Infant & Toddler Learning & Development (EDUC90897)
Graduate courseworkPoints: 12.5On Campus (Parkville)
For information about the University’s phased return to campus and in-person activity in Winter and Semester 2, please refer to the on-campus subjects page.
Please refer to the LMS for up-to-date subject information, including assessment and participation requirements, for subjects being offered in 2020.
Overview
| Availability | February |
|---|---|
| Fees | Look up fees |
This subject will introduce Teacher Candidates to theoretical perspectives on physical, personal, social, emotional, cognitive and spiritual aspects of infant and toddler development and learning as an integrated process. Teacher Candidates will examine the relationship of development and learning, with a focus on the developing brain and the significance of early relationships and wellbeing for learning. Teacher Candidates will explore infant and toddler positioning in family, friend and community networks and the range of factors contributing to young children’s learning and development, emphasising agency, wellbeing and social connectedness. Links will be made between children’s learning and development and the VEYLDF learning framework and outcomes. Content includes the underlying learning processes being established in infant and toddler development, such as regulation, memory, attention, curiosity, and gathering information. The subject includes a focus on diversity and inclusion to promote the learning and participation needs of all learners across the full range of abilities, to build effective relationships with families, and in managing the use of professional documentation.
Intended learning outcomes
On completion of this subject, Teacher Candidates should be able to:
Graduate Standards refers to the Graduate-level Australian Professional Standards for Teachers.
- Recognise the infant or toddlers social, emotional, physical and cognitive development and learning from a range of theoretical perspectives (Graduate Standard 1.1)
- Critically reflect on research into how students learn and understand the concepts, substance, structure and implications for effective teaching practice, including the creation of effective learning environments (Graduate Standards 1.2, 1.5)
- Foster the conditions, connections and relationships that lead to strong development and learning (Graduate Standard 3.7)
- Respect the identity of the child in designing strategies to promote health, safety and wellbeing (Graduate Standard 4.4)
- Demonstrate strategies for respecting diversity in the learning and development of individual children across the full range of abilities (Graduate Standards 1.5, 1.6, 3.3)
- Demonstrate the importance of working within regulatory frameworks governing health and safety to support children’s health and safety. (Graduate Standard 4.4)
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
Due to the impact of COVID-19, assessment may differ from that published in the Handbook. Students are reminded to check the subject assessment requirements published in the subject outline on the LMS
| Description | Timing | Percentage |
|---|---|---|
A theory position paper
| Mid semester | 60% |
Clinical Praxis Exam (20 minutes plus 10 mins questions, equivalent to 2000 words)
| End of semester | 40% |
| Hurdle requirement: Minimum of 80% attendance at all scheduled lectures, tutorials, seminars and workshops. | Throughout the teaching period | N/A |
Last updated: 10 February 2024
Dates & times
- February
Principal coordinator Ben Deery Mode of delivery On Campus (Parkville) Contact hours 36 hours Total time commitment 170 hours Teaching period 24 February 2020 to 8 May 2020 Last self-enrol date 10 March 2020 Census date 30 April 2020 Last date to withdraw without fail 15 May 2020 Assessment period ends 19 June 2020 February contact information
Time commitment details
170 hours
Last updated: 10 February 2024
Further information
- Texts
- Related Handbook entries
This subject contributes to the following:
Type Name Course Master of Teaching (Early Childhood and Primary) Course Master of Teaching (Early Childhood)
Last updated: 10 February 2024