No offerings have been identified for this subject in 2015
EED450 Foundations 1: Child Development and Classroom Management (8)
Abstract|
This subject ensures that teacher candidates have an understanding of the research that informs how students develop and learn and the teacher’s role in creating and sustaining an engaging, inclusive, safe and equitable learning environment for all students. This subject will consider developmental psychology, health and neuroscience and cognitive psychology, as well as the socio-cultural contexts in which learning takes place. The subject explores ways in which setting a motivating, effective and engaging program for students minimises behavioural concerns and optimises learning for all students. This subject also considers the methodologies and developing professional judgment regarding proactive and responsive approaches to establishing classroom norms and operations and addressing conduct concerns that may arise. |
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+ Subject Availability Modes and Location
Continuing students should consult the SAL for current offering details prior to contacting their course coordinator: EED450
Where differences exist between the handbook and the SAL, the SAL should be taken as containing the correct subject offering details.
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Subject information| Duration | Grading System | School: |
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| One session | HD/FL | School of Teacher Education |
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Enrolment restrictions|
This subject is restricted to students enrolled in the Bachelor of Primary Education Studies. |
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Learning OutcomesUpon successful completion of this subject, students should:
- be able to understand various development and learning theories and their uses and limitations in developing pedagogy, instruction and assessment for students;
- be able to describe the roles of self-awareness and meta-cognition in developing self-regulation;
- be able to demonstrate an understanding of theories of human development and the interconnected physical, social, emotional, communication/language and cognitive domain from socio-cultural, rights of the child and socio-ecological perspectives;
- be able to understand First Nation, Metis and Inuit perspectives of human development including a focus on the interconnections and relationships between spirit, emotions, intellect and body;
- be able to plan and implement culturally relevant and responsive lessons and instructional approached that engage learners with an emphasis on creating inclusive, productive learning communities; and
- be able to use a variety of strategies for preventing and addressing off-task behaviour, including the use of student information to plan learning that builds on student assets and interests to meet learning needs and optimise learning time.
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SyllabusThe subject will cover the following topics:
- Creating an inclusive, productive learning community.
- Theories of learning.
- View of the child/rights of the child.
- Developmental assets.
- Theories of child development.
- First Nation, Metis and Inuit perspectives of human development.
- Proactive classroom management strategies.
- Play and learning.
- Culturally relevant and responsive pedagogy.
- Thinking, learning and the brain.
- Scaffolding and memory.
- Proactive and responsive classroom management.
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Specialised Resources|
Students require a laptop computer and/or appropriate mobile device.
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The information contained in the 2015 CSU Handbook was accurate at the date of publication: 01 October 2015. The University reserves the right to vary the information at any time without notice.
