Unit convenor and teaching staff |
Unit convenor and teaching staff
Helen Little
Contact via via iLearn Dialogue
Marker
Jennifer Burgess
Contact via via iLearn Dialogue
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Prerequisites |
Prerequisites
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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.
All enrolment queries should be directed to Open Universities Australia (OUA): see www.open.edu.au
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Information about important academic dates including deadlines for withdrawing from units are available at https://www.open.edu.au/student-admin-and-support/key-dates/
On successful completion of this unit, you will be able to:
PLEASE REFER TO INFORMATION ON iLEARN FOR FURTHER DETAILS OF ASSESSMENT TASKS AND MARKING CRITERIA
All assessment tasks for this unit are submitted online
Assessment Presentation and Submission Requirements - Details for all written tasks
Please follow these guidelines when you submit each assignment:
Draft Submissions & Turnitin Originality Reports
Please Note:
Assignment extensions and late penalties
Special Consideration
The following link takes you to the Special Consideration policy, which makes clear the ways in which you can apply for special consideration in times of difficulty.
Requesting a re-assessment of an assignment
If you have evidence that your task has been incorrectly assessed against the grade descriptors you can request a remark. To request a re-mark, you need to contact the unit convenor within 7 days of the date of return of the assignment and provide a detailed assessment your script against the task criteria. Evidence from your assignment must be provided to support your judgements.
Note: Failed assessments cannot be re-marked as they are all double-marked as a part of the moderation process.
Please note: The outcome of a re-mark may be a higher/lower or unchanged grade. Grades are standards referenced and effort is NOT a criterion.
Academic Honesty
The nature of scholarly endeavour, dependent as it is on the work of others, binds all members of the University community to abide by the principles of academic honesty.
Plagiarism is a matter of particular importance. Plagiarism is defined as using the work or ideas of another person and presenting this as your own without clear acknowledgement of the source of the work or ideas. This includes, but is not limited to, any of the following acts:
The University’s Academic Honesty Policy can be found on the Policy Central website: http://www.mq.edu.au/policy/index.html
TURNITIN is used to assist students with appropriate referencing and paraphrasing, and to detect plagiarism. The system also serves as a digital repository if anything should happen to your hard copy submission or personal backup. Please ensure retain your TURNITIN receipt number on your coversheet. A link to TURNITIN is embedded in iLearn.
Quiz Assessments
Online quizzes are an individual assessment task and MUST BE COMPLETED by each student INDIVIDUALLY. Similarities in responses between students will be checked and investigated for possible collusion.
University policy on grading
Criteria for awarding grades for assessment tasks
Assignments will be awarded grades ranging from HD to F according to guidelines set out in the University's Grading Policy. The following descriptive criteria are included for your information.
Descriptive Criteria for awarding grades in the unit
In order to meet the unit outcomes and successfully pass this unit, students must make a genuine attempt at all assessment tasks. Where any submitted assessment task is considered to be unsatisfactory in this regard, the highest possible final grade that can be awarded for the unit will be 45.
Students will be awarded grades ranging from HD to F according to guidelines set out in the policy: https://staff.mq.edu.au/work/strategy-planning-and-governance/university-policies-and-procedures/policies/assessment-in-effect-from-session-2-2016
The following generic grade descriptors provide university-wide standards for awarding final grades.
Grade |
Descriptor |
HD (High Distinction) |
Provides consistent evidence of deep and critical understanding in relation to the learning outcomes. There is substantial originality and insight in identifying, generating and communicating competing arguments, perspectives or problem solving approaches; critical evaluation of problems, their solutions and their implications; creativity in application as appropriate to the discipline. |
D (Distinction) |
Provides evidence of integration and evaluation of critical ideas, principles and theories, distinctive insight and ability in applying relevant skills and concepts in relation to learning outcomes. There is demonstration of frequent originality in defining and analysing issues or problems and providing solutions; and the use of means of communication appropriate to the discipline and the audience. |
Cr (Credit) |
Provides evidence of learning that goes beyond replication of content knowledge or skills relevant to the learning outcomes. There is demonstration of substantial understanding of fundamental concepts in the field of study and the ability to apply these concepts in a variety of contexts; convincing argumentation with appropriate coherent justification; communication of ideas fluently and clearly in terms of the conventions of the discipline. |
P (Pass). |
Provides sufficient evidence of the achievement of learning outcomes. There is demonstration of understanding and application of fundamental concepts of the field of study; routine argumentation with acceptable justification; communication of information and ideas adequately in terms of the conventions of the discipline. The learning attainment is considered satisfactory or adequate or competent or capable in relation to the specified outcomes |
F (Fail) |
Does not provide evidence of attainment of learning outcomes. There is missing or partial or superficial or faulty understanding and application of the fundamental concepts in the field of study; missing, undeveloped, inappropriate or confusing argumentation; incomplete, confusing or lacking communication of ideas in ways that give little attention to the conventions of the discipline. |
Note: If you fail a unit with a professional experience component the fail grade will be on your transcript irrespective of the timing of the placement.
