educ1014 edc151 child development for educators openunis...

Unit study package code: EDUC1014

Mode of study: Area External

Credit Value: 25.0

Pre-requisite units: Nil

Co-requisite units: Nil

Anti-requisite units: Nil

Result type: Grade/Mark

Approved incidental fees: Information about approved incidental fees can be obtained from our website. Visit fees.curtin.edu.au/incidental_fees.cfm for details.

Unit coordinator: Title: MsName: Ann MackayPhone: Email onlyEmail: [email protected]: Off campusRoom: -

Teaching Staff:

Administrative contact: Name: OUA General EnquiriesPhone: +61 8 92667590Email: [email protected]: 501 Bentley CampusRoom: -

Learning Management System: Blackboard (lms.curtin.edu.au)

Unit Outline

EDUC1014 EDC151 Child Development for Educators OpenUnis SP 1, 2015

DVC EducationOUA Programs

EDUC1014 EDC151 Child Development for EducatorsOUA 20 Feb 2015 OUA Programs, DVC Education

Page: 1 of 12CRICOS Provider Code

WA 00301J, NSW 02637BThe only authoritative version of this Unit Outline is to be found online in OASIS

http://fees.curtin.edu.au/incidental_fees.cfm

http://lms.curtin.edu.au/

Acknowledgement of Country We respectfully acknowledge the Indigenous Elders, custodians, their descendants and kin of this land past and present.

Syllabus Situated in the context of theory and research, this unit provides an overview of typical and atypical human development from conception to early adolescence across physical, cognitive, social and emotional domains. Biological and environmental influences on development are examined. Implications for contemporary educators are explored with a focus on maximizing developmental outcomes during the first 12 years of life. In addition to emphasis on Standard 1 (know your students and how they learn) of the Australian Professional Standards for Teachers, this unit focuses on effective engagement and interaction with parents/carers and maintaining safe school and care environments for children (Standards 3.7, 4.4 and 7.3). The corresponding Australian Children’s Education and Care Quality Authority’s Curriculum Specification 1 (psychology and child development) 3 (early childhood pedagogies) and 4 (family and community contexts) are addressed

Introduction Welcome to the unit: Child Development for Educators EDUC1014. This unit has been designed to support your overall professional development as an educator, specifically in the area of child development. It is envisaged that this unit will cater for your learning and development alongside those required by the profession. It will allow you to investigate the development of all domains of the child, which are physical, social, emotional and cognitive (including language and creativity development), through active involvement in the coursework and real-life observations, basing your growing understanding of child development on your own experiences. It will provide you with multiple opportunities to become familiar with factors that impact effective development, while also developing the capacity to identify any ‘early signs’ of atypical (asynchronous) developmental patterns, and thus will help you to start thinking about possible intervention strategies as early as possible. The factual knowledge and conceptual understanding gained in the unit provide you with the foundation for constructing learning environments, engaging in effective teaching and learning processes and making informed curriculum decisions. Understanding the growth and maturation of infants, children and adolescents is a prerequisite to responsive, interactive and communicative practices in early learning centres, primary and secondary schools.

Unit Learning Outcomes All graduates of Curtin University achieve a set of nine graduate attributes during their course of study. These tell an employer that, through your studies, you have acquired discipline knowledge and a range of other skills and attributes which employers say would be useful in a professional setting. Each unit in your course addresses the graduate attributes through a clearly identified set of learning outcomes. They form a vital part in the process referred to as assurance of learning. The learning outcomes tell you what you are expected to know, understand or be able to do in order to be successful in this unit. Each assessment for this unit is carefully designed to test your achievement of one or more of the unit learning outcomes. On successfully completing all of the assessments you will have achieved all of these learning outcomes.

Your course has been designed so that on graduating we can say you will have achieved all of Curtin's Graduate Attributes through the assurance of learning process in each unit.

