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EDUC102 Human Development

Lifespan development in its social contexts. A topic-based paper which includes the study of families, cultures within New Zealand, and disability.

The study of human development covers an enormous area of topics and many different disciplines. This 100-level introductory course can only touch on some broad issues, and some selected theorists and topics.
We will study human development by focusing on four main questions:

  1. What is human development and how is it studied?
  2. Does context and culture matter, and whose perspective counts?
  3. How do three key theorists view human development and what are the practical uses of their ideas?
  4. What are some of the significant events and changes in three life stages: early childhood, middle childhood and adolescence?
We will ask you to address these four questions by:
  • engaging with the course material and other resources;
  • engaging with others to explore, formulate, debate, and evaluate course material from different points of view;
  • reflecting on your engagement with the course material and other students;
  • articulating your understanding of and perspective on the course material in writing, using the conventions of academic writing in the social sciences.

Paper title Human Development
Paper code EDUC102
Subject Education
EFTS 0.1500
Points 18 points
Teaching period(s) First Semester, First Semester
Domestic Tuition Fees (NZD) $851.85
International Tuition Fees (NZD) $3,585.00

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Restriction
EDUT 132, EDTX 132
Schedule C
Arts and Music
Graduate Attributes Emphasised
Interdisciplinary perspective, Lifelong learning, Critical thinking, Cultural understanding, Ethics, Information literacy, Teamwork.
View more information about Otago's graduate attributes.
Learning Outcomes
  1. Demonstrate your critical understanding of human of development and your understanding of the relevance of the material for your personal and professional life.
  2. Discuss the role of cultural and personal beliefs and practices, with regards to human development and what counts as 'normal' (with particular reference to the bi-cultural context of Aotearoa/New Zealand and conceptions of inclusion).
  3. Demonstrate your critical understanding of the major characteristics of selected theories and frameworks for understanding human development (especially in relation to the following theorists: Vygotsky, Piaget and Bronfenbrenner).
  4. Identify and describe key aspects of development through the lifespan, in particular during the periods of early childhood, middle childhood, adolescence, and early adulthood.
  5. Demonstrate your understanding of academic integrity and skills in academic writing.
  6. Demonstrate your ability to work effectively in a group, and reflect on, and describe your experiences of being part of socio-constructivist learning environment.
  7. Demonstrate your ability to apply the tools of goal setting, monitoring and reflection to develop your metacognitive skills.
Textbooks
Required Textbook:

Drewery, W. & Claiborne, L. (2014) Human development: Family, place, culture. North Ryde, Australia: McGraw-Hill. (This book can be bought at the University Bookshop.)
Teaching staff
Paper Co-ordinator: to be confirmed
Other staff: to be confirmed
Contact
Undergraduate Co-ordinator (Education Studies): Dr Ruth Gasson, ruth.gasson@otago.ac.nz
Paper Structure
  • Learning with peers - a socio-constructivist learning environment
    Studies about how students learn show the benefits of "deep" learning to gain a genuine understanding rather than "surface" learning which is easily forgotten. Deep learning requires you to engage with the course material in a variety of ways, and critically consider the meaning and implications of the research-based information that you encounter.
  • Because we view learning as a social activity, we have designed this course to give you many opportunities to learn by collaborating with your peers to clarify ideas and construct shared understandings. Your workshop facilitators are teaching from a socio-constructivist perspective and this approach to learning is underpinned by many of the ideas you will be learning about in this course.
  • Portfolio of Development and Learning:
    To foster a deep understanding of the topics, and to assist you in reflecting on this, we ask you to build a portfolio that captures the process of your developing understanding and learning.
How does it work?
Every week you download the chapter template for the topic from Blackboard.
Start at the beginning of the chapter - and follow the prompts and guidance.
The activities in your portfolio and class times, together, are expected to take approximately 8-12 hours per week. However, some of you will spend a bit less time studying, some of you a bit more.
To help you to keep track of your study time, there is a tracking exercise near the end of each chapter. From research and experience we know that students who spend enough time on their course, typically do well.

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Timetable

First Semester

Location
Dunedin
Teaching method
This paper is taught On Campus
Learning management system
Blackboard

Lecture

Stream Days Times Weeks
Attend
L1 Tuesday 16:00-16:50 9-15, 18-19, 22

Tutorial

Stream Days Times Weeks
Attend one stream from
T1 Wednesday 15:00-16:50 9-15, 17-19, 22
T2 Thursday 11:00-12:50 9-15, 17-19, 22
T3 Thursday 13:00-14:50 9-15, 17-19, 22
T4 Thursday 15:00-16:50 9-15, 17-19, 22
T5 Thursday 11:00-12:50 15
Friday 11:00-12:50 9-14, 17-19, 22
T6 Wednesday 10:00-11:50 15
Friday 09:00-10:50 9-14, 17-19, 22

First Semester

Location
Invercargill
Teaching method
This paper is taught On Campus
Learning management system
Blackboard

Lifespan development in its social contexts. A topic-based paper which includes the study of families, cultures within New Zealand, and disability.

