Students

ECH 416 – Child Development: Research and Practice

2012 – X2

General Information

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Unit convenor and teaching staff Unit convenor and teaching staff Unit Convenor
Shirley Wyver
Contact via shirley.wyver@mq.edu.au
Credit points Credit points
4
Prerequisites Prerequisites
ECH228 or admission to GDipAdvStEc or GDipEarlyChildhood
Corequisites Corequisites
Co-badged status Co-badged status
ECH416
Unit description Unit description
The unit builds on material introduced in earlier child development units. In doing so, the unit has two main focuses. The first is to develop students' skills in using child development research to develop effective programs and interventions for infants and young children. The second is to introduce students to research based child development programs and interventions that have direct relevance to early childhood programs.

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:

  • Students will improve their skills in understanding and interpreting current child development research.
  • Students will improve their skills in developing and analsying their own argument construction as well as those of published researchers.
  • Students will improve skills required to critique contemporary child development research.

Assessment Tasks

Name Weighting Due
Journal Article 10% 13 August, 2012
Quiz or Essay 45% 28 Sept Quiz, 2 Oct Essay
Essay or Exam 45% 5 Nov or during exam period

Journal Article

Due: 13 August, 2012
Weighting: 10%

This online quiz will be used to help you assess your ability to read child development articles effectively.  The article used as the basis of the quiz is:

 

Vandell, D.L., Belsky, J., Burchinal, M., Steinberg, L., Vandergrift, N., & NICHD Early Child Care Research Network (2010).  Do effects of early child care extend to age 15 years? Results from the NICHD study of early child care and youth development. Child Development, 81(3), 737-756. doi:10.1111/j.1467-8624.2010.01431.x


On successful completion you will be able to:
  • Students will improve their skills in understanding and interpreting current child development research.

Quiz or Essay

Due: 28 Sept Quiz, 2 Oct Essay
Weighting: 45%

For students who would like to cover a range of topics, select the multiple choice quiz.  For students who would like to focus on a single topic in-depth, choose the essay.


On successful completion you will be able to:
  • Students will improve their skills in understanding and interpreting current child development research.
  • Students will improve their skills in developing and analsying their own argument construction as well as those of published researchers.
  • Students will improve skills required to critique contemporary child development research.

Essay or Exam

Due: 5 Nov or during exam period
Weighting: 45%

 

Students can choose between an essay or a final exam.  Notes can be taken into the final exam.


On successful completion you will be able to:
  • Students will improve their skills in understanding and interpreting current child development research.
  • Students will improve their skills in developing and analsying their own argument construction as well as those of published researchers.
  • Students will improve skills required to critique contemporary child development research.

Unit Schedule

 

Lecture – Community contexts, centre quality and development.

Lecturer – Dr Shirley Wyver

No specific reading. 

Lecture and tutorial – Giftedness in young children

Lecturer – Dr Kerry Hodge

Reading: To be advised

Lecture 2 – Young children’s risk-taking

Lecturer – Dr Helen Little

Reading:

Morrongiello, B.A., & Lasenby-Lessard, J. (2007). Psychological determinants of risk taking by children: An integrative model and implications for interventions.  Injury Prevention, 13, 20-25. (If you have time for only one reading, select this one.)

Boyer, T.W. (2006). The development of risk-taking: A multi-perspective review. Developmental Review, 26, 291-345. (This reading provides a detailed overview of theories of risk-taking.)

Lecture 1 – Outdoor play and Children’s Activity

Lecturer – Dr Shirley Wyver

Reading: Go to http://www.aare.edu.au/10pap/2071WyverBundyNaughtonTranterSandseterRagen.pdf

Lecture – Body image

Lecturer – Dr Shirley Wyver

Reading:

O'Dea, J.A. (2005). School-based health education strategies for the improvement of body image and

prevention of eating problems: An overview of safe and successful interventions, Health Education, 105(1), 11 – 33. doi http://dx.doi.org/10.1108/09654280510572277

Lecture – Infant and young children’s sleep

Tutorial – Sleep and child care

Lecturer – Dr Shirley Wyver

Reading:

Touchette, É., Petit, D., Tremblay, R.E., & Montplaisir, J.Y. (2009). Risk factors and consequences of early childhood dyssomnias: New perspectives. Sleep Medicine Reviews, 13(5), 355-361. doi:10.1016/j.smrv.2008.12.001

Lecture– Childhood Anxiety

Lecturer – Dr Frances Gibson

Tutorial – Childhood anxiety, measures and interventions

Reading: Degnan, K. A., Almas, A. N.,&  Fox, N. A. (2010). Temperament and environment in the etiology of childhood anxiety. Journal of Child Psychology and Psychiatry, 51(4), 497-517.