On successful completion of this unit students can: Graduate Attributes addressed

1 Explain the important theories of child development in appropriate language

2 Interpret aspects of child development related to specific chronological age groups

3 Identify the impact and interaction of biological and environmental influences on child development to explain the differential development of children and adolescents

4 Explain how the interactions between the child, the caregivers, the home and educational environment impact on the effective development of the whole child

5 Recognise typical and atypical patterns of child physical, cognitive, social and emotional development using developmental indicators and recommend effective classroom intervention strategies

DVC Education OUA Programs




Curtin's Graduate Attributes

Learning Activities Each week there will be a variety of readings, workshop materials/notes, focus questions and practical activities that will enable all students to achieve the learning outcomes. The unit Blackboard site has a general introduction section (synopsis) which gives you an overview of the weekly content. We expect you to complete the weekly readings, focus questions and activities at your own pace and engage in peer-to-peer learning through exchanging ideas and work samples. This unit is divided into eight topics, outlined in your weekly calendar of study.

Learning Resources Essential texts

The required textbook(s) for this unit are:

l McDevitt, T., Ormrod, J., Cupit, G., Chandler, M., & Aloa, V. (2013). Child development and education. Frenchs Forest, NSW: Pearson Australia

Please note that this is not the book by the authors McDevitt and Ormrod with the same name. Your book must be the Australian publication with all five authors on the cover.

Apply discipline knowledge Thinking skills (use analytical skills to solve problems)

Information skills (confidence to investigate new ideas)

Communication skills Technology skillsLearning how to learn (apply principles learnt to new situations) (confidence to tackle unfamiliar problems)

International perspective (value the perspectives of others)

Cultural understanding (value the perspectives of others)

Professional Skills (work independently and as a team) (plan own work)

Find out more about Curtin's Graduate attributes at the Office of Teaching & Learning website: ctl.curtin.edu.au





http://ctl.curtin.edu.au/

Assessment Assessment schedule

Detailed information on assessment tasks

1. Mid-term eTest: Week 6

Value:25%

Open from Monday 6 April to Sunday 12 April 2015

Assessment 1 is an eTest: an online multiple-choice and/or matching quiz questions designed to test your content knowledge. A non-assessed practice eTest will be offered in week 4 from 23 March till 29 March.

The midterm test consists of 50 test questions drawn randomly from a large pool of questions that assess your understanding of concepts covered in the first six weeks. You will have unlimited time (120 minutes) to respond to these 50 test items. Once submitted, your test will be automatically scored and your mark will appear in My Grades. You can only start this test once. Once you begin, you must complete the test. Hence, choose your time and place carefully, ensuring that you will not be disturbed for one hour or as long as you need to complete the test. Please take the test whenever you feel ready, however, you are strongly advised to take the test as soon as practically possible after the conclusion of your studies of Weeks 1-6. Please note: Access to the midterm online test closes permanently on Sunday, 12 April at 23.59 WST. Your mark on the midterm test contributes 25% to your final grade in Child Development for Educators EDUC1014. You do not need to pass the test to pass the unit, but you will need to attempt to answer each question! Non-completion of the mid-term eTest by the due date will be awarded a Fail Grade unless prior request for extension has been granted. This will automatically lead to a Fail Grade for the unit.

2. Assessment 2 The Learning Journal

Due 3 May 2015 (23.59 WST)

Value: 50%

What is a learning journal?

A learning journal is a piece of personalised writing that makes overt the learning that takes place. In other words, the learning journal documents your learning journey. The key purpose is to document your growing understanding of the topics and issues introduced in this unit.

Why use learning journals?

This assessment form is gaining popularity in higher education and has a number of advantages, some of which are:

l Personalised learning l Focus on process and content l Helping you learn better (more effectively and more efficiently) l Helping you become an active learner

Task Value % Date DueUnit Learning Outcome(s)

Assessed

1

eTest 25 percent Week: Week 6 Day: Open Monday 6 April to Sunday 12 April 2015 Time: 00.01 (6 April) to 23.59 (12 April)

1,2,3

2

Report Learning Journal 50 percent Week: Week 9 Day: Sunday 3 May 2015 Time: 23.59 (WST)

3,4,5

3

eTest 25 percent Week: Week 12 Day: Monday 18 May to Sunday 24 May 2015 Time: 00.01 (18 May) to 23.59 (24 May)

1,2,4





l It is also recognised as authentic assessment

What format do I need to use for the individual journal entries?

