|Semester 2, 2020 On-campus Springfield|
|Short Description:||Child Development Birth-12|
|Faculty or Section :||Faculty of Business, Education, Law and Arts|
|School or Department :||School of Education|
|Student contribution band :||National Priority - Teaching|
|ASCED code :||070100 - Teacher Education|
|Grading basis :||Graded|
Examiner: Mark Oliver
Pre-requisite: Students must be enrolled in: UCTE or UCTP or BEED or BPED or BSED or BGEN or BECH
Students enrolling in courses which do not follow the recommended enrolment pattern cannot be assured of a developmental learning experience or program completion within their preferred timeframe.
A cornerstone of effective education is an understanding of how children develop. Educators must be aware of typical developmental milestones (i.e., physical, cognitive and social emotional) that their learners will experience. This information will help educators to support learners who display atypical patterns of development. To enable informed decision-making and best practice, educators must also be cognizant of how environmental systems can facilitate or impede development. Drawing on their knowledge of individual development and the reciprocal influence of contexts, educators will be able to create supportive learning environments for diverse learners. This knowledge will also assist educators to form effective home-school partnerships.
This course offers an introduction to the key concepts and issues related to child development and learning. The course provides an overview of the constancies and changes in physical, cognitive, and social emotional dimensions of children, and introduces key learning theories and concepts (constructivism, socio-cultural and bio-ecological theories). Contexts such as family and educational settings, peer group and community environments, will be explored. The course will also present information about exceptionalities in development (eg autism spectrum disorder, behaviour difficulties, the impact of trauma and giftedness), which will serve as foundational knowledge for subsequent courses. Pre-service educators will be encouraged to reflect critically on theories of development and learning as applied to educational practice.
The course objectives define the student learning outcomes for a course in accordance with the Australian Institute for Teaching and School Leadership’s (AITSL) Australian Professional Standards for Teachers (APST). On successful completion of this course pre-service educators should be able to:
- describe the study and theories of child development and learning (APST 1.1, 1.2);
- describe and explain the role of key environmental systems for child development (e.g. home, school, peer and community groups), and understand strategies for working effectively, sensitively and confidentially with parents/carers (APST 3.7, 7.3);
- describe and explain the key aspects of child cognitive development (e.g. working memory, attention, intelligence, language) (APST 1.1, 1.2);
- describe and explain the key aspects of child physical development (e.g. physical growth, brain development, motor-skills), and discuss implications for teaching (APST 1.1, 1.2);
- deconstruct the key aspects of child social emotional development (e.g. self-concept, self-esteem, identity, exceptionalities in development, peer and family relationships), and discuss implications for teaching and legislative requirements (educational policy documents) (APST 1.1, 1.2, 1.6, 4.1).
|1.||The study and theories of child development and learning||25.00|
|2.||Cognitive development – learning, memory, language development, intelligence and creativity||25.00|
|3.||Physical development – brain, body and motor skills||25.00|
|4.||Social and emotional development – social competence, personality, attachment behaviour and exceptionalities in development||25.00|
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). (https://omnia.usq.edu.au/textbooks/?year=2020&sem=02&subject1=EDC1100)
Please contact us for alternative purchase options from USQ Bookshop. (https://omnia.usq.edu.au/info/contact/)
Student workload expectations
|Description||Marks out of||Wtg (%)||Due Date||Notes|
|ESSAY RESPONSE 1||50||50||26 Aug 2020|
|ESSAY RESPONSE 2||50||50||12 Oct 2020|
Important assessment information
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.
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 for that item.
Penalties for late submission of required work:
Students should refer to the Assessment Procedure http://policy.usq.edu.au/documents.php?id=14749PL (point 4.2.4)
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.
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 items for the course.
There is no examination in this course.
Examination period when Deferred/Supplementary examinations will be held:
There is no examination in this course, there will be no deferred or supplementary examinations.
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 http://policy.usq.edu.au.
Referencing in assignments must comply with the APA referencing system. This system should be used by students 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. This guide can be found at http://www.usq.edu.au/library/referencing.
Students are required to demonstrate competence in and appropriate use of academic language and literacy, including spelling, grammar, punctuation, and referencing in all assessment responses. Marks allocated to the aforementioned criteria will be specified in the criteria for assessment of all assessment items.
Students are required to submit ALL assignments to evidence meeting or exceeding the mandatory requirements of the Australian Professional Standards for Teachers (APSTs).
Evaluation and benchmarking
In meeting the University’s aims to establish quality learning and teaching for all programs, this course monitors and ensures quality assurance and improvements in at least two ways. This course:
1. conforms to the USQ Policy on Evaluation of Teaching, Courses and Programs to ensure ongoing monitoring and systematic improvement
2. forms part of the Bachelor of Education and is benchmarked against the:
- internal USQ accreditation/reaccreditation processes which include (i) stringent standards in the independent accreditation of its academic programs, (ii) close integration between business and academic planning, and (iii) regular and rigorous review
- Queensland College of Teachers
- Australian Professional Standards for Teachers (APST) of the Australian Institute for Teaching and School Leadership (AITSL).
Participation: Students can expect it will be necessary to participate in and contribute to a range of learning opportunities in this course including online study activities, lectures, tutorials, seminar presentations, group discussions and self-directed study activities in order to apply the coursework that will enable quality assessment tasks to be submitted as evidence of professional development.
E-mail and Internet access: Students will require access to e-mail and have Internet access to UConnect for this course.
On-campus enrolments: Should enrolments not reach the minimum number required for on-campus study, students may be transferred to the ONLINE offering and advised of this change before semester commences.