6 points, SCA Band 1, 0.125 EFTSL
Undergraduate - Unit
Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered.
Dr Angela Fitzgerald (Clayton)
Ms Stella Laletas (Peninsula)
This unit explores significant aspects of child and adolescent development, behaviours and relationships within the context of teacher education. It builds students' understanding of the psychological, motivational, social, cognitive, biological and socio-cultural perspectives of child and adolescent development and the possible implications for learning. Students inquire into strategies for learning and teaching with children and adolescents based on contemporary knowledge of development and fostering positive behaviour interactions and relationships for diverse learners. They develop understanding of how to develop a broad range of strategies for involving parents/carers and other community service and health providers in the educative process.
Upon successful completion of this unit students should be able to:
- understand both childhood and adolescence as periods of diverse individual development, behaviours and relationships in society
- understand and apply various approaches to fostering positive interactions in classroom contexts across the school years, including developing a broad range of strategies for involving parents/carers in the educative process to maximise success for students with diverse needs
- examine the likely impact of factors such as culture, family, genetic inheritance, environment and life experiences on children and adolescents
- analyse a range of learning theories, contemporary theoretical perspectives and practical approaches to fostering positive interactions
- identify effective teaching strategies that support positive interactions and enhance learning.
Case study of fostering positive interactions in children and adolescents (2000 words, 50%)
Portfolio contribution: Development of an original learning and teaching resource for fostering positive behaviour (2000 words equivalent, 50%)
Minimum total expected workload equals 144 hours per semester comprising:
- Contact hours for on-campus students:
- 2 hours per week lectures, workshops or online activities
- Additional requirements:
- independent study to make up the minimum required hours per week
See also Unit timetable information