Learning and Cognition: Birth to 3 Years (EDUC90911)

Graduate courseworkPoints: 12.5Not available in 2017

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Overview

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This subject introduces Teacher Candidates to research in neuroscience, psychology, child development and education, detailing the importance of learning from birth to the age of three years. This subject explores the biological, environmental and genetic capacity for learning in the very early years, and optimal experiences, both at home and in early childhood settings, which shape children’s learning trajectories.

 

Topics of study include: genetics and brain function; early brain development (including memory and executive function); frequency and quality of interactions between infants and adults; and the role of imitation, repetition and joint attention. Teacher Candidates will be required to consider the implications of research in learning from birth for their practice in early childhood education and care.

Intended learning outcomes

On completion of this subject, Teacher Candidates should be able to:



  • Demonstrate a depth of knowledge in an area of contemporary research in infant and toddler learning;
  • Demonstrate a capacity to engage in reflective, critical discussion of theory and evidence in early learning;
  • Identify effective interventions or approaches in young children’s learning;
  • Identify the role of family, caregivers, teachers and health practitioners in supporting learning from birth;
  • Identify and explain the implications of knowledge about learning from birth for improving practice in early childhood education and care;
  • Demonstrate a capacity to extend professional learning through critical review of research evidence.

Generic skills

This subject will develop the following set of key transferable skills:

  • Clinical reasoning and thinking
  • Problem solving
  • Evidence based decision making
  • Creativity and innovation
  • Teamwork and professional collaboration
  • Learning to learn and metacognition
  • Responsiveness to a changing knowledge base
  • Reflection for continuous improvement
  • Linking theory and practice
  • Inquiry and research
  • Active and participatory citizenship.

Last updated: 10 February 2024

Eligibility and requirements

Prerequisites

None

Corequisites

None

Non-allowed subjects

None

Inherent requirements (core participation requirements)

The University of Melbourne is committed to providing students with reasonable adjustments to assessment and participation under the Disability Standards for Education (2005), and the Assessment and Results Policy (MPF1326). Students are expected to meet the core participation requirements for their course. These can be viewed under Entry and Participation Requirements for the course outlines in the Handbook.

Further details on how to seek academic adjustments can be found on the Student Equity and Disability Support website: http://services.unimelb.edu.au/student-equity/home

Last updated: 10 February 2024

Assessment

Additional details

  • Research review (2000 words) due mid semester (40%)
  • Applied learning report (3000 words) due end of semester (60%)

Hurdle requirement: Minimum of 80% attendance at all scheduled lectures, tutorials, seminars and workshops.

Last updated: 10 February 2024

Dates & times

Not available in 2017

Time commitment details

170 hours

Last updated: 10 February 2024

Further information

Last updated: 10 February 2024