Handbook : Unit informationEdith Cowan University

School: Education

This unit information may be updated and amended immediately prior to semester. To ensure you have the correct outline, please check it again at the beginning of semester.

• Unit Title

  Child and Adolescent Development and Education

• Unit Code

  EAP0202

• Year

  2016

• Enrolment Period

  1

• Version

  3

• Credit Points

  15

• Full Year Unit

  N

• Mode of Delivery

  On Campus
  Online

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Description

This unit examines child and adolescent development across the domains of language and literacy; social and emotional; physical and cognitive development. Students study current learning theories and their relevance to an effective understanding of development and education. The structure and purpose of educational settings from pre-primary to year 12 is analysed with consideration of students family, culture, social support and diverse learning experiences at the forefront of discussion. Implications for education assistants are highlighted with a focus on the provision of effective and engaging learning activities to suit all children and adolescents at a level developmentally appropriate to the individual.

Learning Outcomes

On completion of this unit students should be able to:

1. Define the role of the adult in the teaching and learning process within a socio-cultural framework.
2. Demonstrate research, analysis and interpretation skills.
3. Demonstrate the use of written English appropriate to the professional and academic contexts.
4. Describe key considerations in working with families and communities.
5. Differentiate between the practices, structures and purposes of educational contexts within the K-12 years of schooling.
6. Identify and use a range of observational tools and techniques relevant to a variety of educational contexts.
7. Identify development markers across domains of learning and development.
8. Outline behavioural, developmental, cognitive and socio-cultural learning theories.

Unit Content

1. Child and adolescent development.
2. Health and safety in the school and classroom environment and during excursions.
3. Learning styles and learning dispositions.
4. Learning theories and current views on education, teaching and learning.
5. Mainstream Education Contexts (ECE, Primary and Secondary) - structure, purpose and practices.
6. Principles for working with families and communities.
7. Special Education Contexts structure, purpose and practices.
8. Strategies for communicating with, and including families and communities, in the teaching and learning process.

Additional Learning Experience Information

Lectures, workshops, collaborative learning tasks, videos, demonstrations and practical learning activities.

Assessment

GS1 GRADING SCHEMA 1 Used for standard coursework units

Students please note: The marks and grades received by students on assessments may be subject to further moderation. All marks and grades are to be considered provisional until endorsed by the relevant Board of Examiners.

Text References

• ^ Greliier, J., & Goerke, V. (2010). Communication skills toolkit. (2nd ed.). South Melbourne: Thomson Learning, Cengage.
• ^ Kamen, T. (2011). Teaching assistants' handbook level 3: Supporting teaching and learning in schools. London: Hodder Education.
• Decker, C. (2011). Child development: Early stages through age 12. (7th ed.). Tinley Park, Ill.: Goodheart-Willcox Co
• Dukes, C., & Smith, M. (2007). Working with parents of children with special educational needs. London: Paul Chapman Publishers.
• Dupre, J. (2005). Help students improve their study skills: A handbook for teaching assistants in secondary schools. London: David Fulton Publishers.
• Kay, J. (2005). Teaching assistant's handbook: Primary edition. London: Continuum.
• Harding, J. (2013). Child development: An illustrated handbook ISBN: 1-4441-8381-8, 978-1-4441-8381-8
• Overall, L. (2007). Supporting children's learning: A guide for teaching assistants. Thousand Oaks, CA: SAGE Publications.
• Rathus, S.A. (2011). Childhood: Voyages in development. (4th ed.). Belmont, CA: Thomson Wadsworth.
• Rogers, S. (2010). Rethinking play and pedagogy in early childhood education: Concepts, contexts and cultures. London: Routledge.
• Rogers, S., & Evans, J. (2008). Inside role-play in early childhood education: Researching young children's perspectives. London: Routledge.
• Sharman, C., Cross, W., & Veniis, D. (2007). Observing children and young people. (4th ed.). London: Continuum.
• Swartwood, M.O., & Trotter, K.H. (2004). Observing children and adolescents. Belmont, CA: Thomas Wadsworth.
• Westwood, P. S. (2008). A parent's guide to learning difficulties: How to help your child. Camberwell, Vic: ACER Press.
• Burns, T., & Sinfield, S. (2008). Essential study skills: The complete guide to success at university. (2nd ed.). London: Sage.
• Berk, L. (2013). Child development. Boston: Pearson Education.
• Meggitt, C. (2007). Child development: An illustrated guide. (3rd ed.). Oxford: Heinmann.

^ Mandatory reference

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