EDEC2011: Semester 1, 2023

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Units EDEC2011 Semester 1 2023 [Normal day]

Unit of study_

EDEC2011: Child Development (3-8 years)

Semester 1, 2023 [Normal day] - Remote

Overview

The early years are significant for children's wellbeing and development. This unit builds students' understanding of children's complex and dynamic development from three to eight years of age. The unit focuses on physical, cognitive, emotional, social and moral developmental domains. It considers the impact of inherited and environmental factors - including the role of parents, family, community and culture - on children's development. The unit explores both classical and contemporary understandings of early childhood development and encourages students to critically consider the relevance of past and present theory for teaching practice.

Unit details and rules

Unit code	EDEC2011
Academic unit	Education
Credit points	6
Prohibitions ?	None
Prerequisites ?	42 credit points including (EDEC1005 and EDEC1006 and EDEC1007 and EDEC1008)
Corequisites ?	EDEC2006
Assumed knowledge ?	None
Available to study abroad and exchange students	Yes

Teaching staff

Coordinator	Wendy Lee, wendysaeme.lee@sydney.edu.au

Type	Description	Weight	Due	Length
Assignment	Report Developmental domain report	60%	Please select a valid week from the list below Due date: 07 May 2023 at 23:59	2500 wd
Outcomes assessed:
Assignment	Essay Developmental domain essay	30%	Week 13 Due date: 28 May 2023 at 23:59	1500 wd
Outcomes assessed:
Assignment	Presentation Developmental domain presentation	10%	Week 13 Due date: 28 May 2023 at 23:59	500 wd (equivalent)
Outcomes assessed:

Assessment summary

- Report: A case study scenario of a young child will be used for students to respond to a series of questions about the child’s physical, cognitive, emotional and social development. Questions will cover definitions and explanation of key concepts, analysis of relevant aspects of the child’s development, and discussion of implications and strategies for supporting the child’s ongoing development.

- Essay: The essay will require students to respond to a question about the importance of early childhood teachers being knowledgeable about child development, and about their role working in partnerships with families to support children’s development.

- Presentation: The presentation will require students to share their understanding of the developmental domains and provide peer feedback.

Detailed information for each assessment can be found on Canvas.

Assessment criteria

The University awards common result grades, set out in the Coursework Policy 2014 (Schedule 1).

As a general guide, a high distinction indicates work of an exceptional standard, a distinction a very high standard, a credit a good standard, and a pass an acceptable standard.

Result name	Mark range	Description
High distinction	85 - 100
Distinction	75 - 84
Credit	65 - 74
Pass	50 - 64
Fail	0 - 49	When you don’t meet the learning outcomes of the unit to a satisfactory standard.

For more information see sydney.edu.au/students/guide-to-grades.

For more information see guide to grades.

Late submission

In accordance with University policy, these penalties apply when written work is submitted after 11:59pm on the due date:

Deduction of 5% of the maximum mark for each calendar day after the due date.
After ten calendar days late, a mark of zero will be awarded.

Academic integrity

The Current Student website provides information on academic integrity and the resources available to all students. The University expects students and staff to act ethically and honestly and will treat all allegations of academic integrity breaches seriously.

We use similarity detection software to detect potential instances of plagiarism or other forms of academic integrity breach. If such matches indicate evidence of plagiarism or other forms of academic integrity breaches, your teacher is required to report your work for further investigation.

You may only use artificial intelligence and writing assistance tools in assessment tasks if you are permitted to by your unit coordinator, and if you do use them, you must also acknowledge this in your work, either in a footnote or an acknowledgement section.

Studiosity is permitted for postgraduate units unless otherwise indicated by the unit coordinator. The use of this service must be acknowledged in your submission.

Learning support

Simple extensions

If you encounter a problem submitting your work on time, you may be able to apply for an extension of five calendar days through a simple extension.  The application process will be different depending on the type of assessment and extensions cannot be granted for some assessment types like exams.

Special consideration

If exceptional circumstances mean you can’t complete an assessment, you need consideration for a longer period of time, or if you have essential commitments which impact your performance in an assessment, you may be eligible for special consideration or special arrangements.

Special consideration applications will not be affected by a simple extension application.

Using AI responsibly

Co-created with students, AI in Education includes lots of helpful examples of how students use generative AI tools to support their learning. It explains how generative AI works, the different tools available and how to use them responsibly and productively.

