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 - 2024
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 Unit Coordinator Reflection
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 Coordinator Reflection
Assessment stimulus.
Seek, and where possible source, updated sources of child development observations to provide contemporary assessment stimulus.
- 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 most recent, 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)
All submissions for this unit must use the referencing style: American Psychological Association 7th Edition (APA 7th edition)
For further information, see the Assessment Tasks.
h.griffin@cqu.edu.au
Module/Topic
Introduction to Human Development
Chapter
Chapter 1: Ways of Thinking about Children
Events and Submissions/Topic
Module/Topic
Physical Development – From Infancy
Chapter
Chapter 2: Physical Development and Health
Events and Submissions/Topic
Module/Topic
Cognitive and Language Development - From Infancy
Chapter
Chapter 3: Classic Theories of Learning and Cognition
Chapter 6: Language and Literacy
Events and Submissions/Topic
Module/Topic
Social-Emotional Development -From Infancy
Chapter
Chapter 7: Attachment and Personality
Chapter 9: Emotional Development
Chapter 10: Social Cognition
Events and Submissions/Topic
Module/Topic
Development in Home and School Contexts
Chapter
Chapter 11: Social Behaviour
Chapter 12: Peers, Friends and Play (pages 595 – 602 only)
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
Module/Topic
Development and the Influence of Family
Chapter
Chapter 14: The Child in Context: Family Structure, Child Care and Media
Events and Submissions/Topic
Module/Topic
Cognitive, Language and Physical Development – From Middle Childhood
Chapter
Chapter 4: Information Processing, Memory and Problem Solving
Events and Submissions/Topic
Module/Topic
Social-Emotional Development – From Middle Childhood
Chapter
Chapter 8: Self-Control and Behaviour Management
Chapter 13: The Self-system and Motivation
Events and Submissions/Topic
Module/Topic
Transitioning through Middle Childhood
Chapter
Chapter 5: Cognitive Ability: Intelligence, Talent and Achievement
Chapter 12: Peers, Friends and Play
Events and Submissions/Topic
Module/Topic
Introduction to Responsive Teaching
Chapter
Specific sections from various chapters (Refer to Moodle for details)
Events and Submissions/Topic
Module/Topic
Educational Strategies for Learners from Diverse Backgrounds
Chapter
Specific sections from various chapters (Refer to Moodle for details)
Events and Submissions/Topic
Module/Topic
Revision, Reflection and Conclusion
Chapter
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
Content Warning
Warning: Please note that some of the content and themes that are addressed in this unit may initiate reflections, memories or thoughts on personal experiences that some students may find upsetting.
Please be aware that the CQUniversity Counselling team is available to support personal wellbeing and assist students with any issues that may negatively impact their studies. Appointments can be scheduled for a time that suits you by emailing counselling@cqu.edu.au.
Key Readings
Australian Government. (2012). Early years learning framework practice based resources - Developmental milestones. https://www.acecqa.gov.au/sites/default/files/2018-02/DevelopmentalMilestonesEYLFandNQS.pdf
Nixon, D., & Aldwinckle, M. (1997) Exploring: Child development from three to six years. Social Sciences Press.
Nixon, D., & Gould, K. (1996). Emerging: Child development in the first three years (2nd ed.). Social Sciences Press.
Nixon, D., & Gould, K. (2000). Extending: Child development from five to twelve years. Social Sciences Press.
1 Practical and Written Assessment
Part A - Complete in teams of four or five.
As a team, select one child subject who will become your focus child. You may select Jara’na, Haleema, Daniel, Wyatt or Sofia.
View the video clips Life at 1, Life at 3 and Life at 5, where your focus child features, and observe their physical, social, emotional, cognitive and linguistic characteristics. Viewing the video clips several times will assist you to become familiar with the focus child’s behaviour, strengths, needs and interests.
Use an online real-time authoring tool to collaborate with your team and create a concept map that records these observations of the focus child’s physical, emotional, social, cognitive and linguistic development.
With your team, discuss how the child’s characteristics in one developmental domain, or social or cultural factors may connect to or influence development in other domains.
Your team should finalise the concept map by highlighting or labelling these interconnections. Your team may use colour, arrows, symbols, words or any other codes to show connections between the ideas.
Part B – Complete Part B independently
Consider the observations of the focus child to guide your research into developmental theories and also perspectives that challenge the dominant theories.
Compile a written discussion of 1200 words that analyses the observations of the child (recorded in Part A) and uses research to draw conclusions about the focus child as they transition to primary school (commencement of Prep / Foundation).
