TEEDU102-19C (NET)

Learning and Development Across the Lifespan

15 Points

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


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: karen.harris@waikato.ac.nz

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: melanie.chivers@waikato.ac.nz

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Paper Description

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Aims of the paper:

TEEDU102 Learning and Development across the Lifespan is an introduction to the academic study of Human Development. 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 research in this field can assist in addressing social and educational 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 cultural ideas that co-exist in Aotearoa New Zealand with the Western story are used to critically reflect on influences that shape the growth, development and learning of people over time.

The perspective taken on this paper:

In this paper we take a ‘critical approach’. Western developmental theory is overwhelming in origin and provides a particular cultural story – rather than ‘the truth’ – about human development. We therefore discuss in this paper how and why a story about development can change in a particular society overtime, and also consider alternative stories of development, namely insights from Māori culture that coexist with the Western story in Aotearoa 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 online with one teaching block on campus. The online forum consists of lecture content; recommended or additional readings and online discussions which all 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 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.

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Learning Outcomes

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Students who successfully complete the course 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 correct use of APA citation of 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.

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 final assessment.

The place of discussion in our class

In effect, online disucssion is parappel 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 current (or furture) teaching practice

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.

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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)
11 Aug 2019
11:30 PM
  • Online: Upload to Moodle Forum
2. Reflective Essay (1500 words)
6 Oct 2019
11:30 PM
  • Online: Upload to Moodle Forum
3. Online Formative Assessment (ongoing weekly test)
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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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 online lecture notes, online discussions and assignments. With HMDEV100 lecturers as 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. This text is available for purchase from Bennetts on the Hamilton campus. It is also available in both electronic and hard copy from The University of Waikato library.

Other readings, some optional and some required, will be made available electronically via the Reading List for TEEDU102-19B(NET). You can access these via the Reading List tab on Moodle or via the Reading Lists tab on the library homepage (https://www.waikato.ac.nz/library/ (https://www.waikato.ac.nz/library/)

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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: McGrawHill.

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Online Support

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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.

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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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Human Development for Educators is a required paper in the Bachelor of Teaching and is one of the compulsory papers for this qualification. The paper intersects with content from Education, Social Sciences and Psychology in particular with emphasis on links between theory and professional practice. Connections are made between research, theory and context to explore implications for development over time.
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Restricted papers: HDCO100, HMDEV100, TEHD100

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