TEEDU102-23X (NET)

Learning and Development Across the Lifespan

15 Points

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The University of Waikato
Academic Divisions
Division of Education
Te Kura Toi Tangata School of Education

Staff

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Convenor(s)

Lecturer(s)

Administrator(s)

: trish.watson@waikato.ac.nz

Placement/WIL Coordinator(s)

Tutor(s)

Student Representative(s)

Lab Technician(s)

Librarian(s)

: anne.ferrier-watson@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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What this paper is about

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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 used 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 course is underpinned by the notion that while mainstream theory and research aims to understand universal patterns, lifespan development is heavily contingent on context (i.e., time, place, and culture).

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How this paper will be taught

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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. The paper is taught online (excluding the first week of the semester on campus) with lecture content, recommended or additional readings, and online discussions or activities which all students are expected to contribute to each week.

In addition to the online taught content, there are weekly readings to complete. All readings are made available electronically and can be accessed from the Reading List for this paper. Your weekly readings should provide a base of content that will be further explored in the online discussions or activities 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 Reading List; and
Complete and submit all assessable tasks by the due date.

This is a Level 1 paper worth 15 points towards your degree, and University regulations stipulate an expected total workload of 150 hours. This includes watching the lectures, engaging in the online work, organising lecture notes, completing additional reading, preparation of assignments, etc. Keep these expectations in mind and organise your time effectively.

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Required Readings

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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/).

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Learning Outcomes

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Students who successfully complete the course should be able to:

  • Demonstrate Academic Integrity through correct use of APA citation of sources of information.
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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.
    Linked to the following assessments:
  • 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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  • 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 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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  • 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 information literacy and research skills by finding, comparing, critically evaluating and managing information and applying this information to specific problems.
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  • 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.
    Linked to the following assessments:
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Assessments

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How you will be assessed

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This paper is fully internally assessed.

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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 (1200 Words)
17 Aug 2023
11:30 PM
25
  • Online: Upload to Moodle Forum
2. Reflective Essay (1500 words)
5 Oct 2023
11:30 PM
30
  • Online: Upload to Moodle Forum
3. Online Tests (ongoing)
35
  • Online: Submit through Moodle
4. Online Participation (ongoing)
10
Assessment Total:     100    
Failing to complete a compulsory assessment component of a paper will result in an IC grade
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