HMDEV100-22B (NET)

Lifespan Development

15 Points

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Division of Education
Te Kura Toi Tangata School of Education


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Paper Description

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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 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 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 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, which coexist with the Western story in New Zealand.

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Paper Structure

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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 lecture content, recommended or additional readings, and online discussions or activities which all students are expected to contribute to each week.

In addition to the online taught content, there are weekly readings to complete. All readings are made available electronically and can be accessed from the Reading List for this paper. Your weekly readings should provide a base of content that will be further explored in the online discussions or activities and assignment work.

You will be expected to:

Participate in all online discussions;
Participate in group online activities, and the sharing of ideas and experiences;
Read in advance the relevant readings from the Reading List; and
Complete and submit all assessable tasks by the due date.

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Learning Outcomes

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Students who successfully complete the paper should be able to:

  • Demonstrate an understanding of key concepts in several major theories about how people grow, develop and learn across the lifespan and the interaction of biological, social and cultural factors that can influence patterns of learning and development
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  • Explain and comment critically on some key developmental theories (from both Euro-western and Māori perspectives)
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  • Show an understanding of the ways in which research is conducted and has contributed to knowledge in the field of human development
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  • Demonstrate an understanding of issues of diversity, culture, gender, disability, whānau, parenting and caregiving and how these relate to development and learning
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  • Demonstrate the ability to communicate (written and verbal) about aspects of human development and reflect on their relevance to people's lives
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  • Work collaboratively with other students to enhance group understandings of developmental issues
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  • Demonstrate Academic Integrity through, for example, correct use of APA citation of peer-reviewed sources of information
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  • Demonstrate Information Literacy and research skills by finding, comparing, critically evaluating and managing information and applying this information to specific areas
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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.

What you are expected to do in your online discussions:

* Contribute to every discussion the required number of times, which is usually at least three

* Keep each contribution to around 150 words maximum

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

* Relate discussion to current (or future) teaching practice

What you should avoid doing:

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

* Similarly, do not double post (2 consecutive posts, or posts very close together - these should be spread out during the course of the week such as Monday, Wednesday, and Friday leaving your weekends free for work - life balance. Posting your contributions over the weekend often limits the opportunity for reflection and response from others. The posts for each discussion must be completed by 11.30pm Sunday of the week in which the discussions occur.

* Do not post lengthy contributions or post without first reading what others have written

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 when appropriate
  • Promote deep and critical thinking (at times, we will play 'Devil's Advocate' in order to probe differing viewpoints)

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

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Assessment Components

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The internal assessment/exam ratio (as stated in the University Calendar) is 100:0. There is no final exam. The final exam makes up 0% of the overall mark.

The internal assessment/exam ratio (as stated in the University Calendar) is 100:0 or 0:0, whichever is more favourable for the student. The final exam makes up either 0% or 0% of the overall mark.

Component DescriptionDue Date TimePercentage of overall markSubmission MethodCompulsory
1. Educational and Life Transitions Report (1500 words)
26 Aug 2022
11:30 PM
  • Online: Submit through Moodle
2. Reflective Essay (1500 words)
14 Oct 2022
11:30 PM
  • Online: Submit through Moodle
3. Online Test (ongoing)
  • Online: Submit through Moodle
4. Online Participation (ongoing)
Assessment Total:     100    
Failing to complete a compulsory assessment component of a paper will result in an IC grade
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Required and Recommended Readings

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Required Readings

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There is NO set textbook for this paper. A reading list is available that lists the required reading for this paper. All readings on this list are available electronically. You can access the reading list, and the readings themselves, via the Reading List section on Moodle or via the Reading Lists tab on the library homepage (
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Recommended Readings

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Drewery, W., & Claiborne, L.B. (2014). Human development: Family, place, culture (2nd ed.). McGraw Hill.

Macfarlane, A., Macfarlane, S., & Webber, M. (Eds.) (2015). Sociocultural Realities: Exploring New Horizons. Canterbury University Press.

Santrock, J.W. (2019). Lifespan development (17th ed.). McGraw Hill.

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Online Support

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We provide a range of student support services for both our Hamilton and Tauranga based students. The Accessibility Services staff support, students with impairments to be successful in their studies. The Student Learning team help all students acquire the skills, knowledge and attributes they need to be successful, independent, and self-directed learners.

In the Te Wānanga Toi TangataDivision of Education, additional support for students includes:

-Te Kura Toi Tangata mentoring unit is a roopū tautoko providing academic (eg. workshops), pastoral and procedural support to Faculty of Education Māori students. Our kaiāwhina have completed the work that you are doing and are familiar with the faculties and University. The Takawaenga Māori coordinates this roopū which includes kaiāwhina. We provide academic and course advice, help with degree planning, guidelines for writing in te reo Māori and scholarship application sign offs. We also organise events such as BBQ, Inter-school sports (Hakinakina) and wānanga for Faculty of Education. You will find us in TC1.02 & TC1.02A (near the grand piano). We are open Monday - Friday, 9.00am - 5.00pm, or get in touch at, or by calling 07 838 4466 ext 6203.

-The Pacific Ako Academic Leader (PAAL) coordinates our academic and pastoral support and guidance for Pacific students in Te Wānanga Toi Tangata Division of Education and draws-from existing university services and resources for support. The two Pacific Ako “Navigators” are responsible for supporting postgraduate and undergraduate students’ academic and pastoral needs through course advice, writing support, critical research talanoa workshops, and other events. Please further detail.

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This is a Level 1 paper worth 15 points towards your degree and University regulations stipulate an expected total workload of 150 hours. Students should engage with weekly lecture notes and weekly discussions leaving an average expectation of 8 hours of 'out-of-class' work per week (for organisation of lecture notes, additional reading, preparation of assignments, etc). Keep these expectations in mind, and organise your study time effectively.
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Linkages to Other Papers

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HMDEV100 is a required paper for the Human Development major, or optional paper in the Bachelor of Social Sciences. It is also a required paper for the Bachelor of Social Work.
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Restricted papers: TEEDU100, TEEDU102, HDCO100

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