EPT125 Child Development: Foundation to Year 6 (8)
Abstract|
This subject introduces students to the physical, socio-emotional and intellectual development of children during the primary school years. Students explore how these major domains interact to influence learning. Students are required to review contemporary educational research, collect data and write a research report. Major theories of development (cognitive, constructivist, behavioural and ecological) will be examined and applied to educational contexts. An embedded professional experience in a school setting will provide an opportunity to: systematically observe children’s learning, use formal and informal assessment data, and develop effective verbal and non-verbal listening/communication skills. |
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+ Subject Availability Modes and Location
| Session 2 | | Internal | Albury-Wodonga Campus | | Internal | Bathurst Campus | | Internal | Port Macquarie | | Internal | Wagga Wagga Campus |
Continuing students should consult the SAL for current offering details: EPT125
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 Education |
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Enrolment restrictions| Must have successfully completed EPT124 |
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| Incompatible subject(s) |
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| EED108 EED109 EED417 |
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Learning OutcomesUpon successful completion of this subject, students should:
- have gained knowledge of contemporary educational research that examines how children learn and be able to demonstrate their knowledge and understanding of important variables that influence learning;
- gain knowledge and understanding of the major developmental and learning theories such as knowledge of behavioural theories, constructivist theories, cognitive theories and systems theories;
- know and understand the physical, socio-emotional and cognitive processes that underpin learning
- understand contemporary Australian families and the different parenting (discipline) styles that exist. Role-play activities will introduce a range of verbal and non-verbal communication skills (posture, minimal encouragers, open questioning, active listening, I statements) that can be used to professionally engage children and their families in the educative process;
- understand the development of self-regulation, how socio-emotional learning (SEL) is promoted in the classroom and how the use of cognitive, meta-cognitive and memory strategies improve learning.
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SyllabusThe subject will cover the following topics:
- Major contemporary theories of learning including behavioural theory, constructivist theories (Piaget and Vygotsky), Information Processing Theory, theories of socio-emotional development and ecological (systems) theory.
- Neurobiological development during the primary school years.
- Families, parenting styles, community resources and effective communication.
- Socio-emotional development and the self.
- Children’s language and cognitive development from the Foundation year to Year 6.
- Intelligence, motivation and achievement in the academic domains.
- Moral development, lying and discipline.
- High incidence disorders of childhood. Resiliency and bio/psycho/social explanatory models of high incidence childhood disorders.
- Peer relationships, peer statuses, empathy and school bullying.
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Work Place Learning| This subject contains a Compulsory Workplace Learning component of 7 to 10 days duration.
The subject has an embedded professional experience requiring attendance at a local primary school (for 6 hours a day in each session). During this experience students will focus on the systematic observation of children, the use of formal and informal assessment data, and apply effective verbal and non-verbal communication / listening skills to support engagement with learning.
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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.
