Students

ECHE6020 – Early Childhood Development

2023 – Session 1, Online-flexible

General Information

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Unit convenor and teaching staff Unit convenor and teaching staff Unit Convenor, Lecturer and tutor
Helen Little
Contact via via iLearn Dialogue
29 WW, Room 235
By appointment - Monday to Wednesday only
Credit points Credit points
10
Prerequisites Prerequisites
Admission to MTeach(0-5) 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 https://www.mq.edu.au/study/calendar-of-dates

Learning Outcomes

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

  • ULO1: Understand the many and varying influences important to the development of a child.
  • ULO2: Demonstrate an appreciation of the whole child through exploring the links between different dimensions of child growth and development.
  • ULO3: Demonstrate autonomy and adaptability as a teacher of young children through a thorough knowledge of child development theories and links with practical applications.
  • ULO4: Demonstrate awareness and respect for cultural, historical and contextual influences on child.
  • ULO5: Critically analyse links between theory, research and practice to explore the biological underpinnings of development including individual differences.

General Assessment Information

Please refer to unit iLearn site for more detailed information about assessment tasks.

Assessment Presentation and Submission Guidelines

  • Students should be aware of and apply the University policy on academic honesty (see: https://policies.mq.edu.au/document/view.php?id=3

  • 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 rubric. 

  • Marking of all assessments is moderated by the Unit Convenor. 

 

Assignment extensions and late penalties

  • 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. 

  • 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 Assessment Submission Penalty:  Unless a 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. 
  • 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.

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. Please see the Academic Integrity policy for more information.

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: 

  • Please do not request a re-mark for a Failed assessment as they are all double-marked as a part of the moderation process.  

  • The outcome of a re-mark may be a higher/lower or unchanged grade.  

  • Grades are standards referenced and effort is NOT a criterion.  

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 this requirement is not met you will be awarded an FA grade with a maximum mark of 45.

Students will be awarded grades ranging from HD to F according to guidelines set out in the assessment policy: https://staff.mq.edu.au/work/strategy-planning-and-governance/university-policies-and-procedures/policies/assessment-in-effect-from-session-2-2016

In order to ensure clear distinctions between grades, final marks of 49, 64, 74 and 84 will not be used. 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.

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.

 

 

Assessment Tasks

Name Weighting Hurdle Due
Topic quiz 15% No Tuesday 28/03/2023
AEDC Analysis 35% No 23:55 Sunday 30/04/2023
Research Report 50% No 23:55 Sunday 04/06/2023

Topic quiz

Assessment Type 1: Quiz/Test
Indicative Time on Task 2: 15 hours
Due: Tuesday 28/03/2023
Weighting: 15%

 

Online quiz covering topics from Weeks 1-4.

 


On successful completion you will be able to:
  • Understand the many and varying influences important to the development of a child.
  • Demonstrate 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.
  • Critically analyse links between theory, research and practice to explore the biological underpinnings of development including individual differences.

AEDC Analysis

Assessment Type 1: Case study/analysis
Indicative Time on Task 2: 35 hours
Due: 23:55 Sunday 30/04/2023
Weighting: 35%

 

Local community report using AEDC data.1200 words.

 


On successful completion you will be able to:
  • Understand the many and varying influences important to the development of a child.
  • Demonstrate an appreciation of the whole child through exploring the links between different dimensions of child growth and development.
  • Demonstrate awareness and respect for cultural, historical and contextual influences on child.

Research Report

Assessment Type 1: Report
Indicative Time on Task 2: 40 hours
Due: 23:55 Sunday 04/06/2023
Weighting: 50%

 

Applying AEDC data and research evidence to Early Childhood setting. 1800 word essay.

 


On successful completion you will be able to:
  • Understand the many and varying influences important to the development of a child.
  • Demonstrate 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.
  • Critically analyse links between theory, research and practice to explore the biological underpinnings of development including individual differences.

1 If you need help with your assignment, please contact:

  • the academic teaching staff in your unit for guidance in understanding or completing this type of assessment
  • the Writing Centre for academic skills support.

2 Indicative time-on-task is an estimate of the time required for completion of the assessment task and is subject to individual variation

Delivery and Resources

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.

Unit Structure

The unit comprises weekly online lectures and a two-hour weekly seminar for Internal (Weekday) students. All lecture content in this unit is pre-recorded and available in the relevant section for each topic within the topic 'book' sections (NB: Unlike other units, lectures are not accessed via ECHO360) .

Discussion forums are provided for students discuss issues and questions arising from the lectures, tasks and prescribed readings. Students are expected to base their arguments/discussions on evidence from published research and other relevant material. Students are required to participate in small group activities and whole class discussion, to read the weekly material in advance, and to complete brief tasks. Seminar and online tasks are supported by a Student workbook (available on iLearn). 

Information about the weekly program for the course with the accompanying readings/ preparation is available on the following pages and on the unit iLearn site.

