Unit convenor and teaching staff |
Unit convenor and teaching staff
Unit Convenor
Helen Little
Contact via 98509875
X5B364
Monday 11am-1pm or by appointment
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Credit points |
Credit points
4
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Prerequisites |
Prerequisites
Admission to MTeach(Birth to Five Years) or GradCertEChild
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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 examines major theories and current issues in child development and the application of developmental theory to educational practice. It provides students with an understanding of how theory and cultural assumptions influence practice and how to recognise the implications of theory and research for teaching. The initial part of the unit is concerned with theories of development and the middle to latter sections deal with domains of development and areas of specific interest in child development for the early childhood years.
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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:
PLEASE REFER TO INFORMATION ON iLEARN FOR FULL DETAILS OF ASSESSMENT TASKS AND MARKING CRITERIA
All assignments in this unit are submitted online through the unit website.
IEC Assessment Presentation & Submission Guidelines
Please follow these guidelines when you submit each assignment:
Draft Submissions & Turnitin Originality Reports
Final Submissions
When preparing your assignments, it is essential that you 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 Perrin (2015) and in the IEC Academic Honesty Handbook.
The following guide can be purchased from the Co-op Bookshop. This is a required text:
Perrin, R. (2015). Pocket guide to APA style (5th ed.). Stamford, CT: Cengage Learning
Late Assignments:
A deduction of 5% per day will be made for each day or part day that an assignment is late, weekends counting as two days.
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).
It is expected that you will commence working on your learning activities at the beginning of semester. If you have had a brief illness or adverse event, the unit coordinator will request that you submit all work completed prior to the interruption in your study. If it appears that you have not completed a substantial component of the work, it is unlikely that your extension will be granted. Demonstration of work completed should be done by sending an email to the unit convenor with a word file of completed work attached or the content of your document pasted into the email.
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:
University Disruption to Studies Policy
The University recognises that students may experience disruptions that adversely affect their academic performance in assessment activities. Support Services are provided by the University to assist students through their studies. Whilst advice and recommendations may be made to a student, it is ultimately the student's responsibility to access these services as appropriate.
The Disruption to Studies Policy applies only to serious and unavoidable disruptions that arise after a study period has commenced. The full Disruption to Studies Policy can be found at http://mq.edu.au/policy/docs/disruption_studies/policy.html
Serious and Unavoidable Disruption: The University classifies a disruption as serious and unavoidable if it:
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 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. It is not the responsibility of unit staff to contact students who have failed to submit assignments or have missed a quiz. 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 2016.
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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Learning Activity 1 - Theories | 20% | 18 March |
PeerWise Task 1 | 5% | 5 April |
Quiz 1 | 15% | 7 April |
Learning Activity 2 | 40% | 20 May |
PeerWise Task 2 | 5% | 3 June |
Quiz 2 | 15% | 9 June |
Due: 18 March
Weighting: 20%
“Key Understandings of Two Major Theories”
What is your understanding of theories of development? Listen to the lectures from Weeks 1 and 2 and read White et al.’s (2016) introductory chapter titled “What is developmental psychology?” Select two theories to focus on and read the key readings concerning these. In 800 words outline your understandings of these theories. What are the key aspects of their explanation of human development? Describe whether the theories are consistent with your observations of development.
Due: 5 April
Weighting: 5%
Students in ECED602 will use PeerWise to create, share and evaluate multiple choice quiz questions. Peerwise is designed to help students consolidate course content and prepare for the two Quiz assessment tasks.
PeerWise Task 1: Upload minimum of 1 multiple choice question per lecture topic for Lectures 1 to 12. Evaluation of 10 questions written by other students.
Due: 7 April
Weighting: 15%
30 questions - multiple choice questions; True/False; matching terms – worth 0.5 marks each
Questions drawn from lectures and readings for Lectures 1-12 inclusive (Maturation/Ethology to Perception)
Open Book (notes, lecture overheads and textbooks)
Due: 20 May
Weighting: 40%
Parents who speak a language other than English in the home are often concerned about the influence of the second language on their child’s development of English. What suggestions can be made from research evidence to parents in such a situation to promote positive language development in their children? In your response, you need to refer to the findings of at least 5 empirical research studies.
Due: 3 June
Weighting: 5%
PeerWise Task 2: Upload minimum of 1 multiple choice question per lecture topic for Lectures 13 to 24. Evaluation of 10 questions written by other students.
Due: 9 June
Weighting: 15%
30 questions - multiple choice questions; True/False; matching terms – worth 0.5 marks each
Questions drawn from lectures and readings for Lectures 13-22 inclusive (Cognition to Bullying)
Open Book (notes, lecture overheads and textbooks)
IEC Relevant Documents
The information in this Unit Guide must be read in conjunction with the following documents available for download from iLearn:
IEC Electronic Communication
During semester time, staff may contact students using the following ways:
It is the student’s responsibility to check all electronic communication on a regular weekly basis.
Required Texts:
White, F. Hayes, B. & Livesey, D. (2016). Developmental Psychology: From infancy to adulthood (4th ed.). Frenchs Forest, NSW: Pearson Education.
Additional Required Readings: (available online)
Bagwell, C. L. (2004). Friendships, peer networks, and antisocial behavior. In J. B., Kupersmidt,& K. Dodge, (Eds). Children's peer relations: From development to intervention. Decade of behavior, (pp. 37-57). Washington, DC, US: American Psychological Association, doi: 10.1037/10653-003
Gazelle, H., & Ladd, G. W.(2002). Interventions for children victimized by peers. In P. A. Schewe,(Ed), Preventing violence in relationships: Interventions across the life span, (pp. 55-78). Washington, DC, US: American Psychological Association, viii, 289 pp.
