Outline

Overview

This unit provides students with a conceptual foundation on which to build their understanding of children's complex and dynamic development from three to eight years of age. This unit focuses on children's physical, cognitive, emotional, social and moral developmental domains. The unit introduces students to classical and contemporary understandings of child development. Students will be encouraged to critically consider their pedagogical approaches by exploring perspectives on teaching and learning, and consider the important role which teachers, families, communities and culture plays in supporting children’s overall development.

Unit details and rules

Academic unit	Education
Credit points	6
Prerequisites ?	None
Corequisites ?	None
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)	Wendy Lee, wendysaeme.lee@sydney.edu.au
Tutor(s)	Anne Monique Belgar, anne.belgar@sydney.edu.au

Assessment

The census date for this unit availability is 31 March 2025

Details
Criteria

Type	Description	Weight	Due	Length
Assignment	Physical and cognitive development Assignment	30%	Week 06 Due date: 06 Apr 2025 at 23:59	1250 words
Outcomes assessed:
Assignment	Emotional and social development Assignment	30%	Week 10 Due date: 11 May 2025 at 23:59	1250 words
Outcomes assessed:
Small test	Live observation and analyses Assignment conducted during class time	40%	Week 13 Due date: 28 May 2025 at 08:00	2000 words
Outcomes assessed:
= hurdle task ?

Assessment summary

Physical and cognitive development: 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 and cognitive 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 physical and cognitive development.
Emotional and social development: A case study scenario of a young child will be used for students to respond to a series of questions about the child’s 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 emotional and social development.
Assignment: This assignment will require you to undertake a live observation and developmental analyses of children presented in a video vignette, with follow-up experience and ideas to work in partnerships with families to support children’s development.

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) 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 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

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 (including the required textbook) can be accessed on the Library eReserve link available on Canvas.

The required textbook for this unit of study is:

Garvis, S., Phillipson, S., Clarke, S., Harrison, L., McCormack, J., & Pendergast. D. (2018). Child development and learning. Docklands, VIC: Oxford University Press.

A softcopy of this book can be accessed via the University library or a hardcopy of this book can be purchased online via www.booktopia.com.au or www.gleebooks.com.au

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. know and critically apply contemporary research and theories of child development, as they relate to the development of children from three to eight years of age
LO2. demonstrate an awareness of the influences of biology, environment, relationships and socio-cultural contexts on children’s development
LO3. appreciate the role of families and communities on early child development
LO4. recognise and show respect for the influence of diverse socio-cultural contexts on the development of children from three to eight years of age
LO5. demonstrate an understanding of the role early childhood teachers can play in supporting young children’s development across the 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

Alignment with Competency standards

Outcomes	Competency standards
	Australian Children's Education & Care Quality Authority - 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 1.5. Early intervention 1.6. Diversity, difference and inclusivity. 1.7. Learners with special needs 1.8. Transitions and continuity of learning (including transition to school).
	Australian Children's Education & Care Quality Authority - 2. Teaching pedagogies, such as: 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 2.6. Working with children who speak languages other than, or in addition to, English. 2.7. Contemporary society and pedagogy
	National Standard of Competency for Architects - 3. Design: Conceptual Design 3.1. Design response integrates the objectives of brief, user intent and built purpose. 3.2. Application of creative imagination, aesthetic judgement and critical evaluation in formulating design options. 3.3. Design response incorporates assessment of the physical location and relevant wider regional, contextual and environmental issues. 3.4. Design response incorporates assessment of relevant legislation, codes and industry standards. 3.5. Exploration and application of ordering, sequencing and modelling of three-dimensional form and spatial content. 3.6. Assessment of the economic impact on the project of design strategies and options. 3.7. Assessment and integration of construction systems and materials consistent with project brief. 3.8. Application of manual and digital graphic techniques and modelling to describe three-dimensional form and spatial relationships.
	Australian Children's Education & Care Quality Authority - 4. Family and community contexts, such as: 4.1. Developing family and community partnerships 4.2. Multicultural education 4.3. Aboriginal and Torres Strait Islander perspectives 4.4. Socially inclusive practice 4.5. Culture, diversity and inclusion
	Australian Children's Education & Care Quality Authority - 5. History and philosophy of early childhood, such as: 5.1. Historical and comparative perspectives 5.2. Contemporary theories and practice 5.3. Ethics and professional practice 6.3. Professional identity and development 6.5. Research

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
1.4		Child health, well-being and safety
1.6		Diversity, difference and inclusivity.
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
3.2		The Australian curriculum
3.8		Physical and health education
3.9		Curriculum planning, programming and evaluation
4.5		Culture, diversity and inclusion

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.

Additional information

Site visit guidelines

If you are undertaking professional experience/field education placement as part of your enrolment in this unit of study, please assess your specific needs and requirements for the safe and successful completion of an external placement within a host organisation. You will be given the opportunity to disclose any health issues that have a work health and safety significance before arranging a placement so that your safety, and the safety of others, can be properly assessed. The Professional Experience Coordinator/Field Education Manager will work to ensure that the workplace assignment to you is appropriate for your needs and requirements. If you are experiencing disability, and require reasonable adjustments to be arranged, please contact Disability Services as early as possible prior to commencing the internship. Please note, in all cases, and for the purpose of organising reasonable adjustments, only the impact and not the nature, of your disability will be disclosed to the host organisation.

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

Additional information

Additional information

Site visit guidelines

Disclaimer

On this page

Useful links

EDMT5685: Development in the Early Years

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

Additional information

Additional information

Site visit guidelines

Disclaimer

On this page

Useful links