Outline

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

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

Teaching staff

Coordinator	Wendy Lee, wendysaeme.lee@sydney.edu.au
Lecturer(s)	Anne Monique Belgar, anne.belgar@sydney.edu.au

Assessment

The census date for this unit availability is 31 March 2026

Details
Criteria

Type	Description	Weight	Due	Length	Use of AI
In-class quiz	Early Feedback Task Online quiz	0%	Week 03 Due date: 09 Mar 2026 at 09:00	N/A	AI allowed
Outcomes assessed:
In-person written or creative task	Report 1 Developmental domain report 1	35%	Week 06 Due date: 30 Mar 2026 at 09:00	1500 wd	AI prohibited
Outcomes assessed:
In-person written or creative task	Report 2 Developmental domain report 2	35%	Week 11 Due date: 11 May 2026 at 09:00	1500 wd	AI prohibited
Outcomes assessed:
Written work	Written work Contemporary approaches to child development	30%	Week 13 Due date: 31 May 2026 at 23:59	1500 wd	AI allowed
Outcomes assessed:
= early feedback task ?

Early feedback task

This unit includes an early feedback task, designed to give you feedback prior to the census date for this unit. Details are provided in the Canvas site and your result will be recorded in your Marks page. It is important that you actively engage with this task so that the University can support you to be successful in this unit.

Assessment summary

- Reports: 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 formal observations, analyses of relevant aspects of the child’s development, and discussion of implications and strategies for supporting the child’s ongoing development.

- Quiz: The quiz will require students to respond to a series of questions exploring the importance of early childhood teachers being knowledgeable about child development, as well as their role in supporting children’s learning in ways that are responsive to individual needs and interests.

- Written work: Students will examine strategies and pedagogical approaches that reflect contemporary understandings of early childhood education and care, with particular attention to aligning practice with children’s development, needs, and interests.

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 guide to grades.

Use of generative artificial intelligence (AI)

You can use generative AI tools for open assessments. Restrictions on AI use apply to secure, supervised assessments used to confirm if students have met specific learning outcomes.

Refer to the assessment table above to see if AI is allowed, for assessments in this unit and check Canvas for full instructions on assessment tasks and AI use.

If you use AI, you must always acknowledge it. Misusing AI may lead to a breach of the Academic Integrity Policy.

Visit the Current Students website for more information on AI in assessments, including details on how to acknowledge its use.

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 University expects students to act ethically and honestly and will treat all allegations of academic integrity breaches seriously.

Our website provides information on academic integrity and the resources available to all students. This includes advice on how to avoid common breaches of academic integrity. Ensure that you have completed the Academic Honesty Education Module (AHEM) which is mandatory for all commencing coursework students

Penalties for serious breaches can significantly impact your studies and your career after graduation. It is important that you speak with your unit coordinator if you need help with completing assessments.

Visit the Current Students website for more information on AI in assessments, including details on how to acknowledge its use.

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.

Support for students

The Support for Students Policy reflects the University’s commitment to supporting students in their academic journey and making the University safe for students. It is important that you read and understand this policy so that you are familiar with the range of support services available to you and understand how to engage with them.

The University uses email as its primary source of communication with students who need support under the Support for Students Policy. Make sure you check your University email regularly and respond to any communications received from the University.

Learning resources and detailed information about weekly assessment and learning activities can be accessed via Canvas. It is essential that you visit your unit of study Canvas site to ensure you are up to date with all of your tasks.

If you are having difficulties completing your studies, or are feeling unsure about your progress, we are here to help. You can access the support services offered by the University at any time:

Support and Services (including health and wellbeing services, financial support and learning support)
Course planning and administration
Meet with an Academic Adviser

Weekly schedule

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

Responding to student feedback

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

Changes have been made to the unit, since the unit was last offered.

Disclaimer

Important: the University of Sydney regularly reviews units of study and reserves the right to change the units of study available annually. To stay up to date on available study options, including unit of study details and availability, refer to the relevant handbook.

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

Early feedback task

Assessment summary

Assessment criteria

Use of generative artificial intelligence (AI)

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Support for students

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

On this page

Useful links

EDEC2011: Child Development (3-8 Years)

Semester 1, 2026 [Normal day] - Camperdown/Darlington, Sydney

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Early feedback task

Assessment summary

Assessment criteria

Use of generative artificial intelligence (AI)

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Support for students

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

On this page

Useful links