Grimes, C. L., Klein, T. P., & Putallaz, M. (2004). Parents' relationships with their parents and peers: Influences on children's social development. In J. B., Kupersmidt,& K. Dodge, (Eds). Children's peer relations: From development to intervention. Decade of behavior, (pp. 141-158). Washington, DC, US: American Psychological Association, doi: 10.1037/10653-003
Recommended:
Crain, W. (2010). Theories of child development: Concepts and applications (6th ed.). London: Pearson.
Learning and Teaching Methods:
The main method of delivery of unit content is via weekly tasks in iLearn. The lectures are not presented during class time, but are available from the ECED602 web site under each weekly section. You must make time to listen to the lectures and take notes. The lecture schedule in this unit guide provides dates for lectures to be completed to ensure you are prepared for your class. Internal students must complete 3 lectures before attending your first class and, on average, complete 2-3 lectures in each of the weeks that classes are held.
This series of recorded lectures, along with accompanying lecture notes and textbook readings, are the core study material. Seminars, tasks and assessments have been developed specifically to facilitate understanding of the lectures and readings. See the lecture schedule for more details.
External students will have the opportunity to complete weekly seminar tasks at the voluntary on campus days (Saturday 2 April and 28 May). Much of the seminar material is also presented within the weekly tasks for those unable to attend.
Withdrawing from this PG Unit
If you are considering withdrawing from this unit, please seek academic advice by writing to pg.educ_iec@mq.edu.au before doing so as this unit may be a co-requisite or prerequisite for units in the following semesters and may impact on your progression through the degree.
Complete before |
Lecture |
Lecturer |
Reading |
Internal Seminar |
Key Theories and Research Methods |
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Week 1: 29 February |
1. Maturation/Ethology |
Dr Frances Gibson |
White et al. pp. 7-9; 14-15 |
Intro to unit and theories |
29 February |
2. Learning/Behaviourism |
Dr Helen Little |
White et al. pp. 11-14 |
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29 February |
3. Psychoanalytic theory |
Dr Frances Gibson |
White et al. pp. 9-11 |
Theories and research methods |
Week 2: 7 March |
4. Cognitive Theories |
Dr Shirley Wyver |
White et al. pp. 11, 16-19, 140-142 |
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7 March |
5. Ecological Systems |
Dr Cathrine Neilsen-Hewett |
White et al. pp.16 – 17 |
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7 March |
6. Research Methods |
Dr Cathrine Neilsen-Hewett |
White et al. pp. 20-31 |
Genetics and prenatal development |
Foundations of Development |
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Week 3: 14 March |
7. Individual Differences and Genetic Contributions |
Dr Frances Gibson |
White et al. pp. 36-51 |
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14 March |
8. Prenatal Development |
Dr Frances Gibson |
White et al. pp. 51-61 |
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Week 4: 21 March |
9. Physical development |
Dr Cathrine Neilsen-Hewett |
White et al. Ch. 3 |
Motor development |
21 March |
10. Motor Development |
Dr Cathrine Neilsen-Hewett |
White et al. Ch. 3 |
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Week 5: 28 March |
NB: No internal classes 28 March (Week 5) due to Easter – Study week |
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Week 6: 4 April |
11. Perception |
Dr Shirley Wyver |
White et al. Ch. 4 |
Perception |
Domains of Development |
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Week 7: 25 April |
12. Cognition |
Dr Shirley Wyver |
White et al. Ch 5 & 6 |
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NB: No internal classes 25 April due to Anzac day |
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Week 8: 2 May |
13. Language Development |
Dr Shirley Wyver |
White et al. Ch. 7 |
Cognition, Language & joint attention |
2 May |
14. Joint Attention |
Dr Shirley Wyver |
White et al. p. 202 |
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Week 9: 9 May |
15. Theory of Mind |
Dr Shirley Wyver |
White et al. pp. 201-205 |
ToM & Gender |
9 May |
16. Gender |
Dr Cathrine Neilsen-Hewett |
White et al. pp. 319-326 |
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Week 10: 16 May |
17. Temperament |
Dr Frances Gibson |
White et al. pp.358-360 |
Attachment & temperament |
16 May |
18. Attachment |
Dr Frances Gibson |
White et al. pp.311-316 |
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Week 11: 23 May |
19. Parenting | Dr Cathrine Neilsen-Hewett | White et al. pp. 338-339, 378-379; #Grimes et al. | Parenting & Peers |
23 May | 20. Peer relationships | Dr Cathrine Neilsen-Hewett | White et al. pp. 339-341, 380 | |
Week 12: 30 May |
21. Social Development | Dr Cathrine Neilsen-Hewett | #Bagwell | Social development & bullying |
30 May | 22. Bullying | Dr Cathrine Neilsen-Hewett | #Gazelle & Ladd |
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
New Assessment Policy in effect from Session 2 2016 http://mq.edu.au/policy/docs/assessment/policy_2016.html. For more information visit http://students.mq.edu.au/events/2016/07/19/new_assessment_policy_in_place_from_session_2/
Assessment Policy prior to Session 2 2016 http://mq.edu.au/policy/docs/assessment/policy.html
Grading Policy prior to Session 2 2016 http://mq.edu.au/policy/docs/grading/policy.html
Grade Appeal Policy http://mq.edu.au/policy/docs/gradeappeal/policy.html
Complaint Management Procedure for Students and Members of the Public http://www.mq.edu.au/policy/docs/complaint_management/procedure.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://www.mq.edu.au/about_us/offices_and_units/information_technology/help/.
When using the University's IT, you must adhere to the Acceptable Use of IT Resources 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: