Unit convenor and teaching staff |
Unit convenor and teaching staff
Unit convenor and lecturer
Helen Little
Contact via via iLearn Dialogue
29 WW Room 235
by appointment Monday - Wednesday only
Co-convenor and lecturer
Belinda Davis
Contact via via iLearn Dialogue
29 WW Room 269
by appointment
Tutor
Emma Sutherland
Contact via via iLearn Dialogue
29 WW Room 348
by appointment
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Credit points |
Credit points
10
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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 focuses on the development of infants and young children aged 0-3 years within the Australian social context. Theories and research, which attempts to describe and explain early childhood development and individual differences are critically examined. Implications for the prenatal, cognitive, social/emotional, language and motor development during the first three years of life are also examined. Teacher Education Students are encouraged to make links between content, research, to observations and experiences with infants and very young children within early childhood settings.
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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:
Detailed information about assessment tasks is provided on the unit iLearn site.
Students should be aware of and apply the University policy on academic honesty (see: https://policies.mq.edu.au/document/view.php?id=3)
Unless a Special Consideration (see: https://students.mq.edu.au/study/assessment-exams/special-consideration) request has been submitted and approved, a 5% penalty (of the total possible mark) will be applied each day a written assessment is not submitted, up until the 7th day (including weekends). After the 7th day, a mark of 0 (zero) will be awarded even if the assessment is submitted. Submission time for all written assessments is set at 11:55pm. A 1-hour grace period is provided to students who experience a technical issue.This late penalty will apply to non-timed sensitive assessment (incl essays, reports, posters, portfolios, journals, recordings etc).
Late submission of time sensitive tasks (such as tests/exams, performance assessments/presentations, scheduled practical assessments/labs etc) will only be addressed by the unit convenor in a Special consideration application. Special Consideration outcome may result in a new question or topic.
Please format assessments using 12-point font and 1.5 spacing.
All assessments are submitted electronically. Turnitin plagiarism detection software is used to check all written assessments.
Students can use Turnitin’s Originality Report as a learning tool to improve their academic writing if this option is made available in the unit.
Students should carefully check that they submit the correct file for an assessment as no re-submissions will be accepted after the due date and time, including instances where students upload an incorrect file in error.
Word limits are strictly applied. Work above the word limit will not be marked.
All assessments are marked using a clear marking scheme or rubric.
Marking of all assessments is moderated by the Unit Convenor.
Applications for extensions must be made via AskMQ (https://ask.mq.edu.au/).
It is not the responsibility of unit staff to contact students who have failed to submit assessments. If you have any missing items of assessment, it is your responsibility to make contact with the unit convenor.
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. For Professional Experience units the PE Report is marked as satisfactory or unsatisfactory and the Teaching Performance Assessment (in final PE units) is marked as not meets, meets or exceeds. 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.
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 your course progression.
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.
Name | Weighting | Hurdle | Due |
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Topic quiz | 15% | No | Thursday 17/08/2023 |
Analysis of research | 50% | No | 23:55 Sunday 10//09/2023 |
Supporting child development | 35% | No | 23:55 Monday 23/10/2023 and Weeks 12 and 13 |
Assessment Type 1: Quiz/Test
Indicative Time on Task 2: 10 hours
Due: Thursday 17/08/2023
Weighting: 15%
Online quiz covering content from Weeks 1 - 4
Assessment Type 1: Report
Indicative Time on Task 2: 48 hours
Due: 23:55 Sunday 10//09/2023
Weighting: 50%
1800 word Analysis of AEDC data
Assessment Type 1: Presentation
Indicative Time on Task 2: 28 hours
Due: 23:55 Monday 23/10/2023 and Weeks 12 and 13
Weighting: 35%
Professional Development presentation for educators working with infants and/or toddlers
1 If you need help with your assignment, please contact:
2 Indicative time-on-task is an estimate of the time required for completion of the assessment task and is subject to individual variation
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, including a reading template and guide to lecture note taking to assist your studies.
Various activities and materials for discussion and critical reflection are included and students enrolled in INFQ mode are especially encouraged to use this web component. Electronic links and suggested references will be included in the Resources section. Please check the iLearn unit regularly.
All lecture content for this unit is delivered within the weekly topic sections (Note: lectures are not availabe via ECHO360).
PowerPoint slides to accompany the lectures in the weekly topic sections are also available on iLearn.
Access and technical assistance
Information for students about access to the online component of this unit is available at https://ilearn.mq.edu.au/login/index.php. You will need to enter your student username and password.
Please do NOT contact the Unit Convenor regarding iLearn technical help.