Unit 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.
Withdrawing from this Unit
If you are considering withdrawing from this unit, please seek academic advice via https://ask.mq.edu.au before doing so as this unit may be a co-requisite or prerequisite for units in the following sessions and may impact on your progression through the degree.
Name | Weighting | Hurdle | Due |
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Learning Activity 1 | 25% | No | 24 March 2019 (Week 4) |
Quiz 1 | 15% | No | 4 April 2019 (Week 6) |
Learning Activity 2 | 45% | No | 26 May 2019 (Week 11) |
Quiz 2 | 15% | No | 6 June 2019 (Week 13) |
Due: 24 March 2019 (Week 4)
Weighting: 25%
What is your understanding of theories of development? Select two theories covered in weeks 1 and 2 to focus on and research additional information relating to these. In 900 words, outline your understandings of these two theories. Discuss whether the theories are consistent with your observations of development.
Due: 4 April 2019 (Week 6)
Weighting: 15%
Online Quiz covering Topics 1-12 inclusive (Key debates in child development to Perception)
30 questions - multiple choice questions; True/False; matching terms (0.5 marks each)
Due: 26 May 2019 (Week 11)
Weighting: 45%
Understanding and Supporting Development Essay based on research evidence relating to specified area of child development (refer to details on iLearn).
Due: 6 June 2019 (Week 13)
Weighting: 15%
Online Quiz covering Topics 13 - 23 inclusive (Cognition to Peer relationships)
30 questions - multiple choice questions; True/False; matching terms (0.5 marks each)
Students in this unit should read this unit guide carefully at the start of semester. It contains important information about the unit. If anything in it is unclear, please consult the Unit Coordinator.
UNIT WEB SITE
This unit has a full web presence through iLearn.
Students will need regular access to a computer and the Internet to complete this unit.
Weekly access to iLearn is compulsory for all students. Important assessment information will be posted here, as will other relevant unit notices and materials.
Various activities and materials for discussion and critical reflection are included and external students especially are encouraged to use this web component. Please check the iLearn unit regularly.
Access and technical assistance
Information for students about access to the online component of this unit is available at ilearn.mq.edu.au/login/MQ/. You will need to enter your student username and password.
Please do NOT contact the Unit Convenor regarding iLearn technical help.
No extensions will be given for any technical issues. Allow enough time for your submissions.
Assistance is available from IT Helpdesk ph: 1800 67 4357, or log a request at help.mq.edu.au. OneHelp is the online IT support service for both students and staff.
This unit requires students to use several ICT and software skills:
Relevant Documents
The information in this Unit Guide must be read in conjunction with the following documents available for download from iLearn:
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.
LEARNING and TEACHING STRATEGIES
This unit is taught in lecture, seminar and online mode and weekly reading is an important component. Copies of the lecture slides are available from the University’s iLearn website for ECED/ECHX602.
Students are required to participate in activities, whole class discussion, to read the weekly material in advance, and to complete brief tasks either as individuals or in pairs or online. In the seminars (or online discussion forums) students will discuss issues and questions arising from the lectures and prescribed readings. They are expected to base their arguments/discussions on evidence from published research and other relevant material. Note for internal students: Attendance at all seminars is expected.
An overview of the weekly program for the course with the accompanying readings/ preparation can be found in the Unit Schedule section and on the unit iLearn site.
UNIT EXPECTATIONS
All students (Macquarie and OUA)
Lectures are all pre-recorded and are available online on the unit’s iLearn site embedded within the weekly topics. You need to start listening to these lectures from Week 1 (or earlier) and ensure you stay up to date with listening to all the required lectures each week.
Activities completed during weekly tutorials (internal) are essential for building the core knowledge and/or skills required to demonstrate the learning outcomes of this unit and to meet the ACECQA and/or AITSL Graduate Teacher Standards requirements. Students studying externally or through OUA will complete these tasks as you work through the content on iLearn each week. A student workbook has been prepared to facilitate completion of seminar/online tasks and is available for download on iLearn.
