TEEDU102-18A (HAM)

Learning and Development Across the Lifespan

15 Points

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Te Kura Toi Tangata
Te Kura Toi Tangata Faculty of Education
Te Oranga Human Development and Movement Studies

Staff

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Convenor(s)

Vanessa Paki

Vanessa Paki
7704
TT.3.09B
To be advised
vanessa.paki@waikato.ac.nz

Lecturer(s)

Ashlie Brink

Ashlie Brink
7845
TT.5.10B
To be advised
ashlie.brink@waikato.ac.nz

Nadine Ballam

Nadine Ballam
37 8940
To be advised
nadine.ballam@waikato.ac.nz

Sally Peters

Sally Peters
8386
TT.5.03C
To be advised
sally.peters@waikato.ac.nz

Administrator(s)

: sharon.wrenn@waikato.ac.nz

Placement Coordinator(s)

Tutor(s)

: ashlie.brink@waikato.ac.nz

Student Representative(s)

Lab Technician(s)

Librarian(s)

: alistair.lamb@waikato.ac.nz

You can contact staff by:

  • Calling +64 7 838 4466 select option 1, then enter the extension.
  • Extensions starting with 4, 5 or 9 can also be direct dialled:
    • For extensions starting with 4: dial +64 7 838 extension.
    • For extensions starting with 5: dial +64 7 858 extension.
    • For extensions starting with 9: dial +64 7 837 extension.
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Paper Description

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TEEDU102 Learning and Development Across the Lifespan is an introduction to the academic study of Human Development with a focus on its relevance for teaching.This paper introduces and critically examines patterns of human growth and development across the lifespan.The interaction of biological, psychological, social and cultural factors that influence development and learning are explored to provide insights into how theoretical, philosophical and research in this field can assist in addressing a range of issues. The context of Aotearoa New Zealand is emphasised with acknowledgement of diversity of beliefs and values, promotion of social justice and the enhancement of wellbeing for all members of society. Māori and non-Māori cultural ideas that co-exist in Aotearoa New Zealand are used to critically reflect on influences that shape the growth, development and learning of people over time.


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Paper Structure

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The paper is divided into a number of themes and topics. There are two hours of lectures and a two-hour tutorial each week.

Throughout the paper you are expected to:

  • attend all lectures and tutorials (attendance will be recorded in tutorials)
  • become involved in discussion and the sharing of ideas, opinions and experiences*
  • read in advance the supplementary readings
  • submit all assessable tasks by the due date.

*N.B. the emphasis in the tutorials is on participation and reflection and a mark is allocated for this.

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Learning Outcomes

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Students who successfully complete the course should be able to:

  • 1. Show 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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  • 2. Explain and comment critically on some key developmental theories (from both Euro-western and Māori perspectives).
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  • 3. Describe some of the ways in which research is conducted and has contributed to knowledge in the field of human development.
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  • 4. 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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  • 5. 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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  • 6. Work collaboratively with other students to enhance group understandings of developmental issues.
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  • 7. Demonstrate Academic Integrity through, for example, correct use of APA citation of sources of information.
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  • 8. Demonstrate Information Literacy and research skills by finding, comparing, critically evaluating and managing information and applying this information to specific areas. 
    Linked to the following assessments:
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Assessment

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This paper is fully internally assessed. Please take the opportunity to ask questions about assessment task in tutorial briefings. If you need additional help with assignments, please contact the Student Learning support staff.

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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. ASSIGNMENT ONE
2 Apr 2018
11:30 PM
25
  • Online: Submit through Moodle
2. ASSIGNMENT TWO
16 May 2018
11:30 PM
30
  • Online: Submit through Moodle
3. ASSIGNMENT THREE
35
  • Other:
4. ASSIGNMENT FOUR
10
  • Hand-in: In Tutorial
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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Drewery, W., & Claiborne, L.B. (2014). Human development: Family, place, culture (2nd ed.). North Ryde, NSW: McGrawHill.

This book offers material on a range of lifespan issues from both international and New Zealand/South Pacific perspectives and provides major support for lectures, tutorials, and assignments. With TEHD100 lecturers as the main authors or contributors, it was prepared with you in mind!

This is the required text for this course, and you will need access to this book for assignments and for weekly reading requirements. The text is available for purchase from Bennetts on the Hamilton campus.

The text is also on ‘High Demand’ at the central library, although be aware that high student numbers on this course means these copies may be difficult to get hold of when you want them. There are also some copies in the library available for short-term loan.

Other readings, some optional and some required as part of assessment, may be made available online. These requirements will be notified from time to time as the course progresses.

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Recommended Readings

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  • Macfarlane, A., Macfarlane, S., & Webber, M. (Eds.) (2015). Sociocultural Realities: Exploring New Horizons. Christchurch, NZ: Canterbury University Press.
  • Santrock, J.W., (2014). Lifespan development (15th ed.) New York: McGraw Hill.
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Online Support

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This paper is supported by an online Moodle site. Notices and lecture guides will be distributed through this site, and all written assignments must be submitted through the site.

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

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

You can use the online web site for general questions, for giving feedback on how things are going, and for contacting your tutor. Any issues can be discussed with your tutor or the paper coordinator through the Private Conversation forum on the Moodle site.

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Workload

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This is a Level 1 paper (15 points). The minimum workload expected for a paper at this level is 150 hours. This means that in addition to lectures and tutorials you should expect to spend 8-10 hours per week on private study (reviewing the work covered in class, reading, preparation for tutorials, completing assignments).
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Linkages to Other Papers

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Prerequisite(s)

Corequisite(s)

Equivalent(s)

Restriction(s)

Restricted papers: HDCO100, HMDEV100, TEHD100

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