TEEDU102-22A (TGA)

Learning and Development Across the Lifespan

15 Points

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Division of Education
Te Kura Toi Tangata School of Education

Staff

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Convenor(s)

Lecturer(s)

Administrator(s)

: tiruni.john@waikato.ac.nz

Placement/WIL Coordinator(s)

Tutor(s)

Student Representative(s)

Lab Technician(s)

Librarian(s)

: alistair.lamb@waikato.ac.nz
: melanie.chivers@waikato.ac.nz
: yilan.chen@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, 9 or 3 can also be direct dialled:
    • For extensions starting with 4: dial +64 7 838 extension.
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    • For extensions starting with 3: dial +64 7 2620 + the last 3 digits of the extension e.g. 3123 = +64 7 262 0123.
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Paper Description

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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.

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Paper Structure

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This paper is taught over a 12-week trimester and is divided into a number of topics focusing on development across the lifespan. There are recorded lectures (one hour) and associated activities (approx. one hour) each week throughout 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 tutorials.

To successfully complete and pass this paper you will need to:

  • 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 the relevant readings on the reading list; and
  • Achieve an overall pass of 50% for assessed work.

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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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  • Describe some of the ways 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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  • Improve 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 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 problems.
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Assessment

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This paper is fully internally assessed.
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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 Transitions Report (1200 words)
14 Apr 2022
11:30 PM
25
  • Online: Submit through Moodle
2. Reflective Essay (1500 words)
3 Jun 2022
11:30 PM
30
  • Online: Submit through Moodle
3. Online Tests (ongoing)
35
  • Online: Submit through Moodle
4. Tutorial participation
10
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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The required readings for the paper are available electronically on Talis. This reading list can also be accessed via the Reading List tab on Moodle or the Reading list 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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Across the paper there is a series of online tasks, designed to support you with your learning. All tasks will be accessed via Moodle, however, you will need to also use the library website (and actual physical library), and a range of webpages to help you complete this paper.

PLEASE NOTE: Moodle is used for class notices (Announcements). It is your responsibility to check the site regularly and read the Moodle email notifications. Instructions provided in this way on Moodle and in lectures are whole class notices.

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.

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Workload

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This is a 15 point paper. University regulations stipulate an expected total student workload for the paper of 150 hours. The paper involves 24 hours of online lectures and associated tasks, and 20 hours of face-to-face tutorials across the trimester. The remaining hours, accumulated at different times across the whole trimester, are to be used for completing readings, preparing for class/online tasks and assignments.

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Linkages to Other Papers

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TEEDU102 is a required paper for the Bachelor of Teaching (ECE) and the Bachelor of Teaching (Primary).
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Prerequisite(s)

Corequisite(s)

Equivalent(s)

Restriction(s)

Restricted papers: HDCO100, HMDEV100, TEHD100

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