Unit convenor and teaching staff |
Unit convenor and teaching staff
Unit Convenor and lecturer
Helen Little
Contact via via iLearn dialogue
X5B364
Tutor
Zoe Wheeler
Contact via via iLearn dialogue
Tutor
Emma Sutherland
Contact via via iLearn dialogue
Tutor
Aliza Salvador
Contact via via iLearn dialogue
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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:
IEC Assessment Presentation & Submission Guidelines
Please follow these guidelines when you submit each assignment:
Draft Submissions & Turnitin Originality Reports
When preparing your assignments, it is essential that:
Late Assessments:
A deduction of 5% of the total possible mark allocated for that assessment would be made for each day or part day that assessment is late, weekends counting as two days. For example, if an assessment is worth 20 marks and you submit it 2 days late, you will have 2 marks (2 x 5% of 20 marks) subtracted from your awarded mark.
Extensions:
In extenuating circumstances, students may apply to the unit coordinator for an extension to the assessment due date. Reasons for the extension need to be documented through the Disruption to Studies form accessible through ask.mq.edu.au under "Disruption" and supported (e.g., a Professional Authority Form must be used in the case of illness). Note that:
IEC Academic Honesty Guidelines:
All assignments should cite and provide full bibliographical details of all material that you have used to inform or support your ideas. At the Institute of Early Childhood, students are required to use the American Psychological Association (APA) referencing procedures. Full details about how to cite and reference correctly can be found in the IEC Academic Honesty Handbook and the following sources.
Perrin, R. (2015). Pocket guide to APA style (5th ed.). Stamford, CT: Cengage Learning.
http://libguides.mq.edu.au/Referencing
http://www.apastyle.org/learn/tutorials/basics-tutorial.aspx
http://www.apastyle.org/learn/quick-guide-on-references.aspx
https://owl.english.purdue.edu/owl/section/2/10/
Eligibility for a Passing Grade in the Unit
In order to receive a passing grade in this unit, you must meet the following criteria:
Note: If you miss one piece of work, you will fail the unit. 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 2015.
Final Grades
The final grade a student receives signifies their overall performance in meeting the learning outcomes for the unit. The number assigned to a grade (Standard Numerical Grade or SNG) reflects the extent to which student attainment matches the grade descriptors.
Your raw mark for the unit (i.e., the total of your marks for each assessment item) may not be the same as the SNG which you receive. Results may be scaled to ensure there is a degree of comparability across the university, so that units with the same past performances of their students should achieve similar results. The process of scaling does not change the order of marks among students. A student who receives a higher raw score mark than another will also receive a higher final scaled mark.
Name | Weighting | Due |
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Topic Quiz | 10% | 19/08/2015 |
Linking research to practice | 30% | 10/09/2015 |
Parent information leaflet | 20% | 15/10/2015 |
Final exam | 40% | Semester 2 exam period |
Due: 19/08/2015
Weighting: 10%
Content from lectures and readings from topics covered in weeks 1 - 3.
NOTE: Online quizzes are an individual assessment task and MUST BE COMPLETED by each student individually.
Due: 10/09/2015
Weighting: 30%
Discuss and critically evaluate the findings of at least ten research studies related to specified area of development.
Due: 15/10/2015
Weighting: 20%
Information sheet designed for parents of children attending EC centre/school to promote awareness of one of specified area of child development
Due: Semester 2 exam period
Weighting: 40%
Combination of multiple-choice, short answer and essay questions
Teaching and Learning Strategy
Lectures
Two separate one hour lectures will be presented each week. Please refer to lecture schedule for details. Recordings of lectures will be available on Echo360 for both internal and external students. Lecture slides will be made available the day before the lecture for students who are attending the live lecture to download and have available during the lecture.
Required Textbook
White, F., Hayes, B., & Livesey, D. (2010). Developmental psychology: From infancy to adulthood (3rd ed.). Frenchs Forest, NSW: Pearson Education.
Supplementary readings
For some lectures supplementary readings will be available via E-Reserve. Readings listed in the lecture schedule are from the following journal articles.
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.
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.
Tutorials
Internal students will have weekly tutorials of one hour. Tutorials will commence in Week 2.
External students will cover the tutorial content during their two days of on-campus attendance (21st and 22nd September, 2015).
The tutorials and iLearn discussion forums are the most appropriate forums to raise questions and engage in group discussion to further your understanding of the material. Diverse views are welcome. It is important that you feel free to express your ideas openly (with the exception of views that may offend other students). The iLearn site is ideal for an exchange of ideas with all students, internal and external.
Workbook
This unit has a workbook available as a PDF file on the unit website. The workbook is to be used to record notes from tutorials, lectures and your readings. You should bring your workbook with you to all classes. Internal students will work through the tasks at their weekly tutorials. External students will complete the tasks at the On Campus days.
Engagement with Unit Content
Week | Topic |
Week 1 30 July |
Introduction to unit |
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Research: Evidence and practice |
Week 2 6 August |
Physical development |
Motor development | |
Week 3 13 Aug |
Cognition 1 |
Cognition 2 | |
Week 4 20 Aug |
Development of memory |
Problem solving, reasoning and Executive Functions (EF) | |
Week 5 27 Aug |
Theory of Mind |
Moral development | |
Week 6 3 September |
Language |
Assessment of development and intelligence | |
Week 7 10 Sept |
Parenting |
Non-parental care | |
Week 8 1 October |
Attachment |
Sibling relationships | |
Week 9 8 Oct |
Social skills |
Self-esteem and self-worth | |
Week 10 15 Oct |
Peer relationships |
Pro-social/anti-social behaviour | |
Week 11 22 Oct |
Emotional development |
Personality development | |
Week 12 29 Oct |
Gender |
Developmental psychopathology | |
Week 13 5 November |
Stress and coping |
Wellbeing and development |
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/
Results shown in iLearn, or released directly by your Unit Convenor, are not confirmed as they are subject to final approval by the University. Once approved, final results will be sent to your student email address and will be made available in eStudent. For more information visit ask.mq.edu.au.
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:
Date | Description |
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11/11/2015 | Information on Passing grade |