Assistance is available from IT Helpdesk
Ph: 9850 4357 or 1800 67 4357
Email: help.mq.edu.au.
On Campus: Ground floor at 18 Wally’s Walk
Structure
The unit structure can be found in the university timetable https://timetables.mq.edu.au/2023/
DAY students will attend ONE 2-hour tutorial per week. Classes are scheduled:
Tuesdays 11.00 - 1.00 and 2.00 - 4.00
Wednesdays 9.00 - 11.00, 11.00 - 1.00 and 2.00 - 4.00
INFR students will attend THREE On Campus Days:
Day 1: Saturday 26th August (9am - 1pm)
Day 2: Wednesday 13th September (9am - 4pm)
Day 3: Saturday 28th October (9am - 1pm)
Note: It is essential that you register in classes.
In the tutorial 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. Some assessment tasks will be completed in tutorial time.
The weekly program for the course with the accompanying readings/ preparation is available on the following pages and on the unit iLearn site - Please refer to the Teaching and Learning Activities document on iLearn for further details. There will be a supporting iLearn site for the unit providing additional readings, links and materials.
Required and recommended texts
Prescribed Text:
Hoffnung, M., Hoffnung, J., Seifert, K., Hine, A., Pause, C., Ward, L., Signal, T., Swabey, K., Yates, K., & Burton Smith, R. (2023). Lifespan development (5th Australasian edition). Wiley.
Note: It is also fine to use the 4th edition of Hoffnung et al. (2019). Lifespan development (4th Australasian edition).
In addition to chapters from the text, there are supplementary weekly readings associated with some topics (available through library/Leganto unit readings) - refer to iLearn for details.
The following provides a brief overview of weekly topics covered in the unit. Please refer to the Teaching and Learning Activities document on iLearn for further details.
Week beginning |
Weekly topics |
Week 1 24 July |
Research methods |
Introduction to theories 1 |
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Week 2 31 July |
Introduction to theories 2 |
Week 3 7 Aug |
Genetics & individual differences |
Prenatal development |
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Week 4 14 Aug |
Developmental neuroscience |
Major studies of child development |
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Week 5 21 Aug |
Physical development |
Motor development |
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Week 6 28 Aug |
Perception |
Week 7 4 Sept |
Cognition |
Mid-semester Recess 11 – 24 September |
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Week 8 25 Sept |
Joint attention & mind-mindedness |
Language development |
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Week 9 2 Oct |
Attachment |
Temperament |
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Week 10 9 Oct |
Emotion |
Development of Self |
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Week 11 16 Oct |
Parenting |
Peers |
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Week 12 23 Oct |
No content – presentations in tutorials |
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Week 13 30 Oct |
No content – presentations in tutorials |
Macquarie University policies and procedures are accessible from Policy Central (https://policies.mq.edu.au). Students should be aware of the following policies in particular with regard to Learning and Teaching:
Students seeking more policy resources can visit Student Policies (https://students.mq.edu.au/support/study/policies). It is your one-stop-shop for the key policies you need to know about throughout your undergraduate student journey.
To find other policies relating to Teaching and Learning, visit Policy Central (https://policies.mq.edu.au) and use the search tool.
Macquarie University students have a responsibility to be familiar with the Student Code of Conduct: https://students.mq.edu.au/admin/other-resources/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
At Macquarie, we believe academic integrity – honesty, respect, trust, responsibility, fairness and courage – is at the core of learning, teaching and research. We recognise that meeting the expectations required to complete your assessments can be challenging. So, we offer you a range of resources and services to help you reach your potential, including free online writing and maths support, academic skills development and wellbeing consultations.
In addition, the following policies and procedures of the School of Education are applicable in this unit.
Attendance for undergraduate units
See the university timetable for information about when classes begin in this unit. https://timetables.mq.edu.au/2023/
Activities completed during weekly tutorials (internal/DAY) or on campus days (external/INFQ mode) are essential for building the core knowledge and/or skills required to demonstrate the learning outcomes of this unit [and to meet the AITSL Graduate Teacher Standards and/or ACECQA requirements]. Attendance at all tutorials or on campus days is expected and the roll will be taken. Make up tasks may be given if attendance is missed to ensure all content is covered to meet accreditation requirements. Some assessment tasks will also be completed in tutorial time.
Students are required to attend the tutorial in which they are enrolled. Any changes to tutorial enrolments must be completed officially through e-student. Please do not contact the unit convenor requesting a change.