Lecture– Young children’s social skills and social competence

Tutorial -  Social skills/competence  

Lecturer – Dr Shirley Wyver

Reading:

McCabe, P., & Altamura, M. (2011). Empirically valid strategies to improve social and emotional competence of preschool children. Psychology in the Schools, 48(5), 513-540. doi: 10.1002/pits.20570

Lecture – Children as eyewitnesses

Lecturer – Dr Shirley Wyver

Reading:

Goodman, G.S. & Melinder, A. (2007). Child witness research and forensic interviews of young children: A review. Legal and Criminological Psychology, 12, 1-19. doi: 10.1348/135532506X156620

Policies and Procedures

Macquarie University policies and procedures are accessible from Policy Central. Students should be aware of the following policies in particular with regard to Learning and Teaching:

Academic Honesty Policy http://www.mq.edu.au/policy/docs/academic_honesty/policy.html

Assessment Policy  http://www.mq.edu.au/policy/docs/assessment/policy.html

Grade Appeal Policy http://www.mq.edu.au/policy/docs/gradeappeal/policy.html

Special Consideration Policy http://www.mq.edu.au/policy/docs/special_consideration/policy.html

In addition, a number of other policies can be found in the Learning and Teaching Category of Policy Central.

 

IEC ASSIGNMENT SUBMISSION AND EXTENSION POLICY

 

When preparing your assignments, it is essential that you note that:

                    Students must retain a copy of all assignments before submission, and retain the copy until your final grade for the unit has been received;

                    Assignment marks will be deducted if you submit your assignment late (refer to the ‘late assignments’ section below for more details);

                    Unless there are exceptional circumstances, no assignment will be accepted after the date that the assignment has been returned to other students. 

                    All failing assignments will be double marked when the failure is due to unsatisfactory content.  Failures that are the result of deductions for lateness or loss of marks for referencing, presentation, or plagiarism may not be double-marked;

 

Submission of Assignments:

Assignments must be submitted by 2pm on the due date.  The same due date applies to students enrolled both internally and externally in the unit.  If you are an external student and are not able to submit your assignment online you must ensure that it is posted in time to be received at the university by the due date.

The Faculty of Human Sciences cover sheet can be accessed by clicking on the following link: http://humansciences.mq.edu.au/current_students/undergraduate/assignment_cover_sheet

 

Late Assignments:

A deduction of 5% of the total possible mark allocated for that assignment will be made for each day or part day that assignment is late, weekends counting as two days. For example, if an assignment is worth 20 marks and you submit it 2 days late, you will have 2 marks (2 x 5% of 20 marks) subtracted from your awarded mark.

 

Extensions:

In extenuating circumstances, students may apply to the unit coordinator for an extension to the assignment due date. Reasons for the extension need to be documented through the special consideration form accessible through Tracker and supported (e.g., a doctor’s certificate in the case of illness).

Note that:

                    Students MUST speak with the unit coordinator prior to submitting their request through Tracker.

                    Extension will only be granted in receipt of the completed form submitted through Tracker, plus documentation.

                    Emails are not appropriate means of extension requests.

                    It is essential that you plan ahead and organise your study time effectively. Poor time management is not grounds for an extension

                    In the case of computer malfunctions, a draft of your assignment may be requested. Please ensure that you print out a draft regularly, so that it is available for submission on request.   

                    Extensions are usually not granted on the due date.

 

UNIVERSITY SPECIAL CONSIDERATION GUIDELINES

Special Consideration is intended for a student who is prevented by serious and unavoidable disruption from completing any unit requirements in accordance with their ability.  All students have the right to submit an application for Special Consideration.

