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ECED602 – Early Childhood Development

2017 – S1 External

General Information

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Unit convenor and teaching staff Unit convenor and teaching staff Unit Convenor
Helen Little
Contact via 98509875
X5B235
Monday 2pm - 4pm or by appointment
Credit points Credit points
4
Prerequisites Prerequisites
Admission to MTeach(Birth to Five Years) or GradCertEChild
Corequisites Corequisites
Co-badged status Co-badged status
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.

Important Academic Dates

Information about important academic dates including deadlines for withdrawing from units are available at http://students.mq.edu.au/student_admin/enrolmentguide/academicdates/

Learning Outcomes

  1. Acquire an understanding of the many and varying influences important to the development of a child.
  2. Develop an appreciation of the whole child through exploring the links between different dimensions of child growth and development.
  3. Demonstrate autonomy and adaptability as a teacher of young children through a thorough knowledge of child development theories and links with practical applications.
  4. Demonstrate awareness and respect for cultural, historical and contextual influences on child.
  5. Analyse critically links between theory, research and practice to explore the biological underpinnings of development including individual differences.

General Assessment Information

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. 

Assessment Presentation & Submission Guidelines

Please follow these guidelines when you submit each assignment:

  • Allow a left and right-hand margin of at least 2cm in all assignments.
  • Please type all assignments using 12-point font and 1.5 spacing.
  • All assessments must be submitted through turnitin in .doc or .pdf format for submission.
  • It is the onus of the student to ensure that all assessments are successfully submitted through turnitin.
  • Faculty assignment cover sheets are NOT required for this unit.

Draft Submissions & Turnitin Originality Reports

  • Students may use Turnitin’s Originality Report as a learning tool to improve their academic writing if this option is made available in the unit.
  • Students are strongly encouraged to upload a draft copy of each assessment to Turnitin at least one week prior to the due date to obtain an Originality Report.
  • The Originality Report provides students with a similarity index that may indicate if plagiarism has occurred. Students will be able to make amendments to their drafts prior to their final submission on the due date.
  • Generally, one Originality Report is generated every 24 hours up to the due date.

Final Submissions

  • Students are responsible for checking that their submission has been successful and has been submitted by the due date and time. 

When preparing your assignments, it is essential that you note that:

  • Assignment marks will be deducted if you submit your assignment late (refer to the ‘late assignments’ section below for more details);
  • Unless there are exceptional circumstances, no assignment will be accepted after the date that the assignment has been returned to other students. 
  • All failing assignments will be double marked when the failure is due to unsatisfactory content.  Failures that are the result of deductions for lateness or loss of marks for referencing, presentation, or plagiarism may not be double-marked;

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. Early Childhood students are required to use the American Psychological Association (APA) 6th edition referencing procedures. Full details about how to cite and reference correctly can be found in Perrin (2015). Online APA guides are also available via the library. 

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

 

Assignment Extensions and Penalties:

Applications for extensions must be made via AskMQ at https://ask.mq.edu.au as a "Disruption to Studies" request before the submission date. Students who experience a disruption to their studies through ill-health or misadventure are able to apply for this request. Extensions can only be granted if they meet the Disruption to Studies policy and are submitted via ask.mq.edu.au. This will ensure consistency in the consideration of such requests is maintained.

In general, there should be no need for extensions except through illness or misadventure that would be categorised as unavoidable disruption according to the University definition of same, and currently available at:

https://students.mq.edu.au/study/my-study-program/special-consideration/disruption-to-studies

Late submissions without extension will receive a penalty of 5% reduction of the total possible mark for each day late (including weekends and public holidays). You are reminded that submitting even just 1 day late could be the difference between passing and failing a unit. Late penalties are applied by unit convenors or their delegates after tasks are assessed.

No assessable work will be accepted after the return/release of marked work on the same topic. If a student is still permitted to submit on the basis of unavoidable disruption, an alternative topic may be set. 

Students should keep an electronic file of all assessments. Claims regarding "lost" assessments cannot be made if the file cannot be produced. It is also advisable to keep an electronic file of all drafts and the final submission on a USB untouched/unopened after submission. This can be used to demonstrate easily that the assessment has not been amended after the submission date.

