Aims of the paper:
In this paper we will introduce some key theories and research relating to patterns of human growth and development from before birth until late adulthood. The context of Aotearoa New Zealand is emphasised, including the influence of family/whānau, education and other social settings, peers and mass media. We believe it is important to recognise how ideas about development change over time, and how different ideas can compete with each other, for example, about the rights and responsibilities of children and adults in contemporary society. Different ways of thinking about Human Development serve different social and political purposes, and some have more power and influence than others. We acknowledge the diversity of beliefs within many contemporary societies, and at the same time we are interested in thinking about what ways of living seem most likely to promote social justice, improve the quality of caring for others, and enhance the wellbeing of all members of society.

The perspective taken on this paper:
In this paper we take a ‘critical approach’. The major academic discipline resourced in this paper is Psychology. But Western developmental psychology is overwhelmingly North American in origin and provides a particular cultural story – rather than ‘the truth’ – about Human Development. We therefore discuss how and why particular stories about development change in a particular society over time, and also consider alternative stories of development, particularly insights from Māori culture, that coexist with the Western story in Aotearoa New Zealand.

This paper is taught over a 12-week semester and is divided into a number of topics focusing on development across the lifespan. The paper is taught solely online with ngā mahi / lecture content; ko ngā pānui matua / recommended or additional readings and whiriwhiri -ā- rōpū / online discussions which all ākonga/students are expected to contribute to each week.

This paper utilises a specific textbook (see details about this later in this paper outline) and there are readings allocated from this text each week. From time to time, other material related to the paper content will be made available online for you to access. Your weekly readings should provide a base of content that will be further explored in the whiriwhiri -ā- rōpū / online discussions and assignment work.

You will be expected to:

Participate in all whiriwhiri -ā- rōpū / online discussions;
Participate in group online activities, and the sharing of ideas and experiences;
Read in advance the relevant readings from the text, as indicated in the paper outline; and
Complete and submit all assessable tasks by the due date.

All pieces of assessment are complusory

This paper is fully internally assessed. Please take the opportunity to ask questions about assessment tasks in your question and answer forum in Moodle. If you need additional help with assignments, please contact the Student Learning support staff.

Resubmission of an unsatisfactory piece of work is available for Written Assignment 1 only. Resubmitted assignments may be accepted after consultation with the paper convenor, and these can receive a maximum grade of C-.

Please note that there are no resubmission opportunities for Assignment 2 and no resits for the online tests.

The place of discussion in our class

In effect, online disucssion is parallel to lectures and tutorial sessions on campus. Full details regarding the discussions will be made available on Moodle

What you are expected to do in an discussion:

* Contribute to every discussion, at least three times.

* Keep each contribution to around 150 words maxiumum

* Use discussion to clarify understandings, and to engage critically and deeply with the theme, theory and issues

* Relate discussion to your future careers or personal experiences

What you should avoid doing:

* Please do not avoid the discussions, or post once and then disappear. These breach the intent of discussion, indicate a lack of regard for our class community and fall short of minumum attendance and participation requirements for this paper

* Similarly, do not double post (2 consecutive posts, or posts very close together). This limits the opportunity for reflection and response from others

* Do not post lenghty contributions, or without firstly reading what others have written, or your own writing before posting

What to expect from your lecturers in our online discussions:

Lecturers aim to join in each discussion, meeting similar expectations to the students. In short, we aim to:

• Be there.
• Be brief.
• Respond.
• Share our own stories.
• Promote deep and critical thinking (at times, we will play 'Devil's Advocate' in order to probe differing viewpoints).
• Keep the fires burning.

Feedback on discussion will be given within the discussion, formatively, so look out for lecturer comments on how the discussion is progressing.

This paper is an online paper and is supported by Moodle as a teaching space. All communication, lecture material, discussions, supported readings, assignment briefings, assignment feedback and all miscellaneous material will all be via the Moodle site. All written assignments must be submitted through Moodle too.

Each week the site will be updated with information about the week’s topics and any supplementary readings. You should check your Moodle site on a regular basis.

Online web address: http://elearn.waikato.ac.nz/ or you can click on the Moodle link on the university home page.

You can use the Moodle site for general questions, for giving feedback on how things are going and for contacting the teaching team. Any issues can be discussed with the paper convenor through the Private Conversation forum on Moodle.