EED215 Adolescent and Child Learning and Development (8)

This subject introduces students to the physical, socio-emotional and intellectual development of children and adolescents. Students explore how these major domains interact with each other and their context to influence child and adolescent development and learning. Major theories of development (cognitive, constructivist, behavioural and ecological) will be examined and applied to educational contexts. Contemporary research is applied in considering issues relating to child and adolescent physical, emotional, social and identify development. In addition, students explore factors related to academic achievement in primary and high school, including high incidence disorders of childhood and adolescence. In each area of study, the implications for pedagogical practice across developmental stages for classroom teaching and learning are considered. Implications for learning, especially the use of evidence-based learning strategies, are emphasised.

Availability

Session 3 (90)
Online
Bathurst Campus

Continuing students should consult the SAL for current offering details: EED215. Where differences exist between the Handbook and the SAL, the SAL should be taken as containing the correct subject offering details.

Subject Information

Grading System

HD/FL

Duration

One session

School

School of Teacher Education

Enrolment Restrictions

This subject is not available to students who have completed EED308, EED422 and EPT125.

 

Incompatible Subjects

EED308, EED422, EPT125

Learning Outcomes

Upon successful completion of this subject, students should:
  • be able to apply major theories of learning and development in primary and secondary school contexts;
  • be able to discuss the major physical, socio-emotional and cognitive changes that occur during childhood and adolescence;
  • be able to explain the role of families and peers in child and adolescent development and describe a broad range of strategies to engage children and adolescents and their families in the learning process;
  • be able to articulate a range of evidence-based strategies teachers can use to address child and adolescent issues and problems;
  • be able to discuss a range of high incidence child and adolescent disorders and explain their causes using the bio-psycho-social model; and
  • be able to identify underlying social and pedagogical implications of ICT for education.

Syllabus

This subject will cover the following topics:
  • The development of theory and research knowledge in child and adolescent development and learning
  • Physical development including neurobiological development
  • Language development
  • Major theories of cognitive development including behavioural, constructivist and information processing theory their application to learning and teaching
  • Theories of socio-emotional and identity development
  • Contextual influences on child and adolescent development including families, culture and community
  • Strategies to work effectively, sensitively and confidentially with parents and carers
  • The roles of intelligence, motivation and self-regulation the academic domains
  • High incidence disorders of childhood and adolescence
  • Impact of trauma on development and learning
  • Issues of childhood and adolescence including the roles of peers and school bullying
  • Mental health and wellbeing
  • Social and pedagogical implications of ICT for teaching and learning

The information contained in the CSU Handbook was accurate at the date of publication: July 2020. The University reserves the right to vary the information at any time without notice.

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