  • Please notify the unit coordinator of your intention to request an extension (via Dialogue in iLearn), however, extension will only be granted on receipt of the completed form submitted through ask.mq.edu.au, plus documentation.
  • Emails are not appropriate means of extension requests.
  • It is essential that you plan ahead and organise your study time effectively. Poor time management is not grounds for an extension

 

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:

  • Receive an adequate total mark for the unit (i.e. your combined marks for the two quizzes, the two learning activities and PeerWise tasks). 
  • Have made a serious attempt at passing all pieces of work in order to pass the unit. 
  • In order to receive a grade of Pass, your total mark must be at least 50/100.

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 2017.

 

Assessment Tasks

Name Weighting Hurdle Due
Learning Activity 1 - Theories 20% 17 March
PeerWise Task 1 5% 3 April
Quiz 1 15% 6 April
Learning Activity 2 40% 22 May
PeerWise Task 2 5% 8 June
Quiz 2 15% 14 June

Learning Activity 1 - Theories

Due: 17 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. 


This Assessment Task relates to the following Learning Outcomes:
  • Acquire an understanding of the many and varying influences important to the development of a child.
  • Develop an appreciation of the whole child through exploring the links between different dimensions of child growth and development.
  • Demonstrate autonomy and adaptability as a teacher of young children through a thorough knowledge of child development theories and links with practical applications.
  • Demonstrate awareness and respect for cultural, historical and contextual influences on child.
  • Analyse critically links between theory, research and practice to explore the biological underpinnings of development including individual differences.

PeerWise Task 1

Due: 3 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 for Topics 1 to 12. Evaluation of 10 questions written by other students.


This Assessment Task relates to the following Learning Outcomes:
  • Acquire an understanding of the many and varying influences important to the development of a child.
  • Develop an appreciation of the whole child through exploring the links between different dimensions of child growth and development.

Quiz 1

Due: 6 April
Weighting: 15%

 

30 questions - multiple choice questions; True/False; matching terms – worth 0.5 marks each

Questions drawn from lectures and readings for Topics 1-12 inclusive (Key debates in child development to Perception)

Open Book (notes, lecture slides and textbooks)

Note: Online quizzes are an individual assessment task and MUST BE COMPLETED by each student individually


This Assessment Task relates to the following Learning Outcomes:
  • Acquire an understanding of the many and varying influences important to the development of a child.
  • Develop an appreciation of the whole child through exploring the links between different dimensions of child growth and development.
  • Demonstrate autonomy and adaptability as a teacher of young children through a thorough knowledge of child development theories and links with practical applications.
  • Demonstrate awareness and respect for cultural, historical and contextual influences on child.
  • Analyse critically links between theory, research and practice to explore the biological underpinnings of development including individual differences.

Learning Activity 2

Due: 22 May
Weighting: 40%

 

In this essay, students will examine current research related to a specific area of development. In your response, you need to refer to the findings of at least 5 empirical research studies. 

 


This Assessment Task relates to the following Learning Outcomes:
  • Acquire an understanding of the many and varying influences important to the development of a child.
  • Develop an appreciation of the whole child through exploring the links between different dimensions of child growth and development.
  • Demonstrate autonomy and adaptability as a teacher of young children through a thorough knowledge of child development theories and links with practical applications.
  • Demonstrate awareness and respect for cultural, historical and contextual influences on child.
  • Analyse critically links between theory, research and practice to explore the biological underpinnings of development including individual differences.

PeerWise Task 2

Due: 8 June
Weighting: 5%

 

 

PeerWise Task 2: Upload minimum of 1 multiple choice question per lecture topic for Lectures 13 to 23. Evaluation of 10 questions written by other students.


This Assessment Task relates to the following Learning Outcomes:
  • Acquire an understanding of the many and varying influences important to the development of a child.
  • Develop an appreciation of the whole child through exploring the links between different dimensions of child growth and development.

Quiz 2

Due: 14 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 13-23 inclusive (Cognition to Social development)

 

Open Book (notes, lecture slides and textbooks)

Note: Online quizzes are an individual assessment task and MUST BE COMPLETED by each student individually


This Assessment Task relates to the following Learning Outcomes:
  • Acquire an understanding of the many and varying influences important to the development of a child.
  • Develop an appreciation of the whole child through exploring the links between different dimensions of child growth and development.
  • Demonstrate autonomy and adaptability as a teacher of young children through a thorough knowledge of child development theories and links with practical applications.
  • Demonstrate awareness and respect for cultural, historical and contextual influences on child.
  • Analyse critically links between theory, research and practice to explore the biological underpinnings of development including individual differences.