For an application to be valid, the student must have been performing satisfactorily in the unit prior to experiencing serious and unavoidable disruption.

The University defines serious and unavoidable disruption to studies as resulting from an event or set of circumstances that:

                    could not have reasonably been anticipated, avoided or guarded against by the student; and

                    was beyond the student's control; and

                    caused substantial disruption to the student's capacity for effective study and/or the completion of required work; and

                    substantially interfered with the otherwise satisfactory fulfilment of unit or course requirements; and

                    was of at least three (3) consecutive days duration within a study period and/or prevented completion of the formal examination.

The University definition of serious and unavoidable disruption explicitly excludes acute problems, except where the disruption affects completion of a formal examination.

The University defines acute problems as those involving fewer than three (3) consecutive days within a study period. In these cases, the student is responsible for contacting the relevant Unit Convenor so that a local solution may be discussed, except where the disruption affects completion of a formal examination.

The University reserves the right to determine if a Special Consideration application should be considered and any subsequent action to be taken. http://www.mq.edu.au/policy/docs/special_consideration/policy.html

 

 

DISABILITY SUPPORT

The Disability Service works with students to access the services they need to enable them to flourish at University. Staff in the Disability Service work with students to identify what services and assistance they need to have an equal opportunity in their studies at Macquarie University.

Students meet with a Disability Advisor to determine what services are needed. These services can be reviewed at any time to ensure that they continue to meet the students’ needs enabling them to achieve their academic potential. The Disability Service is able to provide a range of services according to the documentation provided by the Doctor or other Health Professional and the assessment interview with the student.

Students are able to work with the Disability Advisor throughout each semester to ensure that the services that are in place continue to meet their needs.

http://staff.mq.edu.au/campus_life/wellbeing/disability_service/services_available/

Student Support

Macquarie University provides a range of Academic Student Support Services. Details of these services can be accessed at: http://students.mq.edu.au/support/.

UniWISE provides:

  • Online learning resources and academic skills workshops http://www.mq.edu.au/learning_skills/
  • Personal assistance with your learning & study related questions.
  • The Learning Help Desk is located in the Library foyer (level 2).
  • Online and on-campus orientation events run by Mentors@Macquarie.

Student Services and Support

Students with a disability are encouraged to contact the Disability Support Unit who can provide appropriate help with any issues that arise during their studies.

Student Enquiries

Details of these services can be accessed at http://www.student.mq.edu.au/ses/.

IT Help

If you wish to receive IT help, we would be glad to assist you at http://informatics.mq.edu.au/help/

When using the university's IT, you must adhere to the Acceptable Use Policy. The policy applies to all who connect to the MQ network including students and it outlines what can be done.

Graduate Capabilities

Discipline Specific Knowledge and Skills

Our graduates will take with them the intellectual development, depth and breadth of knowledge, scholarly understanding, and specific subject content in their chosen fields to make them competent and confident in their subject or profession. They will be able to demonstrate, where relevant, professional technical competence and meet professional standards. They will be able to articulate the structure of knowledge of their discipline, be able to adapt discipline-specific knowledge to novel situations, and be able to contribute from their discipline to inter-disciplinary solutions to problems.

This graduate capability is supported by:

Learning outcome

  • Students will improve their skills in understanding and interpreting current child development research.

Critical, Analytical and Integrative Thinking

We want our graduates to be capable of reasoning, questioning and analysing, and to integrate and synthesise learning and knowledge from a range of sources and environments; to be able to critique constraints, assumptions and limitations; to be able to think independently and systemically in relation to scholarly activity, in the workplace, and in the world. We want them to have a level of scientific and information technology literacy.

This graduate capability is supported by:

Learning outcome

  • Students will improve their skills in developing and analsying their own argument construction as well as those of published researchers.

Problem Solving and Research Capability

Our graduates should be capable of researching; of analysing, and interpreting and assessing data and information in various forms; of drawing connections across fields of knowledge; and they should be able to relate their knowledge to complex situations at work or in the world, in order to diagnose and solve problems. We want them to have the confidence to take the initiative in doing so, within an awareness of their own limitations.

This graduate capability is supported by:

Learning outcome

  • Students will improve skills required to critique contemporary child development research.