Outline

Overview

The aim of this unit is to provide students with a thorough and critical working knowledge of current research, theory and issues in child development for children from birth to three years of life. The cognitive, social/emotional, language and motor/physical development of children aged birth-3 years is explored. This unit views infants and toddlers as capable and resourceful, pre-disposed to form relationships and ready and enthusiastic to learn.

Unit details and rules

Academic unit	Education
Credit points	6
Prerequisites ?	84 credit points including EDEC1006 and EDUF1019 and EDEC1007 and EDEC2006
Corequisites ?	None
Prohibitions ?	None
Assumed knowledge ?	None
Available to study abroad and exchange students	No

Teaching staff

Coordinator	Tina Stratigos, tina.stratigos@sydney.edu.au
Lecturer(s)	Tina Stratigos, tina.stratigos@sydney.edu.au

Type	Description	Weight	Due	Length
Assignment	Reflective response 1 Reflective response to readings and lectures - Module 1	10%	Week 04 Due date: 20 Mar 2020 at 23:59	500 words
Outcomes assessed:
Assignment	Reflective response 2 Reflective response to readings and lectures - Module 2	10%	Week 07 Due date: 10 Apr 2020 at 23:59	500 words
Outcomes assessed:
Assignment	Newsletter Article for parent newsletter and annotated bibliography	40%	Week 09 Due date: 01 May 2020 at 23:59	2000 words
Outcomes assessed:
Assignment	Reflective response 3 Reflective response to readings and lectures - Module 3	10%	Week 10 Due date: 08 May 2020 at 23:59	500 words
Outcomes assessed:
In-semester test	Quiz to be completed in canvas Multiple choice and short question / answer quiz	30%	Week 12 Due date: 20 May 2020 at 11:00	1 hour
Outcomes assessed:

Assessment summary

Reflective reponses to readings and lectures: Students will write a short, reflective response to a provided focus question for each of the three modules. The response should demonstrate understanding of key concepts and issues and critical thinking about the readings and lectures.
Parent newsletter and annotated bibliography: Students will write a newsletter article for a parent audience on a developmental topic of their choice which is covered in this unit. The newsletter article will be research based and accompanied by an annotated bibliography including current, relevant research.
Quiz to be completed in canvas: Students will answer multiple choice and short questions covering all unit content.
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	Unit assessment tasks and learning outcomes demonstrated to an exceptional standard. Demonstrates exceptional understanding of infant and toddler learning and development across all domains; exceptional critical reflection on relevant issues, research and theories; exceptional ability to identify implications for early childhood practice; exceptional writing skills
Distinction	75 - 84	Unit assessment tasks and learning outcomes demonstrated to a very high standard. Very high understanding of infant and toddler learning and development across all domains; very high critical reflection on relevant issues, research and theories; very high ability to identify implications for early childhood practice; very high writing skills
Credit	65 - 74	Unit assessment tasks and learning outcomes demonstrated to a good standard. Demonstrates a good understanding of infant and toddler learning and development across all domains; good critical reflection on relevant issues, research and theories; good ability to identify implications for early childhood practice; good writing skills
Pass	50 - 64	Unit assessment tasks and learning outcomes demonstrated to an acceptable standard. Demonstrates acceptable understanding of infant and toddler learning and development across all domains; acceptable critical reflection on relevant issues, research and theories; acceptable ability to identify implications for early childhood practice; acceptable writing skills
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.

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.

Use of generative artificial intelligence (AI) and automated writing tools

You may only use generative AI and automated writing tools in assessment tasks if you are permitted to by your unit coordinator. If you do use these tools, you must acknowledge this in your work, either in a footnote or an acknowledgement section. The assessment instructions or unit outline will give guidance of the types of tools that are permitted and how the tools should be used.

Your final submitted work must be your own, original work. You must acknowledge any use of generative AI tools that have been used in the assessment, and any material that forms part of your submission must be appropriately referenced. For guidance on how to acknowledge the use of AI, please refer to the AI in Education Canvas site.

The unapproved use of these tools or unacknowledged use will be considered a breach of the Academic Integrity Policy and penalties may apply.

