Unit convenor and teaching staff |
Unit convenor and teaching staff
Unit Convenor
Helen Little
Contact via 98509875
X5B235
Monday 2pm - 4pm 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.
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:
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.
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 2017.
Name | Weighting | Hurdle | Due |
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Learning Activity 1 - Theories | 20% | No | 17 March |
PeerWise Task 1 | 5% | No | 3 April |
Quiz 1 | 15% | No | 6 April |
Learning Activity 2 | 40% | No | 22 May |
PeerWise Task 2 | 5% | No | 8 June |
Quiz 2 | 15% | No | 14 June |
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.
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.
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.
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.
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.
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.
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)
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.
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.
Week |
Topic |
Lecturer |
Reading |
Internal Seminar/ Workshop |
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Key Theories and Research Methods |
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Week 1: 27 February
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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 |
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2. Maturation/Ethology |
Dr Helen Little |
White et al. pp. 7-9; 14-15 |
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3. Psychoanalytic theory |
Dr Helen Little |
White et al. pp. 9-11 |
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4. Learning/ Behaviourism |
Dr Helen Little |
White et al. pp. 11-14 |
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Week 2: 6 March
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5. Cognitive Theories |
Dr Shirley Wyver |
White et al. pp. 11, 16-19, 140-142 |
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6. Ecological systems theory |
Dr Helen Little |
White et al. pp. 16-18 |
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7. Dynamic systems |
Dr Helen Little |
White et al. pp.18 – 20 |
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8. Research Methods |
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White et al. pp. 20-31 |
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Foundations of Development |
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Week 3: 13 March |
9. Genetic Contributions |
Dr Helen Little |
White et al. pp. 36-51 |
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10. Prenatal Development |
Dr Helen Little |
White et al. pp. 51-61 |
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Learning Activity 1 Due Friday 17 March |
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Week 4: 20 March |
11. Physical and motor development
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Dr Helen Little
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White et al. Ch. 3
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Workshop 2: Friday 24 March Prenatal Motor development |
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Week 5: 27 March |
12. Perception |
Dr Shirley Wyver |
White et al. Ch. 4 |
Perception |
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Week 6: 3 April |
PeerWise task 1 to be completed by Tuesday 4 April (Week 6) |
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Above Lecture Content & Readings covered in Online Quiz 1, Friday 7 April (Week 6) |
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Domains of Development |
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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 |
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Week 8: 1 May
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14. Language Development |
Dr Helen Little |
White et al. Ch. 7 |
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15. Joint Attention |
Dr Shirley Wyver |
White et al. p. 202 |
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Week 9: 8 May
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16. Theory of Mind |
Dr Shirley Wyver |
White et al. pp. 201-205 |
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17. Gender |
Dr Carol Newall |
White et al. pp. 319-326 |
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Learning Activity 2 Due Monday 22 May |
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Week 10: 15 May
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18. Temperament |
Dr Helen Little |
White et al. pp.354-360 |
Workshop 4: Friday 26 May Attachment & temperament |
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19. Attachment |
Dr Carol Newall |
White et al. pp.311-316 |
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Week 11: 22 May |
20. Emotional development |
Dr Carol Newall |
White et al. pp. 361-367; 370-372; 375-385 |
Parenting Peers Social development |
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19. Parenting |
Dr Carol Newall |
White et al. pp. 338-339, 378-379; #Grimes et al. |
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Week 12: 29 May
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20. Peer relationships |
Dr Helen Little |
White et al. pp. 339-341, 380 |
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21. Social Development |
Dr Helen Little |
White et al. pp. 307-311; 316-319; 331-333 |
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Week 13: 5 June |
STUDYWEEK PeerWise task 2 to be completed by Thursday 8 June |
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Above Lecture Content & Readings Covered in Quiz 2, Wednesday 14 June |
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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.
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:
Date | Description |
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23/02/2017 | Update of disruption to studies link |