Units

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Sample subject outline - Semester 1 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 a sound knowledge of the major theories, features and processes of development. Knowledge about children's development is rapidly evolving through research that takes into account the social-cultural context in which development occurs. This unit will foreground the social mechanisms of learning by discussing children's learning and development in a social context, thereby integrating the social, emotional and cognitive elements of learning. Knowledge of contexts and their impact on individual development is necessary in order to develop an understanding of how children think and learn and thus to plan and organise appropriate educational opportunities in early childhood settings.

Aims

The aims of this unit is to:
develop your knowledge and understanding of early childhood development with a focus on children's thinking and communicating in a social context 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. Demonstrate understanding of contemporary evidence-informed theories and research in child development with a focus on language and thinking and demonstrate understanding of the factors influencing children's early behaviour, development and learning. [QCT Standards 4, 6 & 7]

2. Demonstrate skills in ways of gathering information about children including socio-cultural observation techniques and analysis of information regarding children's early development. [QCT Standard 1]

3. 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. [QCT Standards 1 & 5]

4. Demonstrate acceptable standards of communication and professional responsibility and provide evidence of attaining acceptable standards of academic, professional and personal spoken and written English language literacies relating to this unit. [QCT Standards 2 & 9]

Content

This unit introduces a range of theoretical perspectives on cognitive and language development. Piagetian (and Neo-Piagetian) and Information processing theories will provide a framework for examining the mechanisms that are traditionally considered to underlie development. These theories will be critically examined in relation to social processes as alternate mechanisms of cognitive growth (e.g., Vygotskyian perspective) with a focus on the implications for early childhood teaching practice. The broad area of language as a symbol system and a means of human communication will be introduced. The structural components of language including the development of phonological and semantic skills and the features and patterns of grammar development are examined and the role of the early childhood teacher in promoting language development is addressed. The relationship between language and cognition will be reflected upon critically in the light of socio-cultural perspectives of learning and thinking and the implications for early childhood teaching practice discussed.

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.

Assessment

Assessment for this unit comprises a minor assignment and a major assignment. The minor assignment includes 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: Literature Review
Description: Literature review and proposal for fieldwork project.
Length: 1500 words.
Relates to objectives: 1 & 4
Weight: 40%
Internal or external: Internal
Group or individual: Individual
Due date: Mid-Semester

Assessment name: Project (research)
Description: This applied task will incorporate both formal and informal observational measures and techniques. It requires you to apply your developmental knowledge to planning for the learning needs of individual children.
Length: 3000 words
Relates to objectives: 1, 2, 3, & 4
Weight: 60%
Internal or external: Internal
Group or individual: Individual
Due date: End-Semester

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. (2008). Child development (8^th ed.). Boston: Allyn & Bacon.

References

Beaty, J. J. (2006). Observing development of the young child (6^th ed.). Upper Saddle River, NJ: Pearson.

Gleason, J. B. (2005). The development of language (6^th ed.). Boston: Allyn & Bacon.

Siegler, R. S., & Alibali, M. W. (2005). Children's thinking (4^th ed.). Englewood Cliffs, NJ: Prentice-Hall.

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