Studiosity is permitted unless otherwise indicated by the unit coordinator. The use of this service must be acknowledged in your submission as detailed on the Learning Hub’s Canvas page.

Outside assessment tasks, generative AI tools may be used to support your learning. The AI in Education Canvas site contains a number of productive ways that students are using AI to improve their learning.

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 theories of development, key concepts and debates	Lecture and tutorial (3 hr)
Week 02	Module 1 The Physical Child - Physical growth, perceptual and motor development	Lecture and tutorial (3 hr)
Week 03	Module 1 The Physical Child - Brain development and the impact of experience	Lecture and tutorial (3 hr)
Week 04	Module 1 The Physical Child - Cognitive development	Lecture and tutorial (3 hr)
Week 05	Module 2 The Social Child - Language and communication	Lecture and tutorial (3 hr)
Week 06	Module 2 The Social Child - Social development	Lecture and tutorial (3 hr)
Week 07	Module 2 The Social Child - Developing a theory of mind	Lecture and tutorial (3 hr)
Week 08	Module 3 The Emotional Child - Temperament, emotions and the sense of self	Lecture and tutorial (3 hr)
Week 09	Module 3 The Emotional Child - Attachment and the Circle of Security	Lecture and tutorial (3 hr)
Week 10	Module 3 The Emotional Child - Supporting infants and toddlers during transitions	Lecture and tutorial (3 hr)
Week 11	Infant and toddler curriculum	Lecture and tutorial (3 hr)
Week 12	Assessment 3: Quiz	Lecture and tutorial (3 hr)

Attendance and class requirements

Attendance: 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

All readings for this unit can be accessed on the Library eReserve link available on Canvas including information about required and recommended texts.

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. demonstrate understandings about the learning and development of infants and toddlers including language, social, emotional, physical and cognitive development
LO2. apply knowledge of infant and toddler learning and development to practice in early childhood settings
LO3. critically consider research and theory concerning infant and toddler development and reflect on implications for practice in early childhood settings
LO4. demonstrate an awareness of the whole child by appreciating the links between different areas of learning and development
LO5. recognise the many and varying influences important to the learning and development of infants and toddlers
LO6. demonstrate the ability to provide accurate and professional information and resources to families to collaboratively support the learning and development of infants and toddlers.

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

Alignment with Competency standards

Outcomes	Competency standards
	Australian Children's Education & Care Quality Authority - 1.1. Learning, development and care 1.2. Language development 1.3. Social and emotional development
	Australian Children's Education & Care Quality Authority - 1.1. Learning, development and care 1.2. Language development 1.3. Social and emotional development 1.8. Transitions and continuity of learning (including transition to school). 2.2. Play based pedagogies 2.4. Teaching methods and strategies 3.1. Early Years Learning Framework
	Australian Children's Education & Care Quality Authority - 1.1. Learning, development and care 1.2. Language development 1.3. Social and emotional development 5.2. Contemporary theories and practice
	Australian Children's Education & Care Quality Authority - 1.1. Learning, development and care 3.1. Early Years Learning Framework
	Australian Children's Education & Care Quality Authority - 1.1. Learning, development and care
	Australian Children's Education & Care Quality Authority - 1.1. Learning, development and care 4.1. Developing family and community partnerships

Australian Children's Education & Care Quality Authority -

Competency code	Taught, Practiced or Assessed	Competency standard
1.1		Learning, development and care
1.2		Language development
1.3		Social and emotional development
1.4		Child health, well-being and safety
1.8		Transitions and continuity of learning (including transition to school).
2.4		Teaching methods and strategies
4.1		Developing family and community partnerships
5.2		Contemporary theories and practice

Responding to student feedback

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

Based on feedback from previous students, a group presentation task has been removed to reduce repetition during class time.

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

Alignment with Competency standards

Responding to student feedback

Responding to student feedback

Disclaimer

On this page

Useful links

EDEC3007: Infant-Toddler Learning and Development

Semester 1, 2020 [Normal day] - Camperdown/Darlington, Sydney

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

Alignment with Competency standards

Responding to student feedback

Responding to student feedback

Disclaimer

On this page

Useful links