Unit convenor and teaching staff |
Unit convenor and teaching staff
Unit Convenor
Helen Little
Contact via helen.little@mq.edu.au
X5B357
Thursday 11am - 12.30pm; 2-4pm
Lecturer and tutor
Carol Newall
Contact via 98508057
X5B273
TBA
Tutor
Samantha Adams
Tutor
Amber Hinton
Tutor
Kelly Baird
Tutor
Jodie Anagnos
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Credit points |
Credit points
3
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Prerequisites |
Prerequisites
12cp
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Corequisites |
Corequisites
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Co-badged status |
Co-badged status
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Unit description |
Unit description
This unit offers a critical overview of current theory, research and issues in child development and wellbeing from the preschool years through to late middle childhood and puberty. The unit covers the major aspects of children's cognitive, physical and social/emotional development; personality; prosocial and antisocial behaviours; and the development and salience of relationships. An understanding of factors that promote and attenuate optimal development and the unique contribution of child rearing contexts is integrated throughout. During the unit, students are encouraged to engage in active interpretation of the material covered and to consider both the implications and practical application in their professional contexts. Particular attention is paid to the implications for prior-to-school and primary school educators within the contemporary Australian social/cultural context.
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Information about important academic dates including deadlines for withdrawing from units are available at https://www.mq.edu.au/study/calendar-of-dates
On successful completion of this unit, you will be able to:
Detailed information for each individual assessment can be found on the iLearn site under Assessment.
Assessment Submission
Assessment task 1 Quiz: This will be an online assessment based on the content of the lectures given in Weeks 1 - 3. This assessment will be open on Wednesday 27th August only between the specified hours (refer to iLearn site for details). Make sure you put aside time to complete the assessment. You should have your textbook/reading, lecture notes, and any other resources with you.There will be 20 questions and you will only be able to attempt the assessment once.
Assessment task 2A, Information leaflet: Submitted through the iLearn website via relevant link.
Assessment task 2B, Essay: submitted through the iLearn website via the Turnitin link in the assignment section of the site.
Both Assignment 2A and 2B must be submitted online by 11.55pm on the due dates.
Assessment task 4 Exam: The exam is scheduled by Macquarie University (not IEC) and will take place during the second half examination period. You are expected to present yourself for examination at the time and place designated in the University Examination Timetable. The timetable will be available in Draft form approximately eight weeks before the commencement of the examinations and in Final form approximately four weeks before the commencement of the examinations. All students are expected to ensure that they are available until the end of the teaching semester, that is, the final day of the official examination period.
Notes about TURNITIN:
When writing assignments, it is essential that students acknowledge the source of information correctly and do not breach Academic Honesty. TURNITIN is an electronic resource which detects material that has been copied from another source. Information about the importance of referencing and how to reference can be found in the IEC referencing guide on the iLearn site. Information on how to submit assignment to TURINITIN is provided on the iLearn site for this unit.
Presentation and other information for assignments
Word Limit
All sections of the assignment, apart from references are included in the word limit. If your assignment seriously exceeds the word limit, it will be marked only to the point at which the word limit is reached plus 10% leeway. If it falls seriously short of the word limit it is likely that the criteria for content will not have been met.
Late Assignments:
A deduction of 5% of the total possible mark allocated for that assignment will be made for each day or part day that assignment is late, weekends counting as two days. For example, if an assignment is worth 30 marks and you submit it 2 days late, you will have 3 marks (2 x 5% of 30 marks) subtracted from your awarded mark.
Extensions:
In extenuating circumstances, students may apply to the unit coordinator for an extension to the assignment due date. Reasons for the extension need to be documented in accordance with the Disruptions to Study policy http://mq.edu.au/policy/docs/disruption_studies/policy.html
The Disruption to Studies Notification must be completed by the student and submitted online through www.ask.mq.edu.au. Refer to the Disruptions to Studies procedures: http://studentadmin.mq.edu.au/disruption%20to%20studies.html
Note that:
Work Awarded a Fail
All assessments awarded a fail will be double marked, or double checked in the case of multiple choice items. There are no resubmissions in this unit.
Eligibility for a Passing Grade
In order to be eligible to receive a passing grade in this unit all assessment tasks must be completed. This means you must complete the on-line assessment, submit the 2 written assignments and sit for the exam. It is not the responsibility of unit staff to contact students who have failed to submit assignments or have missed the exam.
If you have any missing items of assessment, it is your responsibility to make contact with the unit coordinator to determine whether it is possible to complete the unit in 2014.
