EDF3030 - Diversity in child development - 2017

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 Corine Rivalland (City)

Dr Prasanna Srinivasan (Clayton)

Ms Donna Rady (Peninsula)

Dr Joseph Agbenyega (Singapore)

Unit guides


City (Melbourne)

  • Term 1 2017 (On-campus block of classes)


  • First semester 2017 (Day)


  • First semester 2017 (Day)



This unit develops students' understanding of the factors involved in diverse learners' experiences in childhood development. It focuses on individuals with physical, cognitive or emotional differences and abilities, as well as differences created by social structures such as family, class, gender, and culture. Approaches to designing learning for children with delayed development, exceptional ability, emotional or behavioural problems are provided for critical reflection and discussion to develop students' ability to respond to varied children's needs. Major theoretical perspectives and current debates related to development are explored and students learn how to interpret and implement curriculum and legislative requirements that impact on professional practice and planning to meet diverse learner needs.


Upon successful completion of this unit students should be able to:

  1. develop an understanding of children's developmental and individual learning abilities
  2. explain how individual differences can be created by social and other factors
  3. apply knowledge of how to design learning for individual differences in classroom settings
  4. demonstrate the skills required to engage children with emotional, cognitive and behavioural needs in positive learning and developmental experiences
  5. demonstrate an awareness of the skills required to make connections with the home environment and other professional bodies so all children can maximise their capacity to be confident and involved learners
  6. interpret and implement curriculum and legislative requirements that impact on professional practice and planning to meet diverse learner needs.


Case based critical analysis of diversity and child development (2000 words, 50%)

Report on developing strategies to teach children with diverse learner needs to meet curriculum and legislative requirements (2000 words, 50%)

Workload requirements

Minimum total expected workload equals 144 hours per semester comprising:

  1. Contact hours for on-campus students:
    • 2 contact hours per week
  2. Requirements for on-campus block City-based students:
    • one intensive weekend block
    • at least 4 hours of active online engagement in Moodle activities per term
  3. Requirements for offshore Kaplan-based students:
    • one intensive block (usually from Thursday to Sunday)
    • at least 4 hours of online study per term
  4. Additional requirements (all students):
    • independent study to make up the minimum required hours per week

See also Unit timetable information

Chief examiner(s)

This unit applies to the following area(s) of study