The Child 0-8

Subject EDUC90701 (2014)

Note: This is an archived Handbook entry from 2014.

Credit Points: 12.50
Level: 9 (Graduate/Postgraduate)
Dates & Locations:

This subject has the following teaching availabilities in 2014:

Semester 1, Parkville - Taught on campus.
Pre-teaching Period Start not applicable
Teaching Period not applicable
Assessment Period End not applicable
Last date to Self-Enrol not applicable
Census Date not applicable
Last date to Withdraw without fail not applicable

Timetable can be viewed here. For information about these dates, click here.
Time Commitment: Contact Hours: 36 hours
Total Time Commitment:

120 hours

Attendance at all classes (tutorial/seminars/practical classes/lectures/labs) is obligatory. Failure to attend 80% of classes will normally result in failure in the subject.



Study Period Commencement:
Credit Points:
Recommended Background Knowledge: None
Non Allowed Subjects: None
Core Participation Requirements:

For the purposes of considering request for Reasonable Adjustments under the Disability Standards for Education (Cwth 2005), and Students Experiencing Academic Disadvantage Policy, academic requirements for this subject are articulated in the Subject Description, Subject Objectives, Generic Skills and Assessment Requirements of this entry.

The University is dedicated to provide support to those with special requirements. Further details on the disability support scheme can be found at the HDisability Liaison Unit websiteH: H


Dr Timothy Gilley


Education Student Centre
234 Queensberry Street
Call: 13 MELB (13 6352)

Subject Overview:

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).

Learning Outcomes:

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%

Prescribed Texts:

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

Breadth Options:

This subject is not available as a breadth subject.

Fees Information: Subject EFTSL, Level, Discipline & Census Date
Generic Skills:

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

Links to further information:
Related Course(s): Master of Teaching (Early Childhood)
Master of Teaching (Early Years)

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