Education and Care) are taught and assessed in this unit.
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
Child and Adolescent Development for Educators
Second Edition (2023)
Authors: Bergin, C., Bergin, D., Walker, S., Daniel, G., Fenton, A., & Subban, P.
Cengage Learning Australia
South Melbourne South Melbourne , Victoria , Australia
ISBN: 9780170457675
Binding: Paperback
Additional Textbook Information
This textbook has been carefully considered for this unit. In addition to providing an introduction to development and learning theory aligned with this unit, this text is also relevant to multiple theories that underpin other units that you will complete in the Bachelor of Education (Primary / Early Childhood). This means that it may function as a reliable source for research and referencing in multiple units throughout your study.
The eBook version of this text is considered a suitable option also. As always, be sure to carefully check the access provided when purchasing eBooks as some purchases provide permanent access, while access to the content with other purchases may expire.
The CQU Library may hold a very small number of e-copies of the unit textbook, and therefore only a small number of students (e.g. 3) can access the ebook at any one time. You should be mindful that during assessment time, access to texts may be in high demand and you may not be able to access it via the CQU Library, at your convenience.
The first edition of Child and Adolescent Development for Educators (Bergin, et al., 2018) may still be useful as an alternative to the second edition of the textbook, so sourcing pre-owned copies to borrow or purchase may be worth further consideration.
IT Resources
- CQUniversity Student Email
- Internet
- Unit Website (Moodle)