Unit convenor and teaching staff |
Unit convenor and teaching staff
Convener
Carol Newall
Contact via iLearn Dialogue
Tutor
Emma Sutherland
Contact via iLearn Dialogue
Lecturer
Helen Little
Contact via iLearn Dialogue
Lecturer
Shirley Wyver
Contact via iLearn Dialogue
Tutor
Erin Mackenzie
Tutor
Jacqueline Frei
Iliana Skrebneva
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Credit points |
Credit points
3
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Prerequisites |
Prerequisites
12cp at 100 level or above
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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 offers a critical overview of current theory, research and issues in child development from the preschool years through to late middle childhood and puberty. The unit covers the major aspects of children’s cognitive, physical and social/emotional development, personality, gender and moral development. The unit also considers the influence of key relationships with siblings and peers for children’s development. An understanding of factors that promote and attenuate optimal development and well-being and the unique contribution of child rearing contexts is integrated throughout. In addition, students develop knowledge of strategies for the promotion of good mental health for young children. During the course of the unit, students are encouraged to engage in active interpretation of the material covered and to consider both the implications and practical application in their professional contexts. Particular attention is paid to the implications for prior to school and primary school educators within the contemporary Australian social/cultural context.
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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:
Department Assessment Presentation & Submission Guidelines
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 Honesty Handbook for more information.
Please follow these guidelines when you submit each written assignment:
Draft Submissions & Turnitin Originality Reports
When preparing your assignments, it is essential that:
Final Submissions
Grading
Assignment extensions and late penalties
Applications for extensions must be made via AskMQ at https://ask.mq.edu.au as a Special Consideration request before the submission date. Students who experience a disruption to their studies through ill-health or misadventure are able to apply for this request. 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.
In general, there should be no need for extensions except through illness or misadventure that would be categorised as unavoidable disruption according to the University definition of same, see:
https://students.mq.edu.au/study/my-study-program/special-consideration
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.
It is important to note:
Academic Honesty Guidelines:
All assignments should cite and provide full bibliographical details of all material that you have used to inform or support your ideas. At the Department of Educational Studies, students are required to use the American Psychological Association (APA) referencing procedures. Full details about how to cite and reference correctly can be found in Perrin (2015) and in the Academic Honesty Handbook.
The following guide can be purchased from the Co-op Bookshop. This is a required text: *
Perrin, R. (2015). Pocket guide to APA style (5th ed.). Stamford, CT: Cengage Learning.
Eligibility for a Passing Grade in the Unit
In order to receive a passing grade in this unit, you must meet the following criteria:
Name | Weighting | Hurdle | Due |
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Essay | 30% | No | Week 7, 13 April 2018 |
Parent information leaflet | 30% | No | Week 12, 1 June 2018 |
Final Exam | 40% | No | Semester 1 examination period |
Due: Week 7, 13 April 2018
Weighting: 30%
Discuss and critically evaluate the findings of at least five research studies related to specified area of development.
Due: Week 12, 1 June 2018
Weighting: 30%
Information sheet designed for parents of children attending EC centre/school to promote awareness of one of specified area of child development
Due: Semester 1 examination period
Weighting: 40%
Combination of multiple-choice, short answer and essay questions
Department of Educational Studies (EC) Relevant Documents
The information in this Unit Guide must be read in conjunction with the following documents available for download from iLearn:
Department of Educational Studies 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.
Withdrawing from this UG Unit
If you are considering withdrawing from this unit, please seek academic advice by writing to iec@mq.edu.au before doing so as this unit may be a co-requisite or prerequisite for units in the following semesters and may impact on your progression through the degree.
Teaching and Learning Strategy
Lectures
Two separate one hour lectures will be presented each week. Please refer to lecture schedule for details. Recordings of lectures will be available on Echo360 for both internal and external students. Lecture slides will be made available the day before the lecture for students who are attending the live lecture to download and have available during the lecture. Attendance is optional. However, all lecture contents may be included in the subsequent quiz and exam. If it is not possible to attend the live lecture, you must listen to the Echo360 recording.
