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|
|Points||18 points 18 points|
|Teaching period(s)||First Semester, First Semester|
|Domestic Tuition Fees (NZD)||$868.95|
|International Tuition Fees (NZD)||$3,656.70|
- EDUT 132, EDTX 132
- Schedule C
- Arts and Music
- Dr Catherine Hartung (Lecturer in Education Studies)
- Teaching staff
- Paper Co-ordinator: Dr Catherine Hartung
Other staff: Jill Paris (Southland)
- There is one required text for this course that can be purchased from the University
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:
- What is human development, why did it emerge, and how is it studied?
- What are some of the most influential ideas and theorists of human development?
- What are some of the similarities and differences between these ideas?
- How do we develop during early childhood, middle childhood, and adolescence?
- How do key ideas of human development influence the way practitioners relate to children and young people?
- 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:
- the major ideas of influential theorists in human development;
- 2. the similarities and differences between theoretical positions in human development;
- key early stages of the human lifespan (early childhood, middle childhood and adolescence);
- the implications of developmental theory and the likely impact of contextual factors (such as family and culture) on human development;
- how theories of human development influence professional practice with children and young people (including, but not limited to, the teaching profession).