Through the production of your learning journal, you will engage in active reflection on topics and issues introduced in this unit. You can document your growing knowledge and skills in many different ways, such as writing a reflection, constructing a poster or a concept map. At this stage we do not encourage the production of audio or video files as we experienced various technical issues with them in the past.

How many journal entries do I need to produce?

You are required to produce one entry per topic (9 entries in total). Remember, in order to generate good marks for this section, your entries will need to demonstrate that you are actively learning and engaging with the learning content.

What is a ‘substantial entry’?

The topics and weekly learning activities contain numerous learning opportunities, and each of these can contribute to the production of a substantive entry in your learning journal. You will notice that the rubric refers to something called a ‘substantive entry’. It does not simply refer to quantity! A substantive entry is one that demonstrates your deep engagement with the learning material and an attempt to link practice (personal experiences) with theory (lectures, readings and learning activities). You might produce an entry that is ‘quite small’ in nature (such as concept map or poster), but demonstrates real thought and insight into a particular topic or issue.

How much do I need to write for one journal entry?

Each written journal entry should be short and relevant, consist of approximately 200-500 words per entry. Posters and concept maps will require fewer words but the upper limit on all three types of entries is 500 words.

Can I just write all my reflections?

Although written entries are important, we encourage you to be creative and produce your reflections in various formats. We will introduce you to a range of open source software that will assist you with transforming your written text into different formats. You are required to submit three (3) written entries, three (3) posters and three (3) concept maps.

Please see the learning journal PowerPoint that is available under the assessment link in the menubar on Blackboard for more details on this assessment.

3. Final eTest: Week 12

Value: 25%

Open from Monday 18 May to Sunday 24 May 2015

Assessment 3 is an eTest: an online multiple-choice and/or matching quiz questions designed to test your content knowledge.

The final test consists of 50 test questions drawn randomly from a large pool of items that assess your understanding of concepts covered in the unit (Weeks 1-12). You will have 120 minutes to respond to these 50 test items. Once submitted, your test will be automatically scored and your mark will appear in My Grades. You can only start this test once. You must complete the test in one go, so please choose your time and place carefully ensuring that you will not be disturbed for up to two hours and that you do not lose your internet connection. Please note: Access to the final online test closes permanently at 23.59 WST on Sunday, 24 May 2015. Your mark on the final test contributes 25% to your final grade in Child Development for Educators EDUC1014. You do not need to pass the test to pass the unit, but you will need to attempt to answer each question! Non-completion of the final eTest by the due date will be awarded a Fail Grade unless prior request for extension has been granted. This will automatically lead to a Fail Grade for the unit.

Pass requirements

In order to pass this unit, all assessment tasks must be submitted and an overall mark of 50% or more must be achieved. Assessments are not considered as submitted if any required sections are incomplete, or if the electronic file is unreadable. It is a student’s responsibility to ensure that assessments are complete and have been successfully uploaded in a readable format.

A student who has received a Fail Grade (less than 50%) for an assessment, but achieves at least 40% of the possible mark for an assessment that was handed in on time, may be offered the opportunity to resubmit. The maximum a resubmission can be awarded is 50% of the possible mark and only one assessment resubmission per unit is possible. The resubmitted work must be received by the due date.

Fair assessment through moderation

Moderation describes a quality assurance process to ensure that assessments are appropriate to the learning outcomes, and that





student work is evaluated consistently by assessors. Minimum standards for the moderation of assessment are described in the Assessment and Student Progression Manual, available from policies.curtin.edu.au/policies/teachingandlearning.cfm

Late assessment policy

This ensures that the requirements for submission of assignments and other work to be assessed are fair, transparent, equitable, and that penalties are consistently applied.

1. All assessments students are required to submit will have a due date and time specified on this Unit Outline. 2. Students will be penalised by a deduction of ten percent per calendar day for a late assessment submission (eg a mark

equivalent to 10% of the total allocated for the assessment will be deducted from the marked value for every day that the assessment is late). This means that an assessment worth 20 marks will have two marks deducted per calendar day late. Hence if it was handed in three calendar days late and given a mark of 16/20, the student would receive 10/20. An assessment more than seven calendar days overdue will not be marked and will receive a mark of 0.