Attendance for Internal students studying at Macquarie:
Internal students are expected to attend a 2-hour weekly. These are scheduled on Monday 10.00am – 12.00pm. Seminars for this unit begin in Week 1:
The timetable for classes can be found on the University web site at: https://timetables.mq.edu.au/2019/
All internal Macquarie students are expected to complete the specified reading preparation before their Tutorials.
REQUIRED and RECOMMENDED TEXTS
Weekly readings form an integral part of your study of ECED/ECHX602.
Prescribed Text:
Peterson, C. (2015). Looking forward through the lifespan. Developmental psychology: Birth to middle childhood. (Custom edition). Sydney: Pearson.
Note: It is also fine to use the 6th edition of Peterson (2014). Looking forward through the lifespan. Developmental psychology. Sydney: Pearson. Please do not buy another textbook if you already have this version.
Highly Recommended Text:
Crain, W. (2010). Theories of child development: Concepts and applications (6th ed.). London: Routledge.
Additional Readings:
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
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
KidsMatter (n.d.). Developing children’s social and emotional skills. https://www.kidsmatter.edu.au/sites/default/files/public/FrameworkBook_Component2.pdf
Recommended Reading, References and Resources.
Written assignments are expected to be appropriately referenced in accordance with APA 6th style. A useful resource as a guide for APA style is Perrin (2015) Pocket Guide to APA Style, 5E. You may prefer to use a free online source for APA referencing.
Recommended online sources are:
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/
The following is a summary of the i-lectures for this unit, available through the ECED/ ECHX602 unit web site. The lecture series follows a specific sequence and has three main areas of focus: Theories of Development, Foundations of Development and Domains of Development.
Week |
Topic |
Lecturer |
Reading |
KEY THEORIES and RESEARCH METHODS |
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Week 1: 25 February
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1. Key debates in child development |
Dr Helen Little |
Peterson Chapter 1 |
2. Maturation/Ethology |
Dr Helen Little |
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3. Psychoanalytic theory |
Dr Helen Little |
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4. Learning/ Behaviourism |
Dr Helen Little |
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Week 2: 4 March
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5. Cognitive Theories |
Dr Shirley Wyver |
Peterson Chapter 2 |
6. Ecological systems theory |
Dr Helen Little |
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7. Dynamic systems |
Dr Helen Little |
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FOUNDATIONS of DEVELOPMENT |
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Week 3: 11 March |
8. Research Methods |
Dr Helen Little |
Peterson Chapter 3 |
9. Genetic Contributions |
Dr Helen Little |
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10. Prenatal Development |
Dr Helen Little |
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Week 4: 18 March |
11. Physical and motor development
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Dr Helen Little
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Peterson Chapter 4 (pp. 104-122) Chapter 7 (pp. 205-210) |
Learning Activity 1 Due Sunday 24 March |
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Week 5: 25 March |
12. Perception |
Dr Shirley Wyver |
Peterson Chapter 4 (pp. 122-124) |
Week 6: 2 April |
STUDY WEEK Above Lecture Content & Readings covered in Online Quiz 1, Thursday 4 April (Week 6) |
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DOMAINS of DEVELOPMENT |
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Week 7: 9 April |
13. Cognition |
Dr Carol Newall |
Peterson Chapter 4 (pp. 124-132) Chapter 7 (pp.211-241) |
Week 8: 30 April
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14. Language Development |
Dr Helen Little |
Peterson Chapter 6 |
15. Joint Attention |
Dr Shirley Wyver |
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Week 9: 7 May
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16. Theory of Mind |
Dr Shirley Wyver |
Peterson Chapter 7 (pp. 230-235) |
17. Gender |
Dr Carol Newall |
Peterson Chapter 8 (pp. 256-269) |
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Week 10: 14 May
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18. Temperament |
Dr Helen Little |
Peterson Chapter 5
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19. Attachment |
Dr Carol Newall |
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Week 11: 21 May |
20. Emotional development |
Dr Carol Newall |
Peterson Chapter 7 (pp. 228-240)
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21. Social Development |
Dr Helen Little |
KidsMatter |
Learning Activity 2 (Essay) Due Sunday 26 May |
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Week 12: 28 May
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22. Parenting |
Dr Carol Newall |
Grimes et al. |
23. Peer relationships |
Dr Helen Little |
Bagwell |
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Week 13: 4 June |
STUDY WEEK
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Above Lecture Content & Readings Covered in Quiz 2, Thursday 6 June |
Unless a Special Consideration request has been submitted and approved, (a) a penalty for lateness will apply – two (2) marks out of 100 will be deducted per day for assignments submitted after the due date – and (b) no assignment will be accepted more than seven (7) days (incl. weekends) after the original submission deadline. No late submissions will be accepted for timed assessments – e.g. quizzes, online tests.
