EUB112 Child and Adolescent Development and Learning

Unit Outline: Semester 1 2024, Kelvin Grove, Internal

Overview

This introductory unit contributes to foundational knowledge for your pre-service teaching degree. This first-year unit facilitates understanding of developmental theory and how it applies to child and adolescent learners. The unit raises awareness of the physical, cognitive, social and emotional factors that influence development. The unit explores the links between developmental theory and the processes of learning, as well as learning experiences that facilitate positive learning outcomes for diverse learners. The unit contributes to your own professional development as a lifelong, autonomous learner, capable of reflection and high-level thinking, and of enabling you, as an educator, to promote similar development in your learners.

Learning Outcomes

On successful completion of this unit you will be able to:

1. Explain physical, social and intellectual development and characteristics of students and how this may affect learning.
2. Locate and discuss scholarly research on child and adolescent development and learning.
3. Reflect on how developmental theories and characteristics of students apply to classroom practice.
4. Communicate through writing in a scholarly way.

Content

Learning Approaches

In this unit, you will learn through engaging in the following learning experiences:

• Lectures and readings corresponding to chapters in your textbook;
• Tutorials that are structured to promote interaction and reflective discussions;
• Learning activities that require you to reflect on theory, research and teaching practices and apply learnings to an educational context.

You are expected to actively engage with unit materials and resources to build your professional knowledge, understandings and skills required to demonstrate the unit learning outcomes.

Feedback on Learning and Assessment

Assessment

Overview

There are two assessment tasks in this unit:

1. Annotated Bibliography - This task enables you to draw on your scholarly skills to learn more about developmental concepts in this unit.
2. Reflective Journal - This task connects your learning about child and adolescent development theories and approaches to your classroom practice.

Unit Grading Scheme

7- point scale

Assessment Tasks

Assessment: Annotated Bibliography

You will complete an annotated bibliography to develop your skills in locating and discussing empirical research in child and adolescent development and learning.

This assignment is eligible for the 48-hour late submission period and assignment extensions.

National Quality Standards
NQS - 1

Assessment: Reflective journal

You will progressively build a reflective journal that collates activities you have engaged with during the unit. These will be focused on developmental theories and how these can be applied to learning. You will conclude with a reflection on how the knowledge and understanding of development gained through your readings can be applied to classroom practice.

This assignment is eligible for the 48-hour late submission period and assignment extensions.

Academic Integrity

Students are expected to engage in learning and assessment at QUT with honesty, transparency and fairness. Maintaining academic integrity means upholding these principles and demonstrating valuable professional capabilities based on ethical foundations.

Failure to maintain academic integrity can take many forms. It includes cheating in examinations, plagiarism, self-plagiarism, collusion, and submitting an assessment item completed by another person (e.g. contract cheating). It can also include providing your assessment to another entity, such as to a person or website.

You are encouraged to make use of QUT’s learning support services, resources and tools to assure the academic integrity of your assessment. This includes the use of text matching software that may be available to assist with self-assessing your academic integrity as part of the assessment submission process.

Further details of QUT’s approach to academic integrity are outlined in the Academic integrity policy and the Student Code of Conduct. Breaching QUT’s Academic integrity policy is regarded as student misconduct and can lead to the imposition of penalties ranging from a grade reduction to exclusion from QUT.

Resources

Resource Materials

Prescribed text(s)

Bergin, C., Bergin, D., Walker, S., Daniel, G., Fenton, A., & Subban, P. (2023). Child and adolescent development for educators (2nd ed.). Sydney, Australia: Cengage Learning.

Recommended text(s)

McDevitt, T., Ormrod, J, Cupit, G., Chandler, M., & Aloa, V. (2020). Child development and education. Melbourne, Australia: Pearson Australia.

O'Donnell, A., Dobozy, E., Bartlett, B., Nagel, M., Spooner-Lane, R., & Youssef-Shalala, A. (2016). Educational psychology. (2nd ed.) Milton, Australia: John Wiley & sons.

Woolfolk, A., & Margetts, K. (2016). Child and Adolescent Development and Learning. Frenchs Forest, Australia: Custom Book Edition, Pearson Australia.

Risk Assessment Statement

There are no out-of-the-ordinary risks associated with general participation in this unit. Workplace Health and Safety protocols associated with computer use will apply.

Standards/Competencies

This unit is designed to support your development of the following standards\competencies.

Australian Professional Standards for Teachers

1 Professional Knowledge: Know students and how they learn

1. Physical, social and intellectual development and characteristics of students
   Relates to: Annotated Bibliography, Reflective journal
2. Understand how students learn
   Relates to: Annotated Bibliography, Reflective journal
3. Students with diverse linguistic, cultural, religious and socioeconomic backgrounds
   Relates to: Annotated Bibliography, Reflective journal
4. Differentiate teaching to meet the specific learning needs of students across the full range of abilities
   Relates to: Reflective journal

3 Professional Practice: Plan for and implement effective teaching and learning

1. Use teaching strategies
   Relates to: Reflective journal

4 Professional Practice: Create and maintain supportive and safe learning environments

1. Support student participation
   Relates to: Reflective journal
2. Manage challenging behaviour
   Relates to: Reflective journal

Course Learning Outcomes

ED49 Bachelor of Education (Primary)

1. Knowledgeable: Apply professional knowledge of learning areas, learners and learning.
   Relates to: ULO1, ULO3, Annotated Bibliography, Reflective journal
2. Scholarly: Consider the ways in which educational theory and research inform and impact teaching practice.
   Relates to: ULO2, Annotated Bibliography, Reflective journal
3. Collegial: Collaborate and connect with professional networks and the wider community.
   Relates to: ULO3, Reflective journal
4. Communicative: Engage and communicate effectively and professionally.
   Relates to: ULO4, Annotated Bibliography, Reflective journal

ED59 Bachelor of Education (Secondary)

1. Knowledgeable: Apply professional knowledge of learning areas, learning and learners.
   Relates to: ULO1, ULO3, Annotated Bibliography, Reflective journal
2. Scholarly: Consider the ways in which educational theory and research informs and impacts teaching practice.
   Relates to: ULO2, Annotated Bibliography, Reflective journal
3. Collegial: Collaborate and connect with professional networks and the wider community.
   Relates to: ULO3, Reflective journal
4. Communicative: Engage and communicate effectively and professionally.
   Relates to: ULO4, Annotated Bibliography, Reflective journal