This paper introduces students to a wide range of fascinating studies and theories that offer important insights into how we learn to think and relate to the world around us. Human beings are incredibly complex creatures and our fascination with our own development has a long history encompassing many diverse perspectives.

The primary aim of this paper is to provide students with provocations and tools to help inform, enrich, and extend their understanding of what it means to develop as a human, especially during early childhood, middle childhood, and adolescence. Students will critically engage with the key ideas of influential theorists such as Lev Vygotsky, Mason Durie, Jean Piaget, Rangimarie Turuki Rose Pere, Urie Bronfenbrenner, Erik Erikson, Lawrence Kohlberg, John Bowlby, Diana Baumrind, and Erica Burman. Students will learn to make connections between these ideas and their own early development, as well as learning about how these ideas apply to children and young people's development more broadly.
Such critical and empirically-informed understandings are a huge asset in our professional and personal lives, regardless of whether a student is planning a career in teaching, social work, the arts, STEM, psychology, health work, counselling, communications, parenting, design, or professional sport.

Paper title Human Development
Paper code EDUC102
Subject Education
EFTS 0.1500
Points 18 points
Teaching period(s) First Semester, First Semester
Domestic Tuition Fees Tuition Fees for 2018 have not yet been set
International Tuition Fees Tuition Fees for international students are elsewhere on this website.

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Restriction
EDUT 132, EDTX 132
Schedule C
Arts and Music
Contact
Dr Catherine Hartung (Lecturer in Education Studies)
Teaching staff
Paper Co-ordinator: Dr Catherine Hartung
Other staff: Jill Paris (Southland)
Textbooks
There is one required text for this course that can be purchased from the University Book Shop:
Drewery, W. & Claiborne, L. (2014) Human development: Family, place, culture (2nd edition). North Ryde, Australia: McGraw-Hill.

Additional readings and resources, such as articles, book chapters, and DVDs, will be available via eReserve and/or library reserve.
Graduate Attributes Emphasised
Interdisciplinary perspective, Lifelong learning, Critical thinking, Cultural understanding, Ethics, Information literacy, Teamwork.
View more information about Otago's graduate attributes.
Paper Structure
The paper is structured around the following questions:
  1. What is human development, why did it emerge, and how is it studied?
  2. What are some of the most influential ideas and theorists of human development?
  3. What are some of the similarities and differences between these ideas?
  4. How do we develop during early childhood, middle childhood, and adolescence?
  5. How do key ideas of human development influence the way practitioners relate to children and young people?
Students will explore answers to these questions by:
  • attending and actively engaging in the lectures (1 hour/week) and workshops (2 hours/week);
  • collaborating with peers in workshops to explore, formulate, debate, and evaluate course material from different points of view;
  • completing the weekly readings and making connections with lectures and workshops; and
  • demonstrating depth of understanding of the course material via two written assignments and a final exam.
Learning Outcomes
By the end of the paper, students will be able to critically examine:
  1. the major ideas of influential theorists in human development;
  2. 2. the similarities and differences between theoretical positions in human development;
  3. key early stages of the human lifespan (early childhood, middle childhood and adolescence);
  4. the implications of developmental theory and the likely impact of contextual factors (such as family and culture) on human development;
  5. how theories of human development influence professional practice with children and young people (including, but not limited to, the teaching profession).
In addition to these key objectives, the paper will also assist in the development of important academic skills, particularly in relation to academic writing conventions (e.g., clarity, grammar, punctuation, referencing, etc) and collaboration with peers.

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Timetable

First Semester

Location
Dunedin
Teaching method
This paper is taught On Campus
Learning management system
Blackboard

Lecture

Stream Days Times Weeks
Attend
L1 Tuesday 15:00-15:50 9-13, 15-19, 22

Tutorial

Stream Days Times Weeks
Attend one stream from
T1 Wednesday 09:00-10:50 9-13, 15-16, 18-19, 22
T2 Wednesday 15:00-16:50 9-13, 15-16, 18-20, 22
T3 Thursday 13:00-14:50 9-13, 15-19, 22
T4 Thursday 15:00-16:50 9-13, 15-19, 22
T5 Thursday 11:00-12:50 13
Friday 11:00-12:50 9-12, 15-19, 22
T6 Wednesday 10:00-11:50 13
Friday 13:00-14:50 9-12, 15-19, 22

First Semester

Location
Invercargill
Teaching method
This paper is taught On Campus
Learning management system
Blackboard