Required Textbook
Custom Edition for Macquarie University by Pearson, Australia compiled from Peterson, C.C. (2015). Looking Forward through the Lifespan: Developmental Psychology (6th edition). Sydney, Australia: Pearson Education.
Supplementary readings
White, F., Hayes, B., & Livesey, D. (2015). Developmental psychology: From infancy to adulthood (3rd ed.). Frenchs Forest, NSW: Pearson Education.
Tutorials
Activities completed during weekly tutorials (internal) or on campus days (external) 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.
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.
All tutorial content may be included in the subsequent quiz and exam. The tutorials and iLearn discussion forums are the most appropriate forums to raise questions and engage in group discussion to further your understanding of the material. Diverse views are welcome. It is important that you feel free to express your ideas openly (with the exception of views that may offend other students). The iLearn site is ideal for an exchange of ideas with all students and teaching staff.
Internal students will have fortnightly tutorials of 2hrs each. Tutorials will commence in Week 1 for the first cohort (and Week 2 for the second cohort).
External students will cover the tutorial content during their two days of on-campus attendance.
Workbook
This unit has a workbook available on the unit website. The workbook is to be used to record notes from tutorials, lectures and your readings. You should bring your workbook with you to all classes. Internal students will work through the tasks at their fortnightly tutorials. External students will complete the tasks at the On Campus days.
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 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.
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.
Convener's Role in Essay Support (30%, due Week 7, 14 April 2017)
The unit staff (e.g., convener and tutors) will provide guidance that is relevant to the unit topic (e.g., articles that may be relevant). However, the unit convener and tutors will not provide any generic writing support (e.g., narrative structure, grammar, basics on writing skill, interpreting the essay question). As noted above, Learning Skills provide workshops and support for tertiary-level writing skills. Students are encouraged to seek out these supports prior to the essay due date.
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
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 graduates will also be capable of creative thinking and of creating knowledge. They will be imaginative and open to experience and capable of innovation at work and in the community. We want them to be engaged in applying their critical, creative thinking.
This graduate capability is supported by:
We want our graduates to have emotional intelligence and sound interpersonal skills and to demonstrate discernment and common sense in their professional and personal judgement. They will exercise initiative as needed. They will be capable of risk assessment, and be able to handle ambiguity and complexity, enabling them to be adaptable in diverse and changing environments.
This graduate capability is supported by:
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:
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:
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:
We want to develop in our students the ability to communicate and convey their views in forms effective with different audiences. We want our graduates to take with them the capability to read, listen, question, gather and evaluate information resources in a variety of formats, assess, write clearly, speak effectively, and to use visual communication and communication technologies as appropriate.
This graduate capability is supported by:
As local citizens our graduates will be aware of indigenous perspectives and of the nation's historical context. They will be engaged with the challenges of contemporary society and with knowledge and ideas. We want our graduates to have respect for diversity, to be open-minded, sensitive to others and inclusive, and to be open to other cultures and perspectives: they should have a level of cultural literacy. Our graduates should be aware of disadvantage and social justice, and be willing to participate to help create a wiser and better society.
This graduate capability is supported by:
This unit now has 2hr fortnightly tutorials, rather than weekly 1hr tutorials. The current unit only has three assessment tasks, removing the online quiz from previous years (2017 and prior).
Communication with staff
Types of Questions
I enjoy teaching and I love watching my students learn. Some questions that we love to see in our Dialogue boxes:
Example questions we will NOT ANSWER
Rule of thumb: If it can be found in the Unit Guide or on the Unit's iLearn site, these questions will be ignored. It's not because we are trying to be mean or nasty. There are two major benefits when we ignore these questions:
Preferred Contact
All staff will only communicate via Dialogue on iLearn. We will not respond to emails. It allows us to control our communication so that our email inbox is not flooded with teaching questions from students, but also helps us organise our communication (e.g., many of us teach on more than one unit). To show that you have read your unit guides, please send me a photo of Steve Urkel from the 90s sitcom Family Matters. This may put you on my list of favourite students who have read their unit guides thoroughly to the end.