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

Growth and changes in all areas of development and learning are rapid and expansive across the early childhood years, birth to eight years of age. In order to facilitate learning during early childhood, you must have sound knowledge of the major theories, features and processes of language, social, cognitive and motor development. Knowledge of contexts and their impact on individual development is also important. Understanding the social context of the family and early childhood settings and the role of play in early development and learning are essential components to promoting quality early childhood practice. You, as early childhood teachers, require a range of skills for observing and analysing motor, social, language and cognitive development. These understandings and skills are foundational to teaching and working with children, families and other professionals.

Aims

The aims of this unit is to provide you with the opportunity to develop your knowledge and understanding of early childhood development and an awareness of the interrelated levels of influence on development and learning.

Objectives

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

1. Demonstrate an understanding of contemporary evidence-informed theories and research in child development, the factors influencing children's early behaviour, development and learning and the diverse backgrounds and characteristics of children. [QCT Standard 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 Standard 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 Standard 2 & 9]

Content

This unit includes the following topics:

1. Theoretical perspectives on child development;
2. Techniques of observation, recording and analysis of child behaviour;
3. Critical issues surrounding individual differences, family relationships and child rearing;
4. A focus on the implications for early childhood teaching practice.

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. 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. The unit structure and delivery has an emphasis on information literacy and technological literacy skills defined as the ability to locate, evaluate and use information and technology from a range of sources in order to facilitate problem solving, decision-making and research.

Assessment

Assessment for this unit comprises two formative learning activies and two summative assessment tasks.

Assessment name: Discussion Forum
Description: Two brief learning activities designed to engage you in reflection on unit content. This is a formative assessment.
Relates to objectives: 3, & 4
Internal or external: External
Group or individual: Group with Individual Component
Due date: Mid-Semester

Assessment name: Literature Review
Description: You will review the literature on an applied social question related to unit content.
Length: 1500 words.
Relates to objectives: 1, & 4
Weight: 40%
Internal or external: External
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 and require you to apply your developmental knowledge to planning for the learning needs of individual children.
Length: 2500 words.
Relates to objectives: 1, 2, 3 & 4
Weight: 60%
Internal or external: External
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

McDevitt, T.M., & Ormrod, J.E. (2009). Child development and education (4^rd ed.). Upper Saddle River, NJ: Pearson.

References

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

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

Peterson, C. (2004). Looking forward through the lifespan (4^th ed.). Sydney: Pearson.

Santrock, J.W. (2004). Child development (10^th ed.). New York: McGraw-Hill.

Shaffer, D.R. (2000). Social and personality development (4^th ed.). Belmont, CA: Wadsworth.

Risk assessment statement

There are no risks beyond the ordinary which need to be considered in 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: 30-Oct-2012