Assessment extension

A student unable to complete an assessment task by/on the original published date/time (eg examinations, tests) or due date/time (eg assignments) must apply for an assessment extension using the Assessment Extension form (available from the Forms page at students.curtin.edu.au/administration/) as prescribed by the Academic Registrar. It is the responsibility of the student to demonstrate and provide evidence for exceptional circumstances beyond the student's control that prevent them from completing/submitting the assessment task.

The student will be expected to lodge the form and supporting documentation with the unit coordinator before the assessment date/time or due date/time. An application may be accepted up to five working days after the date or due date of the assessment task where the student is able to provide an acceptable explanation as to why he or she was not able to submit the application prior to the assessment date. An application for an assessment extension will not be accepted after the date of the Board of Examiners' meeting.

Deferred assessments

If your results show that you have been granted a deferred assessment you should immediately check your OASIS email for details.

Supplementary assessments

Supplementary assessments, if granted by the Board of Examiners, will have a due date or be held between 13/07/2015 and 03/08/2015 . Notification to students will be made after the Board of Examiners’ meeting via the Official Communications Channel (OCC) in OASIS.

It is the responsibility of students to be available to complete the requirements of a supplementary assessment. If your results show that you have been granted a supplementary assessment you should immediately check your OASIS email for details.

Referencing style

The referencing style for this unit is APA 6th Ed.

More information can be found on this style from the Library web site: library.curtin.edu.au.

Academic Integrity (including plagiarism and cheating)

Any conduct by a student that is dishonest or unfair in connection with any academic work is considered to be academic misconduct. Plagiarism and cheating are serious offences that will be investigated and may result in penalties such as reduced or zero grades, annulled units or even termination from the course.

Plagiarism occurs when work or property of another person is presented as one's own, without appropriate acknowledgement or referencing. Submitting work which has been produced by someone else (e.g. allowing or contracting another person to do the work for which you claim authorship) is also plagiarism. Submitted work is subjected to a plagiarism detection process, which may include the use of text matching systems or interviews with students to determine authorship.

Cheating includes (but is not limited to) asking or paying someone to complete an assessment task for you or any use of unauthorised materials or assistance during an examination or test.

For more information, including student guidelines for avoiding plagiarism, refer to the Academic Integrity tab in Blackboard or academicintegrity.curtin.edu.au.





http://policies.curtin.edu.au/policies/teachingandlearning.cfm

http://students.curtin.edu.au/administration/

http://library.curtin.edu.au/

http://academicintegrity.curtin.edu.au/

Additional information Curtin School of Education Assessment Extension

The Unit Coordinator is responsible for determining whether the reasons provided by a student for her/his inability to complete an assessment task by the due date can be accepted as being due to exceptional circumstances beyond the student’s control. Such exceptional circumstances that may warrant approval of an Assessment Extension include, but are not limited to:

l Injury, illness or medical condition l Family issues l Commitments to participate in elite sport l Commitments to assist with emergency service activities l Unavoidable and unexpected work commitments

These guidelines can be found in Curtin University’s Assessment and Student Progression manual.

Students must apply for an Assessment Extension using the Assessment Extension form located at: http://students.curtin.edu.au/administration/forms.cfm . The form and any supporting documentation must be submitted to the unit coordinator or delegate (i.e., lecturer) before the assessment date/time or due/time. An application may be accepted up to five working days after the due date of the assessment task where the student is able to provide an acceptable explanation as to why he/she was unable to submit the application prior to the assessment date.

The unit coordinator shall notify the student of the outcome of their application for Assessment Extension within five working days of the application.

For assignments or other submitted work, an extension will normally be granted up to seven days after the initial due date/time, unless the circumstances warrant a longer delay.

If an application for Assessment Extension is rejected, the unit coordinator must provide reasons for her/his decision. Students have the right of appeal (to the Head of School).

Curtin School of Education Assessment Appeals

Any student who genuinely believes that assessed work has been unfairly or inaccurately marked or that their final unit grade is inappropriate, has the right to request a review of the mark or final result. If this review process is unable to resolve the issue, a formal assessment appeal may be lodged.

In all cases, the process involves an initial review of the assessment by the lecturer, marker or unit coordinator. It is expected that most situations will be resolved without the need for a formal appeal.

l Step 1 – Initial Request for Review l Step 2 – Formal Appeal: Students contact the unit coordinator to begin a formal appeal.