Attendance Requirements

For students stuying 'in person', attendance at all seminars is expected.  There will be a supporting website for the unit providing additional readings, links and materials. 

Students studying fully online will work their way through the weekly tasks and workbook independently. Online students will also be required to particpate in one online (Zoom) session - this is an essential session related to the assessments tasks. 

Information about the unit iLearn 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 there, 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 external students especially are encouraged to use this web component. Electronic links and suggested references will be included in the Resources section. 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 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 

 

This unit requires students to use several ICT and software skills:

  • Internet access: The iLearn site contains materials for this unit; it is also required for the online submission of all Assessment Tasks, and for the use of Turnitin submission for ALL tasks. 
  • Word processing, visual representations, and document formatting: You are required to use an appropriate form of software to present your assignments.
  • Uploading of assessment tasks to iLearn.

 

Support resources

Macquarie University has a range of services for students. If you are struggling with any aspect of academic life or career trajectory and skills, we have great supports within the university. Please refer to the comprehensive list of support services here.

Unit Schedule

The following is a summary of the lectures for this unit, available through the ECHE/ ECHX6020 unit web site.  The lecture series follows a specific sequence and have three main areas of focus: Theories of Development, Foundations of Development and Domains of Development. Note: these lectures are embedded within the weekly topic sections (not ECHO360).

 

Lecture

Lecturer

Week 1 

20 Feb

Introduction to developmental theories

Helen Little

Psychodynamic theories

Helen Little

Week 2

27 Feb

Behavioural & social cognitive learning theories

Helen Little

Cognitive developmental theories

Helen Little

Week 3

6 March

Contextual developmental theories

Helen Little

Lifespan developmental theories

Helen Little

Week 4

13 March

Genetics & Individual differences

Helen Little

Prenatal development

Helen Little

Week 5

20 March

Research methods

Belinda Davis

Major studies of Child Development

Helen Little

Week 6

27 March

Physical development

Helen Little

Motor development

Helen Little

Week 7

3 April

Perception

Shirley Wyver

Week 8

24 April

Cognition

Shirley Wyver

Theory of Mind

Shirley Wyver

Week 9

1 May

Joint attention & mind-mindedness

Belinda Davis

Language

Helen Little

Week 10

8 May

Attachment

Helen Little

Temperament

Helen Little

Week 11

15 May

Emotional development

Rebecca Andrews

Social development

Helen Little

Week 12

22 May

Gender

Penny Van Bergen

Parenting

Helen Little

Peer relationships

Helen Little

Week 13

29 May

 

Final assessment completion

 

Policies and Procedures

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.

Student Code of Conduct

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

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

Academic Integrity

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.

 

School of Education Procedures

In addition, the following policies and procedures of the Macquarie School of Education are applicable in this unit.

 

Attendance for postgraduate units

All Internal seminars begin in Week 1 of Session 1.

Activities completed during weekly seminars 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 synchronous activities, completion of non-synchronous formative/diagnostic class tasks and involvement in professional forums is required as the Master of Teaching is a professional qualification. 

Unit Expectations

  • Students are expected to read weekly readings before completing tasks and attending seminars
  • Students are expected to listen/attend weekly lectures before completing tasks and attending seminars
  • Students are required to make a genuine attempt at all assessment tasks to pass the unit.

Note: It is not the responsibility of unit staff to contact students who have failed to submit assignments.  If you have any missing items of assessment, it is your responsibility to make contact with the unit convenor.

Workload

In a 10 credit-point unit you should expect to commit nine (9) hours of your time per week to your studies.

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 [Note: Please do not email staff from any email account other than your uni email account.]
  • The Dialogue function on iLearn
  • Other iLearn communication functions

Student Support

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

The Writing Centre

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. 

Student Services and Support

Macquarie University offers a range of Student Support Services including:

Student Enquiries

Got a question? Ask us via AskMQ, or contact Service Connect.

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.

5 Rs Framework

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:

Resilient:

  • Assignment feedback aims to focus on development of academic skills and critical thinking to encourage students to use feedback on assignments to improve performance. 

Reflexive:

  • Tutorial activities encourage examination of alternative interpretations of developmental research and critical thinking about own future role and implications for practice. 

Responsive:

  •  In tutorials students engage in practical activities to consider how children's early experiences impact development and later outcomes for children and examine ways of providing optimal environments and expereinces for children to support positive outcomes. 

Ready to Learn: 

  •  Students are supported to develop an understanding that research provides the evidence base to inform practice and to identify strategies for supporting children's development. 

Research Engaged: 

  • Lectures cover research methods used in child development research including specific reference to findings from the major longitudinal studies of child development (e.g. NICHD, LSAC & LSIC).

  • The major assignment requires students to engage with recent child development research and suggest implications for practice based on the research evidence.


Unit information based on version 2023.02 of the Handbook