Students

ECED833 – Child Development in Context

2019 – S1 Online

General Information

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Unit convenor and teaching staff Unit convenor and teaching staff
Shirley Wyver
Contact via Contact through iLearn
29WW 232
There are no fixed consultation times. Please make an appointment for face to face meetings
Credit points Credit points
4
Prerequisites Prerequisites
(Admission to MTeach(Birth to Five) and (ECED605 or ECED824)) or (admission to MEChild or MEd or MEdLead or MIndigenousEd or MSpecEd or GradCertEdS)
Corequisites Corequisites
Co-badged status Co-badged status
ECED733
Unit description Unit description
Central to this unit is an understanding of child development through reading, critiquing and conducting empirical research. It is assumed that students undertaking this unit have completed previous studies in child development. The unit starts with a range of topics from which students are encouraged to find a topic of interest which they will then investigate in depth. The unit offers opportunities for students to create small research proposals, prepare material for professional development, and develop and apply other skills of relevance to workplace or research pathways. It is important to note that this unit does not provide a general overview of child development.

Important Academic Dates

Information about important academic dates including deadlines for withdrawing from units are available at https://www.mq.edu.au/study/calendar-of-dates

Learning Outcomes

On successful completion of this unit, you will be able to:

  • Detailed understanding of an area of child development.
  • An understanding of the research methods and procedures underpinning developmental findings.
  • An understanding of the relationship between research methods, findings and theory.
  • An understanding of how to use published developmental research in professional contexts.

Assessment Tasks

Name Weighting Hurdle Due
Overview of your topic 0% No 4 March
What do researchers know? 35% No 29 March
Investigation 40% No 1 May
Application 25% No 3 June

Overview of your topic

Due: 4 March
Weighting: 0%

This is an optional piece of work designed to ensure you are on the right track.  You will be asked to submit:

- Your topic (one sentence)

- A 100 word summary

- 5 Key readings listed in APA style

This assessment is designed for feedback purposes and quick turnaround.  Assessments submitted that exceed the lengths stated above will either not be assessed or will be assessed after other students have received feedback.  It is important that the convenor can assess and give good quality feedback quickly.

Late submissions will not be accepted.  If you cannot submit on time you are still entitled to feedback through the regular processes of discussion with the unit convenor, but you will miss this opportunity for feedback.


On successful completion you will be able to:
  • Detailed understanding of an area of child development.

What do researchers know?

Due: 29 March
Weighting: 35%

In this 2,000 word essay you will document what is known in your focus area of child development research.  See the Assessment Guide published in iLearn for more details.

Note: This is a complex assessment with a heavy weighting and is due early in S1.  If you are unable to commence work on this assessment from the first day of S1 and continue to research and revise your work before the submission date, you should withdraw from this unit.  Additional time will not be granted for late enrolment.  This assessment task is foundational to successful progression in the unit and must be completed early. 


On successful completion you will be able to:
  • Detailed understanding of an area of child development.

Investigation

Due: 1 May
Weighting: 40%

In this 2-3,000 word essay, you will document how researchers investigate your topic of interest.  Note that this assignment is directly linked to your first assignment and you will most likely use the same or similar references.  Further details are published in the Assessment Guide on iLearn.


On successful completion you will be able to:
  • An understanding of the research methods and procedures underpinning developmental findings.
  • An understanding of the relationship between research methods, findings and theory.

Application

Due: 3 June
Weighting: 25%

Following from your previous assignments, select one of the following options:

 

  1. How can researchers find out more?  This should be submitted as a 1,000 word written assignment.  For this assignment, you are required to develop a brief research proposal.  It is an ideal assignment for students who would like to use the work completed in ECED833 as the basis for a future research study.
  2. How can researchers improve their methods? You may consider that there are significant methodological constraints in the area of research you are investigating.  In this 1,000 word written assignment, you will present an argument for introducing a different methodological approach.  It is possible that the approach you propose will complement rather than replace existing methods.
  3. How can this area of research be used to improve practice? Develop a brief professional development program for staff working in an early childhood service.  The term ‘early childhood service’ could include long day care, preschools, schools, family day care, early intervention programs, supported playgroups, or any other service you would like to select.  If you select this option you can exceed the 1,000 word requirement if appropriate. 

On successful completion you will be able to:
  • An understanding of how to use published developmental research in professional contexts.

Delivery and Resources

Guidance will be provided through Echo recordings and online discussion. Please note that this unit does not have weekly activities or similar structures.  A high level of independence is involved.

Unit Schedule

You will select a topic for this unit.  ECED833/ECED733 does not provide a sequence of topics for study.

Policies and Procedures

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).

Student Code of Conduct

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

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

Assessment Presentation and 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
  • It is the responsibility of the student to ensure that all assessments are successfully submitted through Turnitin.
  • Faculty assignment cover sheets are NOT required.

 

Draft Submissions & Turnitin Originality Reports

  • Students may use Turnitin’s Originality Report as a learning tool to improve their academic writing if this option.  Please note that due the iterative nature of the assessment, some assessment tasks will show high originality scores.  If these scores come from work you have submitted in this unit and is intended to be included in future assessments, it is not 'academic dishonesty'.
  • 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.

Please note:

  • Students should regularly save a copy of all assignments before submission,
  • Students are responsible for checking that their submission has been successful and has been submitted by the due date and time.

Assignment extensions and late penalties

  • In general, there should be no need for extensions except through illness or misadventure that would be categorised as serious and unavoidable disruption according to the University definition of same, see:https://students.mq.edu.au/study/my-study-program/special-consideration
  • Applications for extensions must be made via AskMQ according to the Special Consideration policy. Extensions can only be granted if they meet the Special Considerations policy and are submitted via https://ask.mq.edu.au/. This will ensure consistency in the consideration of such requests is maintained.
  • 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.

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 re-mark. 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 of 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.

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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.

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.

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 Services and 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.

Student Enquiries

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

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

PG - Capable of Professional and Personal Judgment and Initiative

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:

Learning outcome

  • An understanding of how to use published developmental research in professional contexts.

Assessment task

  • Application

PG - Discipline Knowledge and Skills

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:

Learning outcome

  • Detailed understanding of an area of child development.

Assessment tasks

  • Overview of your topic
  • What do researchers know?

PG - Critical, Analytical and Integrative Thinking

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:

Learning outcomes

  • An understanding of the research methods and procedures underpinning developmental findings.
  • An understanding of the relationship between research methods, findings and theory.

Assessment task

  • Investigation

PG - Research and Problem Solving Capability

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:

Learning outcomes

  • An understanding of the research methods and procedures underpinning developmental findings.
  • An understanding of the relationship between research methods, findings and theory.

Assessment task

  • Investigation

PG - Effective Communication

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:

Learning outcomes

  • Detailed understanding of an area of child development.
  • An understanding of how to use published developmental research in professional contexts.

Assessment task

  • What do researchers know?

PG - Engaged and Responsible, Active and Ethical Citizens

Our postgraduates will be ethically aware and capable of confident transformative action in relation to their professional responsibilities and the wider community. They will have a sense of connectedness with others and country and have a sense of mutual obligation. They will be able to appreciate the impact of their professional roles for social justice and inclusion related to national and global issues

This graduate capability is supported by:

Learning outcome

  • An understanding of how to use published developmental research in professional contexts.

Assessment task

  • Application