The Child 0-8

This subject has the following teaching availabilities in 2016:

170 hours

Admission to the Master of Teaching (Early Childhood) or Master of Teaching (Early Years)

For the purposes of considering request for Reasonable Adjustments under the Disability Standards for Education (Cwth 2005), and Student Support and Engagement Policy, academic requirements for this subject are articulated in the Subject Overview, Learning Outcomes, Assessment and Generic Skills sections of this entry.

It is University policy to take all reasonable steps to minimise the impact of disability upon academic study, and reasonable adjustments will be made to enhance a student's participation in the University's programs. Students who feel their disability may impact on meeting the requirements of this subject are encouraged to discuss this matter with a Faculty Student Adviser and Student Equity and Disability Support: http://services.unimelb.edu.au/disability

This subject introduces teacher candidates to a range of physical, personal, social, emotional, cognitive and spiritual perspectives on children’s learning and development over the age-range 0-8. Topics will include: Different paradigms and perspectives on development in all domains, but with a particular emphasis on the cognitive, social and emotional domains; the relationship of learning and development and the importance of structured learning to development; conceptions of stages of development, contrasted with the continuity of development and the importance of transitions; developmental differences; observational frameworks; significance of family, friends and teachers; the child as agent; the child’s sense identity. Teacher candidates will also be introduced to an integrated set of data on child outcomes across all domains - the Victorian Child and Adolescent Monitoring System (VCAMS).

On completion of this subject, teacher candidates will have the knowledge, skills and ability to:

• Assess the child’s development from a range of perspectives;
• Recognise how learning underpins development;
• Foster the conditions and relationships that lead to strong development;
• Respect the identity of the child;
• Respect and cater for variation in the learning and development of individual children.

• Essay 1, 2000 words, due mid-semester, 50%
• Essay 2, 2000 words, due end semester, 50%

This subject has a minimum hurdle requirement of 80% attendance at all tutorials, seminars and workshops.

Berk, L. (2009) Child Development (2009), 8 th edition, Pearson, Boston.

This subject is not available as a breadth subject.

On completion of this subject, teacher candidates will be able to:

• Observe the development of children within appropriate frameworks
• Understand the importance of theoretical perspectives to meaningful observation of phenomena;
• Respect the contributions from all those involved in supporting development