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EDC1100 Lifespan Development and Learning

Semester 1, 2011 On-campus Toowoomba
Units : 1
Faculty or Section : Faculty of Education
School or Department : Education

Contents on this page


Examiner: Patrick O'Brien
Moderator: Linda De George-Walker


An understanding of the person and their learning needs underpins informed professional decision-making by educators and other human services professionals, whether they are interacting with children, adolescents or adults. Theories of development and learning, coupled with an understanding of the reciprocal influence of the contexts within which the person develops, offer insights into behaviour and progress, provide a range of frameworks for analysing learning and development processes, and enable appropriate professional decision making suited to varied circumstances and environments.


This course provides an introduction to the key concepts and issues related to an understanding of human development and learning. Taking a lifespan perspective, the course provides an overview of the constancies and changes in physical, cognitive, and psychosocial dimensions of the individual, and introduces varied views on learning. The reciprocal influence of context, such as educational settings, family, peer group and community environments, will be explored. Students will be encouraged to reflect critically on theories of development and learning as applied to developmental practices across the lifespan and also the implications for themselves as lifelong learners. NOTE: Minimum enrolment numbers apply to this offering. Should enrolments not reach the minimum number required for on-campus study, student may be transferred to the WEB offering and advised of this change before semester commences.


The course objectives define the student learning outcomes for a course. The assessment item(s) that may be used to assess student achievement of an objective are shown in parenthesis. On completion of this course students will be able to:

  1. demonstrate knowledge and understanding of key concepts and theories across the physical, cognitive and psychosocial domains of development (Quizzes and Assignment)
  2. demonstrate knowledge and understanding of the influence of ecology (contexts) and diversity on learning and development (Quizzes and Assignment)
  3. apply, evaluate and integrate developmental and learning theories and concepts in relation to effective practices across the lifespan (Quizzes and Assignment)
  4. demonstrate the ability to reflect on self as a learner and articulate the implications for personal and professional life long learning (Quizzes and Assignment)
  5. demonstrate effective use of ICT in their academic work (Quizzes and Assignment)
  6. demonstrate competence in and appropriate use of language and literacy, including spelling, grammar, punctuations and bibliographic referencing. Assignment)
  7. demonstrate competence in and appropriate use of academic and information literacy skills (Assignment)


Description Weighting(%)
1. The study and theories of lifespan development and learning 15.00
2. Development of the brain, body and motor skills 20.00
3. Language, learning and cognitive development 25.00
4. Social, emotional and personality development 25.00
5. Information literacy and critical thinking processes for higher education 15.00

Text and materials required to be purchased or accessed

ALL textbooks and materials available to be purchased can be sourced from USQ's Online Bookshop (unless otherwise stated). (

Please contact us for alternative purchase options from USQ Bookshop. (

  • Sigelman, CK & Rider, EA 2009, Life-span human development, 6th edn, Wadsworth Cengage, Belmont, CA.

Reference materials

Reference materials are materials that, if accessed by students, may improve their knowledge and understanding of the material in the course and enrich their learning experience.
  • Berk, LE 2006, Development through the lifespan, 4th edn, Boston, MA.
  • Broderick, PC & Blewitt, P 2010, The life span: human development for helping professionals, 3rd edn, Prentice Hall, Upper Saddle River, NJ.
  • McInerney, DM & McInerney, V 2009, Educational psychology: constructing learning, 5th edn, Pearson Education, Frenchs Forest, NSW.
  • Peterson, C 2009, Looking forward through the lifespan: developmental psychology, 5th edn, Prentice Hall, Frenchs Forest, NSW.
  • Welch, K 2004, Development: journey of a lifetime, Allyn & Bacon, Boston, MA.
    (Electronic resource USQ Library.)
  • Woolfolk, A & Margetts, K 2007, Educational psychology, Pearson, Frenchs Forest, NSW.
  • Whether you are on, or off campus, the USQ Library is an excellent source of information // The gateway to education resources is here ... //

Student workload requirements

Activity Hours
Directed Study 70.00
Independent Study 70.00

Assessment details

Description Marks out of Wtg (%) Due Date Objectives assessed Graduate skill Level assessed Notes
QUIZZES 75 50 28 Feb 2011 1,2,3,4,6,7 U3,U7 1,1 (see note 1)
ASSIGNMENT 50 50 30 May 2011 1,2,3,5 U2,U3,U9 1,1,1

  1. There are 3 quizzes to be completed and submitted throughout the semester by the due dates 23rd March, 2011, 4th May, 2011 and 8th June, 2011; will be marked out of 25, will be totalled and a mark will be converted to the weighting out of 50. These tasks must be completed online.

Graduate qualities and skills

Elements of the following USQ Graduate Skills are associated with the sucessful completion of this course.
Problem solving (U2)Introductory (Level 1)
Academic, professional and digital literacy (U3)Introductory (Level 1)
Cultural literacy (U7)Introductory (Level 1)
Creativity, initiative and enterprise (U9)Introductory (Level 1)

Important assessment information

  1. Attendance requirements:
    It is the students' responsibility to attend and participate appropriately in all activities scheduled for them, and to study all material provided to them or required to be accessed by them to maximise their chance of meeting the objectives of the course and to be informed of course-related activities and administration.

  2. Requirements for students to complete each assessment item satisfactorily:
    To satisfactorily complete an individual assessment item a student must achieve at least 50% of the marks.

  3. Penalties for late submission of required work:
    If students submit assignments after the due date without (prior) approval of the examiner then a penalty of 5% of the total marks gained by the student for the assignment may apply for each working day late up to ten working days at which time a mark of zero may be recorded. No assignments will be accepted after model answers have been posted.

  4. Requirements for student to be awarded a passing grade in the course:
    To be assured of receiving a passing grade a student must achieve at least 50% of the total weighted marks available for the course.

  5. Method used to combine assessment results to attain final grade:
    The final grades for students will be assigned on the basis of the aggregate of the weighted marks obtained for each of the summative assessment items in the course.

  6. Examination information:
    There is no examination in this course.

  7. Examination period when Deferred/Supplementary examinations will be held:
    As there are no examinations in this course, there will be no deferred or supplementary examinations.

  8. University Student Policies:
    Students should read the USQ policies: Definitions, Assessment and Student Academic Misconduct to avoid actions which might contravene University policies and practices. These policies can be found at

Assessment notes

  1. APA style is the referencing system required in this course. Students should use APA style in their assignments to format details of the information sources they have cited in their work. The APA style to be used is defined by the USQ Library's referencing guide. //

Other requirements

  1. Students will require access to e-mail and have Internet access to UConnect for this course.