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

Increasingly, developmental science is an interdisciplinary field that takes account of psychological and sociological theories, as well as perspectives from the neurosciences and biology. The unit will review a range of current perspectives that inform understanding about child development. The application of this knowledge to early childhood education and other professional contexts in which practitioners work with young children and their families will be a focus. This unit will enable students to develop their scholarly abilities in the analysis of theory and research on child development and its application to their professional responsibilities.

Aims

The aim of this unit is to foster critical understanding of current developmental theory, the conduct of developmental research and the application of research findings to practice in early childhood education and other fields in which professionals work with children and families.

Objectives

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

1. Critically evaluate current theories of child development and understand the theoretical shifts that have occurred across recent decades (GC: B, D);

2. Analyse methodological approaches used in developmental research and understand how the research questions inform the design and conduct of research studies (GC: B);

3. Assess the applications and implications of published research for education and professional practice with children and families (GC: B, D);

4. Conduct developmental research through the completion of an investigation focussed on child development and learning (GC: C, E, G).

Content

Children experience a range of formal and informal contexts for their care and education that include the family, child care centres, preschools/kindergartens, and school settings. Features of those contexts which support the development of child competence will be considered.

(a) Current theoretical perspectives on child development: Analysis of the major theoretical perspectives that inform research with a focus on those theories that have relevance to the work of early childhood teachers and other professionals who work with children; consideration of key concepts and new directions in child development research across cognitive, language, and social-emotional domains.

(b) Key contexts for learning and development: Family as context - A range of family influences on children's development will be considered. These topics will include the quality of home environments on development; parenting practices and child outcomes; family transitions (divorce and remarriage, single parenting); Early childhood programs as context - The influence of out-of-home programs on children's development and learning will be addressed. Topics will include the development of peer relationships and the development of social-cognitive understanding. School as context - Review of current research issues about aspects of early schooling which influence academic and social competence; the transition to school; relationships between families and schools and child outcomes; and the development of positive approaches to learning and early school achievement.

Approaches to Teaching and Learning

Discussions around set topics and issues will be an important aspect of the teaching-learning experiences for this unit. Online discussions within the student group and with the lecturer will assist students to work through the steps required to complete a small research project and also engage critically with readings about the evidence-base that informs professional practice in early childhood. Professionalism and ethical practice in the conduct of teacher research is also a key issue for discussion.

Assessment

Assessment involves the progressive development, implementation and reporting of a research project. Assessment includes postings to online discussion forums that engage students in sharing their ideas on their research and their ideas about readings for evidence-base practice in early childhood programs and services.

Assessment name: Online Task 1
Description: Research focus
Students will identify a research question and develop an outline for their project that includes brief annotations of 3 key references on the topic
Length 500 words
Relates to objectives: 2
Weight: 10%
Internal or external: External
Group or individual: Individual
Due date: Week 4

Assessment name: Online Task 2
Description: Online Reflection
A response to the question on: What works in early childhood teaching for maximising children's learning outcomes and reducing disparities amongst diverse children? This reflection will be developed based on set readings provided by the lecturer and incorporate personal professional reflections on the issues raised in the readings
Length: 400 words
Relates to objectives: 1 & 3
Weight: 10%
Internal or external: External
Group or individual: Individual
Due date: Week 10

Assessment name: Research plan
Description: Using the topic selected for Online Discussion Task 1, students will identify a research question and develop a research plan for data collection [formative assessment]. The research report for Major task 2 will contain sections from the Research Plan which will have been reviewed by the lecturer as part of a formative assessment process.
Length: 2000 words
Relates to objectives: 2 & 4
Weight: 25%
Internal or external: External
Group or individual: Individual
Due date: Week 7

Assessment name: Research report
Description: Based on the research plan, data will be collected and analysed. The final report will incorporate the original literature review and the research method from the Research Plan. The report will be written in accordance with the conventions used for research reports in scholarly journals [summative assessment].
Length: 3,000 words
Relates to objectives: 1, 2, 3, & 4
Weight: 55%
Internal or external: Both
Group or individual: Individual
Due date: Week 13

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

Key journals available online or through the QUT Library full-text data bases
Australian Journal of Early Childhood
British Journal of Developmental Psychology
Contemporary Issues in Early Childhood
Early Child Development and Care
Early Childhood Research and Practice
Early Childhood Research Quarterly
Journal of Applied Developmental Psychology: I
Merrill-Palmer Quarterly

References

Aubrey, C., David, T., Godfrey, R., & Thompson, L. (2000). Early childhood educational research: Issues in methodology and ethics. London: Rutledge Falmer.

Clark, A., Kjørholt, A. T., & Moss, P, (2005). Beyond listening: Children's perspectives on early childhood services. Bristol, UK: Policy Press.

Farquhar, S-E (2003). Quality teaching: Early foundations best evidence synthesis. Wellington, New Zealand: Ministry of Education, New Zealand.

Stephen, C. (2006). Early years education: Perspectives from a review of the international literature. Edinburgh, United Kingdom: Scottish Executive. Retrieved April 23, 2007 from www.scotland.gov.uk/socialresearch

Siraj-Blatchford, I., Sylva, K., Muttock, S., Gilden, R. Bell, D. (2002). Researching effective pedagogy in the early years Research RR356. London: Department for Education and Skills.

Grau, M. E., & Walsh, D. J. (1998). Studying children in context: Theories, methods & ethics. Thousand Oaks, CA: Sage.

Lewis, A., & Lewis, G. (Eds.) (2000). Researching children's perspectives. Buckingham, UK: Open University.

McNaugton, G., Rolfe, S., & Siraj-Blatchford, I. (2001). Doing early childhood research: International perspectives on theory and practices. Crows Nest, NSW: Allen & Unwin.

Organisation for Economic Co-operation and Development (OECD) (2006). Starting strong II: Early education and care. Paris: OCED Directorate of Education.

Penn, H. (2005). Understanding early childhood: Issues and controversies. Maidenhead, UK: Open University Press.

Risk assessment statement

There are no out of the ordinary risks associated with this unit.

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: 30-Oct-2012