The written discussion should;
- provide multiple predictions about the focus child’s capabilities, behaviour and learning within the developmental domains (physical, emotional, social, cognitive and linguistic);
- identify the potential impact of risk and protective factors (gender; social, cultural and economic contexts; attachment; identity) on attending or transitioning to school, preparedness for learning and educational outcomes;
- address factors (including the use of ICTs, familial and personal factors) that influence the development of behaviour and dispositions to lifelong learning in the early stage of schooling.
WORD COUNT for written assignments:
The word count is considered from the first word of the introduction to the last word of the conclusion. It excludes the cover page, abstract, contents page, reference page and appendices. It includes in-text references and direct quotations.
Vacation Week Thursday (11 Apr 2024) 11:45 pm AEST
Assessment Task 1 will be marked, moderated and returned to students in a timely manner that provides sufficient time for feedback to inform Assessment Task 2 submission.
Ability to observe and analyse characteristics of physical, social, emotional, cognitive and linguistic development (APST 1.1) [Group]
Knowledge and understanding of theoretical perspectives of child development (APST 1.1)
Knowledge and understanding of the impacts of risk and protective factors and social and cultural contexts on educational outcomes (APST 1.2, 1.3)
Knowledge and understanding of the impact of contextual factors on dispositions to lifelong learning (APST 1.2, 1.3)
Application of academic writing conventions and adherence to APA style and referencing
Successful completion of Assessment Task 1 in Development and Learning through Life provides opportunities for students to demonstrate competency elements from the Diploma of Children’s Services (Early Childhood Education and Care) and the following Australian Professional Standards for Teachers;
APST 1.1 Physical, social and intellectual development and characteristics of students
APST 1.2 Understand how students learn
APST 1.3 Students with diverse linguistic, cultural, religious and socioeconomic backgrounds
- 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
- Communication
- Critical Thinking
- Information Literacy
- Team Work
- Information Technology Competence
2 Practical and Written Assessment
Research the impact that factors (such as gender, socio-economic, linguistic and cultural background and identity) can have on educational pathways, experiences and outcomes including the social development and self-esteem of children.
Compile a written discussion of 1500 words that builds on the conclusions drawn in Assessment Task 1, to analyse the focus child as they progress to the next stage of schooling.
For students enrolled in the primary course (CC12), conclusions about the focus child as they prepare for the transition to lower secondary school (commencement of Year 7) should be apparent.
For students enrolled in the early childhood course (CC14), conclusions about the focus child as they transition to middle primary school (commencement of Year 3) should be apparent.
The written discussion should;
- identify the potential impact of risk and protective factors (gender; social, cultural and economic contexts; attachment; identity) on learning engagement, connectedness and educational outcomes;
- address factors (including the use of ICTs, familial and personal factors) that influence the development of behaviour and positive dispositions to lifelong learning throughout middle childhood;
- propose educational strategies that could be instigated by the teacher to promote engagement, relevance and connectedness for your focus child. This includes strategies that extend beyond the classroom and should incorporate methods for engaging and involving parents and families in the educative process. The educational strategies and resources suggested should be informed by research and be selected specifically to address the needs of your focus child based on your knowledge of their linguistic, cultural, religious and socioeconomic background.
WORD COUNT for written assignments:
The word count is considered from the first word of the introduction to the last word of the conclusion. It excludes the cover page, abstract, contents page, reference page and appendices. It includes in-text references and direct quotations.
Week 12 Thursday (30 May 2024) 11:45 pm AEST
Assessment Task 2 will be returned to students within appropriate timeframes that accommodate marking, moderation and preparation for Certification of Grades.
Knowledge and understanding of the impacts of risk and protective factors and social and cultural contexts on educational outcomes (APST 1.1, 1.3)
Knowledge and understanding of the impact of contextual factors on dispositions to lifelong learning (APST 1.2, 1.3)
Knowledge and understanding of strategies that promote engagement, relevance and connectedness for students with diverse linguistic, cultural, religious and socioeconomic backgrounds. (APST 3.4, 4.1)
Application of academic writing conventions and adherence to APA style and referencing
Successful completion of Assessment Task 2 in Development and Learning through Life provides opportunities for students to demonstrate competency elements from the Diploma of Children’s Services (Early Childhood Education and Care) and the following Australian Professional Standards for Teachers;
APST 1.1 Physical, social and intellectual development and characteristics of students
APST 1.2 Understand how students learn
APST 1.3 Students with diverse linguistic, cultural, religious and socioeconomic backgrounds
APST 3.4 Select and use resources
APST 4.1 Support student participation
- 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.
- Communication
- Critical Thinking
- Information Literacy
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?
