EED422 Adolescent Learning and Development (8)

This subject introduces students to the physical, socio-emotional and intellectual development of adolescents. Students explore how these major domains interact with each other and their context to influence 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 adolescent physical, emotional, social and identity development. In addition, students explore factors related to academic achievement in secondary school, including high incidence disorders of 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.


Session 1 (30)
Wagga Wagga Campus
Session 2 (60)
On Campus
Bathurst Campus
Wagga Wagga Campus
Session 3 (90)
Wagga Wagga Campus

Continuing students should consult the SAL for current offering details: EED422. 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



One session


School of Teacher Education

Enrolment Restrictions

This subject is not available to students who have completed EED215, EED308 and EED413.

Subject Relationships

EED215 This subject shares similar content
EED413 This subject shares similar content
EED308 This subject shares similar content

Learning Outcomes

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


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 and 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 in the academic domains
  • High incidence disorders of 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: October 2020. The University reserves the right to vary the information at any time without notice.