TEAC 7112 Prosocial Learning Environments

Credit Points 10

Legacy Code 101105

Coordinator Prathyusha Sanagavarapu Opens in new window

Description From 2020 students should note that core units are now taught in semesters rather than half yearly sessions. Educators have a key responsibility for guiding and leading children in the development of self-discipline, moral autonomy, and a sense of social belonging and wellbeing while acknowledging developmental needs, pluralistic community values, expectations, standards, norms and rules. Despite increased knowledge of child development and children's social and cultural contexts, the guidance and management of children's behaviour remains a contentious area for educators, parents and children. This unit will provide students with the opportunity to focus in depth on a range of approaches to behaviour, social interactions and guidance, to reflect on the impact of these approaches on children's development and learning, and to critically evaluate their personal and professional dispositions regarding behaviour and guidance. The unit also focuses on the design of learning environments that promote engaged learning and a positive physical and socio-emotional climate.

School Education

Student Contribution Band HECS Band 1 10cp

Check your HECS Band contribution amount via the Fees page.

Level Postgraduate Coursework Level 7 subject

Restrictions Students must be enrolled 1691 Master of Teaching (Birth ? 5 Years / Birth ? 12 Years), 1670 Bachelor of Education (Birth ? 5 Years) or 1783 Master of Teaching (Birth-5 Years/Birth-12 Years).

Learning Outcomes

On successful completion of this subject, students should be able to:
  1. Evaluate theories related to learning prosocial behaviours that include consideration of developmental continuums, individual and socio-cultural differences and behaviour and identify strategies for accommodating this diversity.
  2. Explain the importance of children�fs mental health and sense of wellbeing for their overall development and learning.
  3. Explain the importance of children�fs understandings of themselves and others and children�fs capacity to make informed life choices.
  4. Describe the impact of guidance strategies and techniques on children�fs learning, wellbeing and self-concept development.
  5. Evaluate the impact of environmental factors on i

Subject Content

1. Social and emotional needs of children and adults.
2. Diversity in children?fs family and community contexts, learning and behavioural styles: need for contextually and culturally appropriate guidance and individualised guidance for children with additional needs.
3. The impact of families on children?fs learning, behaviour and development; family roles and social issues; family dynamics and the implications of these for children?fs learning and behaviour.
4. Strategies to assist children to make informed lifestyle choices.
5. Developmental factors associated with typical behaviours of children, e.g. social cognition; memory and perception; temperament; moral development; self-concept development.
6. Critique of theoretical models of guiding and managing children?fs behaviour, e.g. control (Dobson, Canter, Jones); management (Rogers, Dreikurs, Glasser); influence (Gordon); analysis of related assumptions and strategies; impact on adult-child relat


The following table summarises the standard assessment tasks for this subject. Please note this is a guide only. Assessment tasks are regularly updated, where there is a difference your Learning Guide takes precedence.

Item Length Percent Threshold Individual/Group Task
Essay examining different theoretical models of learning and practical implications of these for guidance 2,000 words 50 N Individual
Report 2,000 words 50 N Individual

Teaching Periods

2022 Semester 1



Subject Contact Prathyusha Sanagavarapu Opens in new window

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