Corrupted or Unreadable Files

Assessments are not considered as submitted if the electronic file is not readable. It is a student’s responsibility to ensure that assessments have been successfully uploaded in a readable format. If a lecturer or marker encounters a problem with a submitted file, the student will be notified and must provide a readable file within 48 hours of this notification, after which time it will be considered as a late submission.

Student Support

Smarthinking through OUA

This service is designed to supplement students’ learning experiences while studying at Open Universities Australia. Students are linked to a service administered outside the Blackboard environment and independent of Curtin University and OUA. Smarthinking enables students to connect to a tutor 24 hours a day, 7 days a week. More information is available on Blackboard. Note that Smarthinking tutors do not have any details relating to assessment tasks and so the help they offer may not align with actual assessment requirements.

To access Smarthinking:

1. Sign in to My study centre at Open Universities Australia http://www.open.edu.au/

2. From My courses & units select the Current units tab

3. Click on the Smarthinking link, next to the list of units





http://students.curtin.edu.au/administration/forms.cfm

http://www.open.edu.au/

For problems logging in, please contact the OUA Student Advisors by email [email protected] or by telephone +61 03 8628 2555.

Curtin Learning Centre

Comprehensive support for many aspects of students’ learning is offered through face to face and online resources via the Learning Centre.

http://unilife.curtin.edu.au/learning_support/learning_centre.htm

Curtin UniEnglish

This website has been designed to support students whose first language is not English. The Curtin University UniEnglish website contains English language resources, activities, support information, and links to diagnostic assessment tests.

http://unilife.curtin.edu.au/learning_support/UniEnglish.htm

Curtin Counselling

All Curtin students are entitled to access Curtin Counselling for free, confidential and professional services. This includes online students who may require individual counselling for personal, psychological, or study-related issues (although please note that the counselling service is not the appropriate avenue for pursuing assessment queries or debates).

http://unilife.curtin.edu.au/health_wellbeing/counselling_services.htm

Enrolment

It is your responsibility to ensure that your enrolment is correct - you can check your enrolment through the eStudent option on OASIS, where you can also print an Enrolment Advice.

Student Rights and Responsibilities It is the responsibility of every student to be aware of all relevant legislation, policies and procedures relating to their rights and responsibilities as a student. These include:

l the Student Charter l the University's Guiding Ethical Principles l the University's policy and statements on plagiarism and academic integrity l copyright principles and responsibilities l the University's policies on appropriate use of software and computer facilities

Information on all these things is available through the University's "Student Rights and Responsibilities website at: students.curtin.edu.au/rights.

Student Equity There are a number of factors that might disadvantage some students from participating in their studies or assessments to the best of their ability, under standard conditions. These factors may include a disability or medical condition (e.g. mental illness, chronic illness, physical or sensory disability, learning disability), significant family responsibilities, pregnancy, religious practices, living in a remote location or another reason. If you believe you may be unfairly disadvantaged on these or other grounds please contact Student Equity at [email protected] or go to http://eesj.curtin.edu.au/student_equity/index.cfm for more information

You can also contact Counselling and Disability services: http://www.disability.curtin.edu.au or the Multi-faith services: http://life.curtin.edu.au/health-and-wellbeing/about_multifaith_services.htm for further information.

It is important to note that the staff of the university may not be able to meet your needs if they are not informed of your individual circumstances so please get in touch with the appropriate service if you require assistance. For general wellbeing concerns or advice please contact Curtin's Student Wellbeing Advisory Service at: http://life.curtin.edu.au/health-and-wellbeing/student_wellbeing_service.htm





http://unilife.curtin.edu.au/learning_support/learning_centre.htm

http://unilife.curtin.edu.au/learning_support/UniEnglish.htm

http://unilife.curtin.edu.au/health_wellbeing/counselling_services.htm

http://students.curtin.edu.au/rights/

mailto:[email protected]

http://eesj.curtin.edu.au/student_equity/index.cfm

http://www.disability.curtin.edu.au/

http://life.curtin.edu.au/health-and-wellbeing/about_multifaith_services.htm

http://life.curtin.edu.au/health-and-wellbeing/student_wellbeing_service.htm

Recent unit changes We welcome feedback as one way to keep improving this unit. Students are encouraged to provide unit feedback through eVALUate, Curtin's online student feedback system (see evaluate.curtin.edu.au/info/).

