Learning and Development Across the Lifespan
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Aims of the course:
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 course:
In this paper we take a ‘critical approach’. The major academic discipline resourced in this course 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 learning and development across the lifespan. There is a two-hour lecture in the first two weeks of the trimester, followed by recorded lecturers (one hour) and associated activities (approx. one hour) each week for the remainder of the trimester. There is a two-hour face-to-face tutorial every week, starting in the second week of the trimester. All students are expected to attend face-to-face lectures and tutorials.
To successfully complete and pass this paper you will need to:
- Attend the two face-to-face lectures, engage with the recorded lectures and associated activities, and attend one tutorial group (2 hours) each week;
- Participate in class discussions and activities, and the sharing of ideas and experiences;
- Read in advance the relevant readings on the reading list; and
- Achieve an overall pass of 50% for assessed work.
Students who successfully complete the paper should be able to:
Linked to the following assessments:
- 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.
- Explain and comment critically on some key developmental theories (from both Euro-western and Māori perspectives).
- Describe some of the ways research is conducted and has contributed to knowledge in the field of human development.
- Demonstrate an understanding of issues of diversity, culture, gender, disability, whānau, parenting and caregiving and how these relate to development and learning.
- Improve the ability to communicate (written and verbal) about aspects of human development and reflect on their relevance to people's lives.
- Work collaboratively with other students to enhance group understandings of developmental issues.
- Demonstrate academic integrity through, for example, correct use of APA citation of sources of information.
- Demonstrate information literacy and research skills by finding, comparing, critically evaluating and managing information and applying this information to specific problems.
This paper is fully internally assessed.
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.
Error: Assessment components must add up to 100%
At least one Assessment Component needs to be entered
|Component Description||Due Date||Time||Percentage of overall mark||Submission Method||Compulsory|
|1. Educational Transitions Report (1200 words)||
5 Apr 2021
|2. Reflective Essay (1500 words)||
24 May 2021
|3. Online Tests (ongoing)||
|4. Tutorial Participation||
Required and Recommended Readings*
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 (https://www.waikato.ac.nz/library/ (https://www.waikato.ac.nz/library/)
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.
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 on 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 convenor through the Private Conversation forum on the Moodle site.
This is a Level 1 course worth 15 points towards your degree, and University regulations stipulate an expected total workload of 150 hours. Students should attend or engage with one 2-hour lecture and one 2-hour tutorial per week, 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.
Linkages to Other Papers*
TEEDU102 is a required paper for the Bachelor of Teaching (ECE) and the Bachelor of Teaching (Primary).
Restricted papers: HDCO100, HMDEV100, TEHD100