Units

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Sample subject outline - Semester 2 2013

Note: Subject outlines often change before the semester begins. Below is a sample outline.

Rationale

In order to facilitate learning during early childhood, teachers must have sound knowledge of the major theories, features and processes of early development. Children experience different, inter-related, contexts which vary across the course of development. Each child is characterised by a unique combination of biological dispositions and personal attributes that influence his or her responses to others and the responses that others make to the child. The pace and direction of development are shaped by biological predispositions and personal attributes, as well as by the interactions and experiences afforded to the child. Knowledge of contexts, their impact on individual development, and an awareness of the interrelationships between each area of development is necessary in order to develop an understanding of how children think and learn. Early childhood teachers also require a range of skills for observing and analysing behaviour in order to plan and organise appropriate educational opportunities in early childhood settings.

Aims

The aim of this unit if enable you to develop an awareness of the interrelated levels of influence on development and learning, particularly those immediate to the child, and begin to develop your conceptual knowledge (being able to define and explain major developmental concepts) and your capacity to apply conceptual knowledge and observational interpretations in planning to meet children's needs, interests and abilities.

Objectives

On completion of this unit, you should be able to:

1. design and implement learning experiences that develop language and literacy and that demonstrate a sound fundamental knowledge of language forms and features and textual structures of spoken/ written/ visual multimodal texts; provide evidence of attaining acceptable standards of academic, professional and personal spoken and written English language literacies relating to this unit. [QCT Standard 2]
2. develop understanding of contemporary evidence-informed theories and research in child development with a focus on early developmental processes and social development. [QCT Standard Six; QCT Standard Seven]
3. identify and develop understanding of the factors influencing children's early behaviour, development and learning and the diverse backgrounds and characteristics of children. [QCT Standard Four]
4. demonstrate skills in ways of gathering information about children and analysis of information regarding children's early development. [QCT Standard One]
5. analyse information gathered concerning children's development and learning in the context of theory and current research, and use these analyses as the basis for the design of appropriate learning experiences that promote personal development. [QCT Standard One; QCT Standard Six]
6. demonstrate acceptable standards of communication and professional responsibility [QCT Standard Two; QCT Standard Nine]

Content

This unit introduces a range of theoretical perspectives on child development and takes a critical perspective with respect to the place of developmental theory and research in early childhood practice. The relative contributions and the current status of theoretical approaches for understanding individuation and socialization, developmental pathways and individual differences are examined. Critical issues and perspectives on observation, such as ethics in child observation and the rights of the child are introduced. The interrelated levels of influence on early development and learning are examined, including critical reflection on these influences as they relate to early childhood teaching practice and early intervention.

Approaches to Teaching and Learning

This unit will incorporate a range of teaching approaches designed to promote flexibility of learning and cater for the needs of individual learners. Approaches will include a mix of lectures, tutorials, online teaching resources and discussion forums. Learning activities will require you to critically reflect on presented material, to interpret, synthesise and analyse concepts from theory, research and practice and to apply your learning in early childhood contexts. First year experience principles will be applied as appropriate.

Assessment

There are three assessment pieces for this unit: a brief learning task; a major assignment; and an examination. The learning task and the major assignment include both formative and summative components of assessment. Formative assessment processes will also occur within the context of tutorial activities and web based discussions.

Assessment name: Annotated bibliography
Description: You will complete a brief report to develop your skills in locating and evaluating information in developmental theory and research.
Word length: 1000 words
Relates to objectives: 2, 3, & 6
Weight: 20%
Internal or external: Internal
Group or individual: Individual
Due date: Mid semester

Assessment name: Fieldwork report
Description: Learning tasks undertaken in the field are reported in the light of relevant research literature.
Word length: 2000 words.
Relates to objectives: 1 - 5
Weight: 40%
Internal or external: Internal
Group or individual: Individual
Due date: End of semester

Assessment name: Examination
Description: Two-hour Examination
Relates to objectives: 2 & 3
Weight: 40%
Internal or external: Internal
Group or individual: Individual
Due date: Examination Period

Academic Honesty

QUT is committed to maintaining high academic standards to protect the value of its qualifications. To assist you in assuring the academic integrity of your assessment you are encouraged to make use of the support materials and services available to help you consider and check your assessment items. Important information about the university's approach to academic integrity of assessment is on your unit Blackboard site.

A breach of academic integrity is regarded as Student Misconduct and can lead to the imposition of penalties.

Resource materials

Text

Berk, L. (2009). Child development (8th ed.). Boston: Allyn & Bacon.

References

Beaty, J. J. (2006). Observing development of the young child. Upper Saddle River, NJ: Pearson.
Boulton-Lewis, G., & Catherwood, D. (1994). The early years: Development, learning and teaching. Hawthorne, Vic: Australian Council of Educational Research.
Martin, C. L. & Fabes, R. (2006). Discovering child development. Boston: Pearson.
Shaffer, D. R. (2000). Social and personality development (4th ed.). Belmont, CA: Wadsworth.
Smith, P.K. & Hart, C. H. (2004). Blackwell handbook of childhood social development. Oxford: Blackwell.

Risk assessment statement

There are no out-of-the-ordinary risks associated with the general conduct of this unit. Workplace health and safety protocols in relation to computer use will apply.

Disclaimer - Offer of some units is subject to viability, and information in these Unit Outlines is subject to change prior to commencement of semester.

Last modified: 29-Oct-2012