Recent changes to this unit include:

In 2013, the School of Education started rolling out completely new degrees for Early Childhood Education and Primary Education students. This included eight new units as part of a ‘common first year’ across both degrees. After their first offering, these units were thoroughly reviewed and changes made to learning activities and assessment tasks, based on feedback from students and independent experts. A more constructivist, hands-on approach was implemented to make the learning more relevant to 21st century students of diverse backgrounds. This included a streamlined experience with the Blackboard learning management system and better support for online students.

We welcome feedback as one way to keep improving this unit. Students are encouraged to provide unit feedback through eVALUATE, Curtin’s online student feedback system (see evaluate.curtin.edu.au/info/). More recent changes to this unit include: alignment of unit offerings across programs, more specified and focused weekly reading requirements, more interactive learning tasks and updates to eTest questions.

To view previous student feedback about this unit, search for the Unit Summary Report at evaluate.curtin.edu.au/student/unit_search.cfm. See evaluate.curtin.edu.au to find out when you can eVALUate this unit.





http://evaluate.curtin.edu.au/info/index.cfm

https://evaluate.curtin.edu.au/student/unit_search.cfm

http://evaluate.curtin.edu.au/

Program calendar EDC151 Child Development for Educators

Week Begin Date Module topic Pre-readings Assessment

due

1. 2 March Introduction video and Topic 1

Factors that influence development

McDevitt, Ormrod, Cupit, Chandler and Aloa

Chapters 1 & 3

p.4 pp.24-25, pp.62-63, p.676

2. 9 March Vodcasts Topic 2

Family, culture and community

McDevitt et al.

chapters 1&3

p.8, pp.63-79,

pp.87-98, p.684

3. 16 March Vodcasts Topic 3

Biological foundations of development

McDevitt et al.

Chs. 1,4,& 5.

p.4, pp.6-8,

pp.114-124,

pp.154-157,

pp.163-172,

p.678

4. 23 March Vodcasts Topic 4A

Theories of cognitive development

Part A (Piaget)

McDevitt et al.

Chs 1 & 6

p.13, pp.205-212, pp.214-216, p.688

Online practice eTest open

23 - 29 March

(Optional, no marks)

5. 30 April Vodcasts Topic 4B

Theories of cognitive development

Part B (Vygotsky)

McDevitt et al.

Chs 1,6 &9

p.14, pp.219-228, pp.232-236, p.347, pp.690-691





6. 6 April Vodcasts Topic 4C

Theories of cognitive development Part C

(Information Processing Theory)

McDevitt et al. Chs 7,8 & 9

pp.216-219, pp.228-232, pp.249-251, pp.258-259, pp.274-278, pp.278-279,

pp.345-346

Online eTest

open from Monday 6 April to Sunday 12 April (23.59 WST)

25%

7. 13 April Vodcasts Topic 5A

Development of language and communication Part A

McDevitt et al. Ch 9

p.344-371

8. 20 April Vodcasts Topic 5B

Development of language and communication Part B

McDevitt et al.

Chs 9 & 10

pp.344-418

9. 27 April Vodcasts Topic 6A

Emotional development

Part A (Erikson)

McDevitt et al.

Chs 8 & 11

pp.454-459,

pp.460-468

Learning Journal assignment due Sunday 3 May (23.59 WST). 50%

10. 4 May Vodcasts Topic 6B

Emotional development Part B

(Emotional intelligence)

McDevitt et al.

Chs 1 & 11

p.6, p.456, p.468, pp.478,

pp.478-490

11. 11 May Vodcasts Topic 7

Development of self and social understanding

McDevitt et al.

Ch.12

pp.504-511,

pp.520-532





12. 18 May Vodcasts Topic 8

Development of moral reasoning and behaviours

McDevitt et al.

Ch. 14

p.540, pp.590-602, pp.615-616

Online eTest open from Monday 18 May to Sunday 24 May (23.59 WST)

25%

13. 25 May Review of content





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