Delivery and Resources

IEC Relevant Documents

The information in this Unit Guide must be read in conjunction with the following documents available for download from iLearn:

  • Unit Readings, Assessment Details

IEC Electronic Communication

During semester time, staff may contact students using the following ways:

  • Dialogue function on iLearn
  • Official MQ Student Email Address

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)

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 lectures and 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 all lectures for the topics covered in weeks 1 -3 before attending your first class on 10 March, and, on average, complete 2-3 topics each week of semester. 

  • Ensure that you are listening to your lectures regularly and completing the associated readings.  The material in this unit is complex and cannot be rushed.  Set yourself weekly times to ensure that you complete your topics each week.  

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 1 April and 27 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. 

Unit Schedule

 

Week  

Topic

Lecturer

Reading

Internal Seminar/ Workshop

Key Theories and Research Methods

 

Week 1:

27 February

 

1. Key debates in child development

Dr Helen Little

White et al. pp. 4-7

Workshop 1:

Friday 10 March

Intro to unit and theories

Research methods

Genetics and prenatal development

2. Maturation/Ethology

Dr Helen Little

White et al. pp. 7-9; 14-15

3. Psychoanalytic theory

Dr Helen Little

White et al. pp. 9-11

4. Learning/ Behaviourism

Dr Helen Little

White et al. pp. 11-14

Week 2:

6 March

 

5. Cognitive Theories

Dr Shirley Wyver

White et al. pp. 11, 16-19, 140-142

6. Ecological systems theory

Dr Helen Little

White et al. pp. 16-18

7. Dynamic systems

Dr Helen Little

White et al. pp.18 – 20

8. Research Methods

 

White et al. pp. 20-31

Foundations of Development

Week 3:

13 March

9. Genetic Contributions

Dr Helen Little

White et al. pp. 36-51

10. Prenatal Development

Dr Helen Little

White et al. pp. 51-61

Learning Activity 1 Due Friday 17 March

Week 4:

20 March

11. Physical and motor development

 

Dr Helen Little

 

White et al. Ch. 3

 

Workshop 2:

Friday 24 March

Prenatal

Motor development

Week 5:

27 March

12. Perception

Dr Shirley Wyver

White et al. Ch. 4

Perception

Week 6:

3 April

PeerWise task 1 to be completed by Tuesday 4 April (Week 6)

Above Lecture Content & Readings covered in Online Quiz 1, Friday 7 April (Week 6)

Domains of Development

Week 7:

10 April

13. Cognition

Dr Carol Newall

White et al. Ch 5 & 6

Workshop 3:

Friday 19 May

Cognition, Language & joint attention 

ToM & Gender

Week 8:

1 May

 

14. Language Development

Dr Helen Little

White et al. Ch. 7

15. Joint Attention

Dr Shirley Wyver

White et al. p. 202

Week 9:

8 May

 

16. Theory of Mind

Dr Shirley Wyver

White et al. pp. 201-205

17. Gender

Dr Carol Newall

White et al. pp. 319-326

Learning Activity 2 Due Monday 22 May

Week 10:

15 May

 

18. Temperament

Dr Helen Little

White et al. pp.354-360

Workshop 4:

Friday 26 May

Attachment & temperament

19. Attachment

Dr Carol Newall

White et al. pp.311-316

Week 11:

22 May

20. Emotional development

Dr Carol Newall

White et al. pp. 361-367; 370-372; 375-385

Parenting

Peers

Social development

 

19. Parenting

Dr Carol Newall

White et al. pp. 338-339, 378-379; #Grimes et al.

Week 12:

29 May

 

20. Peer relationships

Dr Helen Little

White et al. pp. 339-341, 380

21. Social Development

Dr Helen Little

White et al. pp. 307-311; 316-319; 331-333

Week 13:

5 June

STUDYWEEK

PeerWise task 2 to be completed by Thursday 8 June

 

Above Lecture Content & Readings Covered in Quiz 2, Wednesday 14 June

 

           

 

Policies and Procedures

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_2016.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 (in effect until Dec 4th, 2017): http://www.mq.edu.au/policy/docs/disruption_studies/policy.html

Special Consideration Policy (in effect from Dec 4th, 2017): https://staff.mq.edu.au/work/strategy-planning-and-governance/university-policies-and-procedures/policies/special-consideration

In addition, a number of other policies can be found in the Learning and Teaching Category of Policy Central.