Name | Weighting | Due |
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Assessment 1 | 10% | 27th August |
Assessment 2A | 20% | 18th September |
Assessment 2B | 30% | 23rd October |
Assessment 4 | 40% | November 2014 |
Due: 27th August
Weighting: 10%
Quiz on content of lectures and readings Weeks 1-3
Due: 18th September
Weighting: 20%
Information leaflet for parents on an aspect of development
Due: 23rd October
Weighting: 30%
Critical analysis of child development research studies
Due: November 2014
Weighting: 40%
Multiple choice, short answer and essay questions
Students in this unit should read this unit outline carefully at the start of semester. It contains important information about the unit. If anything in it is unclear, please consult the unit coordinator.
This unit offers a critical overview of current theory, research and practice in the early and middle childhood period 4-12 years. The unit covers aspects of children’s cognitive, social/emotional, and physical development and relationships during the preschool and primary school years. Particular attention is paid to the implications of research and theory for early childhood educators within the Australian social/cultural context.
The vast changes that occur in all aspects of a child’s development during the 4-12 year age range make this a fascinating period in the life-span. As you may know, there are many conflicting views concerning the mechanisms underlying such change. You will find for almost every topic examined in this unit that there are differences of opinion, questions unanswered, different interpretations of research findings and many areas in which research is still to be done. For this reason, it is expected that you will not approach your study in this unit as merely learning a set of facts. Rather, you should continually be critically analysing the material presented, and contrasting the approaches of authors with conflicting theories. You should also consider practical application of major concepts in your professional contexts.
Technology Used and Required
Students are required to access iLearn at least once per week and for submission of assessment tasks. Other technologies (e.g iPads) introduced in tutorial sessions.
Lecture and Tutorial Times
Please check the university timetable for updates https://timetables.mq.edu.au/2014/. Lectures are currently scheduled for Thursday 9am and 10am.
Compulsory on campus days for external students are scheduled for 25th and 26th September. External students will cover the tutorial content during their two days of on-campus attendance.
Teaching and Learning Strategy
Weekly content is delivered through lectures and readings. Tutorials and assessment tasks are used to explore content in more detail.
To gain the most benefit from tutorials, students are required to access relevant lectures before attending the associated tutorial.
This unit has a workbook available as a PDF file on iLearn. The workbook is to be used to record notes from tutorials, lectures and your readings. You should bring your workbook with you to the On Campus days as you will complete the tasks during these days.
Textbook: White, F., Hayes, B., & Livesey, D. (2013). Developmental psychology: From infancy to adulthood (3rd ed.). Frenchs Forest, NSW: Pearson Education.
Supplementary Readings: Available from Library e-reserve.
Dunn, J. (2005). Commentary: Siblings in their families. Journal of Family Psychology, 19(4), 654-657.
McCall, R., & Green, B. (2004). Beyond the methodological gold standards of behavioral research: Considerations for practice and policy. Social Policy Report, 18(2), 2-12.
Pakarinen, E., Kiuru, N., Lerkkanen, M., Poikkeus, A., Siekkinen, M., & Nurmi, J. (2010). Classroom organisation and teacher stress predict learning motivation in kindergarten children. European Journal of Psychology of Education, 25(3), 281-300.
Twigg, D., & Pendergast, D. (2013). Social and emotional well-being. In D. Pendergast and S. Garvis (Eds), Teaching early years. Curriculum, pedagogy and assessment (pp.231-243). Sydney: Allen & Unwin.
Week/ Date |
Lecture Topic |
Tutorial |
Week 1 7 August |
Introduction to unit |
No Tutorial |
Research: Evidence and practice |
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Week 2 14 August |
Parenting No live lecture. Pre-recorded lecture available on iLearn |
Parenting and sibling relationships |
Sibling relationships |
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Week 3 21 Aug |
Peer relationships |
Peer relationships |
Development of pro-social/anti-social behaviour |
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Week 4 28 Aug |
Social skills |
Self-esteem/ self-worth |
Self-esteem and self-worth |
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Week 5 4 Sept |
Emotional development |
Emotion |
Attachment |
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Week 6 11 Sept |
Stress and coping No live lecture. Pre-recorded lecture available on iLearn |
Stress & Coping/ personality |
Personality development |
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Week 7 18 Sept |
Wellbeing and development |
Wellbeing |
Non-parental care |
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Week 8 9 Oct |
Physical development |
Motor development |
Motor development |
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Week 9 16 Oct |
Gender |
Gender |
Language |
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Week 10 23 Oct |
Cognition 1 |
Cognitive development |
Cognition 2 |
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Week 11 30 Oct |
Development of memory |
Memory & Executive functions |
Problem solving, reasoning and Executive Functions (EF) |
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Week 12 6 Nov |
Theory of Mind |
ToM / Moral development |
Moral development |
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Week 13 13 November |
Developmental psychopathology |
Assessment of development |
Assessment of development and intelligence |
Macquarie University policies and procedures are accessible from Policy Central. Students should be aware of the following policies in particular with regard to Learning and Teaching:
Academic Honesty Policy http://mq.edu.au/policy/docs/academic_honesty/policy.html
Assessment Policy http://mq.edu.au/policy/docs/assessment/policy.html
Grading Policy http://mq.edu.au/policy/docs/grading/policy.html
Grade Appeal Policy http://mq.edu.au/policy/docs/gradeappeal/policy.html
Grievance Management Policy http://mq.edu.au/policy/docs/grievance_management/policy.html
Disruption to Studies Policy http://www.mq.edu.au/policy/docs/disruption_studies/policy.html The Disruption to Studies Policy is effective from March 3 2014 and replaces the Special Consideration Policy.
In addition, a number of other policies can be found in the Learning and Teaching Category of Policy Central.
Macquarie University students have a responsibility to be familiar with the Student Code of Conduct: https://students.mq.edu.au/support/student_conduct/
Macquarie University provides a range of support services for students. For details, visit http://students.mq.edu.au/support/
Learning Skills (mq.edu.au/learningskills) provides academic writing resources and study strategies to improve your marks and take control of your study.
Students with a disability are encouraged to contact the Disability Service who can provide appropriate help with any issues that arise during their studies.
For all student enquiries, visit Student Connect at ask.mq.edu.au
For help with University computer systems and technology, visit http://informatics.mq.edu.au/help/.
When using the University's IT, you must adhere to the Acceptable Use Policy. The policy applies to all who connect to the MQ network including students.
We want our graduates to have emotional intelligence and sound interpersonal skills and to demonstrate discernment and common sense in their professional and personal judgement. They will exercise initiative as needed. They will be capable of risk assessment, and be able to handle ambiguity and complexity, enabling them to be adaptable in diverse and changing environments.
This graduate capability is supported by:
Our graduates will have enquiring minds and a literate curiosity which will lead them to pursue knowledge for its own sake. They will continue to pursue learning in their careers and as they participate in the world. They will be capable of reflecting on their experiences and relationships with others and the environment, learning from them, and growing - personally, professionally and socially.
This graduate capability is supported by:
Our graduates will take with them the intellectual development, depth and breadth of knowledge, scholarly understanding, and specific subject content in their chosen fields to make them competent and confident in their subject or profession. They will be able to demonstrate, where relevant, professional technical competence and meet professional standards. They will be able to articulate the structure of knowledge of their discipline, be able to adapt discipline-specific knowledge to novel situations, and be able to contribute from their discipline to inter-disciplinary solutions to problems.
This graduate capability is supported by:
We want our graduates to be capable of reasoning, questioning and analysing, and to integrate and synthesise learning and knowledge from a range of sources and environments; to be able to critique constraints, assumptions and limitations; to be able to think independently and systemically in relation to scholarly activity, in the workplace, and in the world. We want them to have a level of scientific and information technology literacy.
This graduate capability is supported by:
Our graduates should be capable of researching; of analysing, and interpreting and assessing data and information in various forms; of drawing connections across fields of knowledge; and they should be able to relate their knowledge to complex situations at work or in the world, in order to diagnose and solve problems. We want them to have the confidence to take the initiative in doing so, within an awareness of their own limitations.
This graduate capability is supported by:
We want to develop in our students the ability to communicate and convey their views in forms effective with different audiences. We want our graduates to take with them the capability to read, listen, question, gather and evaluate information resources in a variety of formats, assess, write clearly, speak effectively, and to use visual communication and communication technologies as appropriate.
This graduate capability is supported by:
As local citizens our graduates will be aware of indigenous perspectives and of the nation's historical context. They will be engaged with the challenges of contemporary society and with knowledge and ideas. We want our graduates to have respect for diversity, to be open-minded, sensitive to others and inclusive, and to be open to other cultures and perspectives: they should have a level of cultural literacy. Our graduates should be aware of disadvantage and social justice, and be willing to participate to help create a wiser and better society.
This graduate capability is supported by:
We want our graduates to be aware of and have respect for self and others; to be able to work with others as a leader and a team player; to have a sense of connectedness with others and country; and to have a sense of mutual obligation. Our graduates should be informed and active participants in moving society towards sustainability.
This graduate capability is supported by:
Date | Description |
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25/07/2014 | Addition of information on eligibility for a passing grade in the unit. |