Outline

Overview

The first three years of life are a period of rapid growth and development that lay the foundation for future learning and wellbeing. The aim of this unit is to provide students with a thorough and critical working knowledge of current research, theory and issues in infant and toddler learning and development. The domains of cognitive, social, emotional, language, motor and physical development are explored. Infants and toddlers are viewed as capable and resourceful, predisposed to form relationships and ready to learn from birth.

Unit details and rules

Academic unit	Education
Credit points	6
Prerequisites ?	84 credit points including EDEC2010 and EDEC2008
Corequisites ?	EDEC3008
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

Assessment

The census date for this unit availability is 31 March 2025

Details
Criteria

Type	Description	Weight	Due	Length
Small test	Module 1 response Response based on module 1 readings and lectures	10%	Week 05 Due date: 27 Mar 2025 at 10:00	500 words
Outcomes assessed:
Small test	Module 2 response Response based on module 2 readings and lectures	10%	Week 08 Due date: 17 Apr 2025 at 10:00	500 words
Outcomes assessed:
Assignment	Parent newsletter article Article for parent newsletter and annotated bibliography	40%	Week 10 Due date: 08 May 2025 at 23:59	2000 words
Outcomes assessed:
Small test	Module 3 response Response based on module 3 readings and lectures	10%	Week 11 Due date: 15 May 2025 at 10:00	500 words
Outcomes assessed:
Tutorial quiz	Quiz Short response and multiple choice quiz covering all unit content	30%	Week 12 Due date: 22 May 2025 at 10:00	2 hours
Outcomes assessed:
= AI allowed ?

Assessment summary

Reponses to module based on readings and lectures: Students will write an anecdotal observation based on a short video shown in class related to the module. The observation should demonstrate understanding of key concepts and issues related to module content and how to apply this to a real life practice scenario.
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: 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.

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

Except for supervised exams or in-semester tests, you may use generative AI and automated writing tools in assessments unless expressly prohibited by your unit coordinator.

For exams and in-semester tests, the use of AI and automated writing tools is not allowed unless expressly permitted in the assessment instructions.

The icons in the assessment table above indicate whether AI is allowed – whether full AI, or only some AI (the latter is referred to as “AI restricted”). If no icon is shown, AI use is not permitted at all for the task. Refer to Canvas for full instructions on assessment tasks for this unit.

Your final submission must be your own, original work. You must acknowledge any use of automated writing tools or generative AI, and any material generated that you include in your final submission must be properly referenced. You may be required to submit generative AI inputs and outputs that you used during your assessment process, or drafts of your original work. Inappropriate use of generative AI is considered a breach of the Academic Integrity Policy and penalties may apply.

The Current Students website provides information on artificial intelligence in assessments. For help on how to correctly acknowledge the use of AI, please refer to the  AI in Education Canvas site.

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.

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 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 and the EYLF	Lecture and tutorial (3 hr)
Week 12	Quiz assessment task	Tutorial (2 hr)

Attendance and class requirements

Students are expected to attend a minimum of 90 per cent of timetabled activities for this unit of study, unless granted exemption by the Associate Dean or relevant delegated authority. The Associate Dean or relevant delegated authority may determine that a student fails a unit of study because of inadequate attendance. Alternatively, at their discretion, they may set additional assessment items when attendance is lower than 90 per cent. Students are encouraged to speak with their Unit of Study Coordinator if they have concerns about attendance.

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

Information relating to readings for this unit can be accessed through Canvas

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		Psychology and child development such as:
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.

Module response assessment tasks are now completed live in class. Students are allowed to bring brief notes.

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

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

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

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, 2025 [Normal day] - Camperdown/Darlington, Sydney

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Assessment summary

Assessment criteria

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

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

Alignment with Competency standards

Responding to student feedback

Responding to student feedback

Disclaimer

On this page

Useful links