Student Code of Conduct

Macquarie University students have a responsibility to be familiar with the Student Code of Conduct: https://students.mq.edu.au/support/student_conduct/

Results

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.

Student Support

Macquarie University provides a range of support services for students. For details, visit http://students.mq.edu.au/support/

Learning Skills

Learning Skills (mq.edu.au/learningskills) provides academic writing resources and study strategies to improve your marks and take control of your study.

Student Enquiry Service

For all student enquiries, visit Student Connect at ask.mq.edu.au

Equity Support

Students with a disability are encouraged to contact the Disability Service who can provide appropriate help with any issues that arise during their studies.

IT Help

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.

Graduate Capabilities

Engaged and Ethical Local and Global citizens

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:

Learning outcome

  • Demonstrate awareness and respect for cultural, historical and contextual influences on child.

Assessment task

  • Learning Activity 2

Socially and Environmentally Active and Responsible

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:

Learning outcome

  • Demonstrate awareness and respect for cultural, historical and contextual influences on child.

Capable of Professional and Personal Judgement and Initiative

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:

Learning outcomes

  • Acquire an understanding of the many and varying influences important to the development of a child.
  • Develop an appreciation of the whole child through exploring the links between different dimensions of child growth and development.
  • Demonstrate autonomy and adaptability as a teacher of young children through a thorough knowledge of child development theories and links with practical applications.
  • Demonstrate awareness and respect for cultural, historical and contextual influences on child.
  • Analyse critically links between theory, research and practice to explore the biological underpinnings of development including individual differences.

Assessment tasks

  • Learning Activity 1 - Theories
  • Learning Activity 2

Commitment to Continuous Learning

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:

Learning outcome

  • Analyse critically links between theory, research and practice to explore the biological underpinnings of development including individual differences.

Assessment tasks

  • PeerWise Task 1
  • Quiz 1
  • Learning Activity 2
  • PeerWise Task 2
  • Quiz 2

Discipline Specific Knowledge and Skills

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:

Learning outcomes

  • Acquire an understanding of the many and varying influences important to the development of a child.
  • Develop an appreciation of the whole child through exploring the links between different dimensions of child growth and development.
  • Demonstrate autonomy and adaptability as a teacher of young children through a thorough knowledge of child development theories and links with practical applications.
  • Demonstrate awareness and respect for cultural, historical and contextual influences on child.
  • Analyse critically links between theory, research and practice to explore the biological underpinnings of development including individual differences.

Assessment tasks

  • Learning Activity 1 - Theories
  • PeerWise Task 1
  • Quiz 1
  • Learning Activity 2
  • PeerWise Task 2
  • Quiz 2

Critical, Analytical and Integrative Thinking

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:

Learning outcomes

  • Acquire an understanding of the many and varying influences important to the development of a child.
  • Develop an appreciation of the whole child through exploring the links between different dimensions of child growth and development.
  • Demonstrate autonomy and adaptability as a teacher of young children through a thorough knowledge of child development theories and links with practical applications.
  • Demonstrate awareness and respect for cultural, historical and contextual influences on child.
  • Analyse critically links between theory, research and practice to explore the biological underpinnings of development including individual differences.

Assessment tasks

  • Learning Activity 1 - Theories
  • PeerWise Task 1
  • Quiz 1
  • Learning Activity 2
  • PeerWise Task 2
  • Quiz 2

Problem Solving and Research Capability

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:

Learning outcomes

  • Develop an appreciation of the whole child through exploring the links between different dimensions of child growth and development.
  • Demonstrate autonomy and adaptability as a teacher of young children through a thorough knowledge of child development theories and links with practical applications.
  • Analyse critically links between theory, research and practice to explore the biological underpinnings of development including individual differences.

Assessment task

  • Learning Activity 2

Effective Communication

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:

Learning outcomes

  • Demonstrate autonomy and adaptability as a teacher of young children through a thorough knowledge of child development theories and links with practical applications.
  • Analyse critically links between theory, research and practice to explore the biological underpinnings of development including individual differences.

Assessment tasks

  • Learning Activity 1 - Theories
  • PeerWise Task 1
  • Learning Activity 2
  • PeerWise Task 2
  • Quiz 2

Changes since First Published

Date Description
24/02/2017 Update of disruption to studies link