The University recognises that students may experience events or conditions that adversely affect their academic performance. If you experience serious and unavoidable difficulties at exam time or when assessment tasks are due, you can consider applying for Special Consideration.
You need to show that the circumstances:
If you feel that your studies have been impacted submit an application as follows:
Outcome
Once your submission is assessed, an appropriate outcome will be organised.
You can withdraw from your subjects prior to the census date (last day to withdraw). If you successfully withdraw before the census date, you won’t need to apply for Special Circumstances. If you find yourself unable to withdraw from your subjects before the census date - you might be able to apply for Special Circumstances. If you’re eligible, we can refund your fees and overturn your fail grade.
If you’re studying Single Subjects using FEE-HELP or paying up front, you can apply online.
If you’re studying a degree using HECS-HELP, you’ll need to apply directly to Macquarie University.
Macquarie University policies and procedures are accessible from Policy Central (https://staff.mq.edu.au/work/strategy-planning-and-governance/university-policies-and-procedures/policy-central). Students should be aware of the following policies in particular with regard to Learning and Teaching:
Undergraduate students seeking more policy resources can visit the Student Policy Gateway (https://students.mq.edu.au/support/study/student-policy-gateway). It is your one-stop-shop for the key policies you need to know about throughout your undergraduate student journey.
If you would like to see all the policies relevant to Learning and Teaching visit Policy Central (https://staff.mq.edu.au/work/strategy-planning-and-governance/university-policies-and-procedures/policy-central).
Macquarie University students have a responsibility to be familiar with the Student Code of Conduct: https://students.mq.edu.au/study/getting-started/student-conduct
Results published on platform other than eStudent, (eg. iLearn, Coursera etc.) 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 or if you are a Global MBA student contact globalmba.support@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
If you are a Global MBA student contact globalmba.support@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.
Our postgraduates will demonstrate a high standard of discernment and common sense in their professional and personal judgment. They will have the ability to make informed choices and decisions that reflect both the nature of their professional work and their personal perspectives.
This graduate capability is supported by:
Our postgraduates will be able to demonstrate a significantly enhanced depth and breadth of knowledge, scholarly understanding, and specific subject content knowledge in their chosen fields.
This graduate capability is supported by:
Our postgraduates will be capable of utilising and reflecting on prior knowledge and experience, of applying higher level critical thinking skills, and of integrating and synthesising learning and knowledge from a range of sources and environments. A characteristic of this form of thinking is the generation of new, professionally oriented knowledge through personal or group-based critique of practice and theory.
This graduate capability is supported by:
Our postgraduates will be capable of systematic enquiry; able to use research skills to create new knowledge that can be applied to real world issues, or contribute to a field of study or practice to enhance society. They will be capable of creative questioning, problem finding and problem solving.
This graduate capability is supported by:
Our postgraduates will be able to communicate effectively and convey their views to different social, cultural, and professional audiences. They will be able to use a variety of technologically supported media to communicate with empathy using a range of written, spoken or visual formats.
This graduate capability is supported by:
ACECQA Standards
The Australian Children’s Education and Care Quality Authority standards addressed in ECED/ECHX602 are:
1. Psychology and child development
4. Family, community contexts:
5. History and philosophy of early childhood:
6. Early childhood professional practice:
Australian Professional Standards for Teachers
The framework of the Australian Professional Standards for Teachers, developed by the Australian Institute for Teaching and School Leadership (AITSL), provides a common reference point to describe, recognise, and support the complex and varied nature of teachers’ work. The Standards describe what teachers need to know, understand and be able to do, as well as providing direction and structure to support the preparation and development of students.
For more information see: www.teacherstandards.aitsl.edu.au/
The Australian Professional Standards for Teachers addressed in ECED/ECHX602 are:
Standard 1: Know students and how they learn (1.1, 1.2, 1.3, 1.5);
Standard 6: Engage in professional learning (6.2, 6.4)
Standard 7: Engage professionally with colleagues, parents/carers, and the community (7.3)