TEAC 7149 Understanding and Teaching Children

Credit Points 10

Legacy Code 102077

Coordinator Bettina Stevanovic Opens in new window

Description From 2020 students should note that core units are now taught in semesters rather than half yearly sessions. This unit is designed to facilitate prospective teachers to develop the dispositions and critical skills to create learning communities that are academically challenging, developmentally responsive, socially equitable and promote social and emotional wellbeing. The unit highlights the interacting contributions of biology and environment to the development of children and explores how teachers' knowledge of this process informs their instructional strategies. Specifically, this unit examines a body of classic, as well as current theories, research and practice relating to the cognitive, physiological, and social/affective needs of children and focuses on the relevance of these for classroom practice. Particular emphasis is given to developing responsive teaching practices which promote social and emotional wellbeing of children and are underpinned by high-quality relationships which extend to include the valuing of families and the wider community.

School Education

Discipline Teacher Education: Primary

Student Contribution Band HECS Band 1 10cp

Check your HECS Band contribution amount via the Fees page.

Level Postgraduate Coursework Level 7 subject

Pre-requisite(s) Students enrolled in 1651 Bachelor of Arts (Pathway to Teaching Primary) 1822 Bachelor of Arts (Pathway to Teaching Primary) Dean’s Scholars 3756 Bachelor of Science (Pathway to Teaching PrimarySecondary) or 6019 Diploma in Arts Bachelor of Arts (Pathway to Teaching Primary) must have completed 160 credit points before enrolling in this subject

Restrictions

Note that only students enrolled at WSU Online may register in the WSU Online subjects offered at that location.

Students must be enrolled in 1663/1781 Master of Teaching (Primary), 3756 Bachelor of Science (Pathway to Teaching Primary/Secondary), 1822 Bachelor of Arts (Pathway to Teaching Primary) Dean’s Scholars, 1651 Bachelor of Arts (Pathway to Teaching Primary) or 6019 Diploma in Arts/Bachelor of Arts (Pathway to Teaching Primary).

Learning Outcomes

On successful completion of this subject, students should be able to:

  1. Assess instructional strategies designed to support students�f learning and development as well as their motivation and engagement.
  2. Apply an understanding of issues relating to children�fs development, giving regard for social and cultural differences.
  3. Utilise evidence-based strategies which promote positive learning environments and support children�fs wellbeing and their development.
  4. Evaluate external supports and programs to assist with the promotion and prevention of at-risk and marginalised children.
  5. Develop an action plan underpinned by relevant theory and research to address the wellbeing and development needs of a child experiencing difficulties at school.

Subject Content

1.???? Development in context: Bronfenbrenner?fs ecological model
2.???? Learning, cognition and memory: Learning as a constructive process
-??????????? Information processing theories
-??????????? Metacognition and self-regulation
3.???? Learning in context: Theories of learning and their implications for instruction and constructing learning environments
-??????????? Behaviourism
-??????????? Social cognitive theory
-??????????? Constructivism
-??????????? Humanism
-??????????? Instructional strategies applied to learning in context
-??????????? Motivation and affect
-??????????? Learning and teaching preferences for Aboriginal and Torres Strait Islander peoples
4.???? Children?fs development and related needs in context:
-??????????? Cognitive, physiological, and social/affective develo

Assessment

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
Presentation 13 minute presentation in groups of 3. 20 N Group
Presentation 4 mins for each individual section 30 N Individual
Final Exam 2 hours 50 N Individual

Prescribed Texts

  • Margetts, K., & Woolfolk Hoy, A. (2018). Educational psychology (5th ed.). Melbourne, Victoria: Pearson Australia.

Teaching Periods

Autumn

Bankstown

Day

Subject Contact Bettina Stevanovic Opens in new window

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WSU Online TRI-2

Wsu Online

Online

Subject Contact Marghi Ghezzi Opens in new window

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Spring

Bankstown

Day

Subject Contact Bettina Stevanovic Opens in new window

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Penrith (Kingswood)

Day

Subject Contact Bettina Stevanovic Opens in new window

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