Weekly schedule

WK	Topic	Learning activity
Week 01	Introduction to child development	Lecture and tutorial (3 hr)
Week 02	Physical development 1	Lecture and tutorial (3 hr)
Week 03	Physical development 2	Lecture and tutorial (3 hr)
Week 04	Cognitive development 1	Lecture and tutorial (3 hr)
Week 05	Cognitive development 2	Lecture and tutorial (3 hr)
Week 06	Holistic and critical reflection on physical and cognitive development	Lecture and tutorial (3 hr)
Week 07	Emotional development 1	Lecture and tutorial (3 hr)
Week 08	Emotional development 2	Lecture and tutorial (3 hr)
Week 09	Social development	Lecture and tutorial (3 hr)
Week 10	Moral development	Lecture and tutorial (3 hr)
Week 11	Holistic and critical reflection on emotional, social and moral development	Lecture and tutorial (3 hr)
Week 12	Understanding parenting and partnering with families to support children’s development	Lecture and tutorial (3 hr)

Attendance and class requirements

The Sydney School of Education and Social Work requires attendance of at least 90 percent of all seminars, workshops or lectures. Where a student is unable to attend at the required rate evidence of illness or misadventure may be required and the student may be required to undertake extra work. Students should discuss the circumstances of their absence(s) with the co-ordinator of the unit of study. Further details are provided in the School canvas site: https://canvas.sydney.edu.au/courses/13426

Study commitment

Typically, there is a minimum expectation of 1.5-2 hours of student effort per week per credit point for units of study offered over a full semester. For a 6 credit point unit, this equates to roughly 120-150 hours of student effort in total.

Required readings

Please refer to the Canvas website.

Learning outcomes

Learning outcomes are what students know, understand and are able to do on completion of a unit of study. They are aligned with the University's graduate qualities and are assessed as part of the curriculum.

At the completion of this unit, you should be able to:

LO1. Understand and critique classical and contemporary research and theories of child development, as they relate to children aged three to eight years of age
LO2. Demonstrate an awareness of and respect for the influence of biology, family, relationships and socio-cultural contexts on children’s learning and development
LO3. Apply knowledge of young children’s physical, cognitive, emotional, social, and moral development through observation and analysis of children and education and care environments
LO4. Understand the critical role early childhood teachers play in supporting young children’s learning and development across all domains

Graduate qualities

The graduate qualities are the qualities and skills that all University of Sydney graduates must demonstrate on successful completion of an award course. As a future Sydney graduate, the set of qualities have been designed to equip you for the contemporary world.

GQ1	Depth of disciplinary expertise Deep disciplinary expertise is the ability to integrate and rigorously apply knowledge, understanding and skills of a recognised discipline defined by scholarly activity, as well as familiarity with evolving practice of the discipline.
GQ2	Critical thinking and problem solving Critical thinking and problem solving are the questioning of ideas, evidence and assumptions in order to propose and evaluate hypotheses or alternative arguments before formulating a conclusion or a solution to an identified problem.
GQ3	Oral and written communication Effective communication, in both oral and written form, is the clear exchange of meaning in a manner that is appropriate to audience and context.
GQ4	Information and digital literacy Information and digital literacy is the ability to locate, interpret, evaluate, manage, adapt, integrate, create and convey information using appropriate resources, tools and strategies.
GQ5	Inventiveness Generating novel ideas and solutions.
GQ6	Cultural competence Cultural Competence is the ability to actively, ethically, respectfully, and successfully engage across and between cultures. In the Australian context, this includes and celebrates Aboriginal and Torres Strait Islander cultures, knowledge systems, and a mature understanding of contemporary issues.
GQ7	Interdisciplinary effectiveness Interdisciplinary effectiveness is the integration and synthesis of multiple viewpoints and practices, working effectively across disciplinary boundaries.
GQ8	Integrated professional, ethical, and personal identity An integrated professional, ethical and personal identity is understanding the interaction between one’s personal and professional selves in an ethical context.
GQ9	Influence Engaging others in a process, idea or vision.

Outcome map

Learning outcomes	Graduate qualities
Learning outcomes

Australian Children's Education & Care Quality Authority -

Competency code	Taught, Practiced or Assessed	Competency standard
1.1		Learning, development and care
1.3		Social and emotional development
1.6		Diversity, difference and inclusivity.
1.8		Transitions and continuity of learning (including transition to school).
2.1		Alternative pedagogies and curriculum approaches.
2.2		Play based pedagogies
2.3		Guiding behaviour / engaging young learners
2.4		Teaching methods and strategies
2.5		Children with diverse needs and backgrounds
2.7		Contemporary society and pedagogy
3.1		Early Years Learning Framework
3.8		Physical and health education
3.9		Curriculum planning, programming and evaluation
4.1		Developing family and community partnerships
4.4		Socially inclusive practice
4.5		Culture, diversity and inclusion
5.2		Contemporary theories and practice

Responding to student feedback

This section outlines changes made to this unit following staff and student reviews.

This is the first time this unit has been offered.

Disclaimer

The University reserves the right to amend units of study or no longer offer certain units, including where there are low enrolment numbers.

To help you understand common terms that we use at the University, we offer an online glossary.

Current students

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Assessment summary

Assessment criteria

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Weekly schedule

Weekly schedule

Attendance and class requirements

Study commitment

Required readings

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Responding to student feedback

Responding to student feedback

Disclaimer

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