Electronic Communication
It is the student’s responsibility to check all electronic communication on a regular weekly basis. Communication may occur via:
Official MQ Student Email Address
The Dialogue function on iLearn
Other iLearn communication functions
Infrequent Attendance Students
Information about the dates of the on-campus sessions can be found in the university timetable. https://timetables.mq.edu.au/2023/
The on-campus sessions are essential to student engagement and learning and attendance on all days is expected. Some assessment tasks will also be completed on these days. Failure to attend or to have an approved Special Consideration may result in a Fail grade for the unit. Please see attendance requirements in this unit guide.
Prior to the on-campus sessions, you should have read the prescribed readings, listened to the lectures and completed online tasks where required. Summarise the main points and make a note of the key terms and definitions. Prepare any discussion questions of your own that you wish to share.
Please make effective use of the online component of the unit and access iLearn regularly. Keep up to date with listening to the lectures/completing topic tasks on a weekly basis.
Further specific details and any updates about times and locations will be posted on iLearn as an Announcement during first half of the semester.
Fail Rule
General Coursework Rule 17 stipulates that where a student is enrolled in a practical, clinical or Professional course with fitness to practice requirements:
if a student fails one practical, clinical or professional activity they may be permanently excluded from that course; or
if a student fails an essential unit twice or fails the equivalent of 20 credit points they may be permanently excluded from further enrolment in that course.
Students completing a double degree will be able to continue with their other degree program provided they meet the academic progression requirements of the Academic Progression Policy.
Macquarie University provides a range of support services for students. For details, visit http://students.mq.edu.au/support/
The Writing Centre provides resources to develop your English language proficiency, academic writing, and communication skills.
The Library provides online and face to face support to help you find and use relevant information resources.
Macquarie University offers a range of Student Support Services including:
Got a question? Ask us via AskMQ, or contact Service Connect.
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.
The 5Rs Framework, developed by the School of Education at Macquarie University, is embedded throughout your teacher education course.
Your use of the 5Rs Framework will help you develop the capabilities that will make your teaching career sustainable and fulfilling.
In this unit, you will learn using the 5Rs framework in the following important ways:
Resilience practiced inside and outside of the classroom.
In order to be more resilient to the stresses of the teaching environment, teachers need to be aware of, and maintain, their holistic health and sense of coherence. They need the confidence and clarity of mind to manage uncertain and complex issues and unexpected events whenever they arise in their career.
Teaching is demanding for everyone; however, it has been observed that the teachers who thrive on challenges are those who are able to draw on their personal resources and the social and structural supports around them.
Reflexive in their teaching practice.
Teaching is about understanding multiple and changing ecologies of learning. This encompasses individual students’ needs, the affordances of classroom spaces, student and teacher relationships, curriculums, school culture, parental expectations, community demographics and needs and expectations of the profession, and the effects of government policy.
Teachers must recognise and mediate all these elements, along with their own motivations and priorities. A reflexive approach to teaching assists in making effective and impactful decisions that ensure quality student outcomes on a daily basis.
Tutorial activities encourage examination of alternative interpretations of developmental research and critical thinking about own future role and implications for practice.
Responsive to children, colleagues, parents and professional communities.
Teaching is a relational profession. The best teachers make deep connections with their students, parents and communities. Most of us remember a great teacher, not because of what they taught, but because they were inspiring. They engaged us through the personal connections they made with us, and their recognisable care for our wellbeing and success.
Ready to learn.
When teachers graduate from university, they are far from the end of their learning journey, but rather just at the beginning.
The ongoing pursuit of learning is a mark of a quality teacher. There are always new methods and ideas to try. But in practice, learning needs are not a one-size-fits-all affair. Teachers need to identify their individual learning needs within the context of their career. Then, they can pursue that learning to the benefit of both themselves and their students.
Research engaged throughout their career.
Effective teaching practice is based on evidence. This evidence can come from their own research in the classroom and the latest academic research in learning, teaching, motivation, cognition, curriculum, technologies and spaces, to name a few. A critical understanding of data is essential, allowing it to be analysed and woven back into practice.
Lectures cover research methods used in child development research including specific reference to findings from the major longitudinal studies of child development (e.g. AEDC, NICHD, LSAC & LSIC).
The major assignments require students to engage with child development research and consider implications for practice based on the research evidence. In particualr, students analyse data from the AEDC to consider factors that inpact children's development in the early years and how this influences later developmental and academic outcomes.
The 5Rs framework can help teachers stay focused on what’s important. It can give teachers the confidence to keep at their career, strive for personal improvement and maximise their positive impact on children.
Unit information based on version 2023.02 of the Handbook