TEEDU102-19A (HAM)

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

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)

Diana Amundsen

Diana Amundsen
Please email me to make an appointment
diana.amundsen@waikato.ac.nz

Hazel Woodhouse

Hazel Woodhouse
4353
TT.3.09
To be advised
hazel.woodhouse@waikato.ac.nz

Nadine Ballam

Nadine Ballam
3547
TCBD.4.03
To be advised
nadine.ballam@waikato.ac.nz

Olivera Kamenarac

Olivera Kamenarac
7959
TT.2.12A
To be advised
olivera.kamenarac@waikato.ac.nz

Sara Archard

Sara Archard
7777
TT.5.10
To be advised
sara.archard@waikato.ac.nz

Sonja Ellis

Sonja Ellis
6571
TT.5.05
Please email me to make an appointment.
sonja.ellis@waikato.ac.nz

Administrator(s)

: karen.harris@waikato.ac.nz

Placement Coordinator(s)

Tutor(s)

Student Representative(s)

Lab Technician(s)

Librarian(s)

: alistair.lamb@waikato.ac.nz
: melanie.chivers@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.
    • For extensions starting with 5: dial +64 7 858 extension.
    • For extensions starting with 9: dial +64 7 837 extension.
    • 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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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.

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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 learning and development across the lifespan. There is one two-­hour lectures each week, and one 2­-hour tutorial. All students are expected to attend both lectures and their allocated tutorial each week. Please note that lectures for this paper are NOT Panopto recorded.

This course 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 course 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 lectures and tutorials. These will also inform classroom discussions and assignment work. You will be expected to:

  • Attend all lectures (2 hours) and 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 from the text, as indicated in the paper outline (see Schedule);
  • 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:

  • Learning outcomes
    1. 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.
    2. Explain and comment critically on some key developmental theories (from both Euro­western and Māori perspectives).
    3. Describe some of the ways in which research is conducted and has contributed to knowledge in the field of human development.
    4. Demonstrate an understanding of issues of diversity, culture, gender, disability, whānau, parenting and caregiving and how these relate to development and learning.
    5. Demonstrate the ability to communicate (written and verbal) about aspects of human development and reflect on their relevance to people's lives.
    6. Work collaboratively with other students to enhance group understandings of developmental issues.
    7. Demonstrate academic integrity through, for example, correct use of APA citation of sources of information.
    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 tasks in tutorial briefings. If you need additional help with assignments, please contact the Student Learning support team.

Resubmission is available for Written Assignment 1 only. If you do not achieve 50% for that piece of work you can request an opportunity to resubmit.Requests can be made by contact the paper convenor within 48 hours of marks for assessment 1 being release.The deadline for resubmitting will be 3 days after the acceptance of a resubmission requestresubmitted assignments will receive a maximum grade of C-

Please note that there are no resubmission opportunities for Assignment 2 and no resits for the online tests.

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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)
5 Apr 2019
11:30 PM
25
  • Online: Submit through Moodle
2. Reflective Essay (1500 words - 10% variation)
24 May 2019
11:30 PM
30
  • Online: Submit through Moodle
3. Online Test (ongoing)
35
  • Other:
4. Tutorial Participation
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.

This is the required text for this course, so 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. 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 supported by an online Moodle site. Notices and lecture guides will be distributed through this site, and all 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.

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Workload

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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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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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