EDM104-Child Development and Education

Module Provider: Institute of Education
Number of credits: 20 [10 ECTS credits]
Level:7
Terms in which taught: Autumn term module
Pre-requisites:
Non-modular pre-requisites:
Co-requisites:
Modules excluded:
Current from: 2023/4

Module Convenor: Dr Daisy Powell
Email: d.a.powell@reading.ac.uk

Module Co-convenor: Prof Holly Joseph
Email: h.joseph@reading.ac.uk

Type of module:

Summary module description:

This module will provide students with an opportunity to enhance their knowledge and understanding of the development of children from infancy to adolescence and to apply this to educational settings.  The module will provide a detailed overview of key theories of child development, with a focus on those aspects of development most relevant to the classroom.  This will allow students to reflect on ways in which development is impacted by both genetic and environmental influences, and how this may in turn impact on teaching and learning.   

Aims:

• to develop an understanding of classic and contemporary psychological theories of cognitive development and how these relate to education.


• to develop an understanding of contemporary accounts of the development of language and how this relates to education.


• to develop an understanding of the ways in which empirical evidence can inform the development of interventions to enhance pupil learning.


• to develop an understanding of the social and emotional development of children and how this relates to education.


• to develop an understanding of the nature of typical and atypical development.


• to develop the ability to critically evaluate research relating to child development and its relevance to teaching and learning.

Assessable learning outcomes:

By the end of the module students should be able to:

• read, understand and critically evaluate contemporary research on children’s development


• critically analyse recent national initiatives on the curriculum and educational settings in relation to typical and atypical development.


• critically evaluate their own teaching in the light of evidence

Additional outcomes:

This module will also allow students to:

• Develop critical thinking skills through examining key pieces of the relevant research literature and discussing these in class


• Present ideas and describe relevant research to peers, developing academic English and communication skills.


• Develop academic writing and critical thinking skills in producing written work for two summative assignments, written in formal academic language and referencing the research literature (using APA style).

Outline content:

Specialist knowledge and understanding will cover topics such as those outlined below:

• Development in historical contexts: changing understandings of childhood, from Piaget and Vygotsky to the information processing theorists.


• Cognitive development - implications for educational settings;


• Language development - implications for educational settings;


• Social development - implications for educational settings;


• Atypical development;


• Teaching approaches;


• Assessment and diagnosis;


• Gender issues in achievement;


• Cross cultural aspects of development.

Brief description of teaching and learning methods:

• Tutor-led lectures and seminars


• Group discussions and readings;


• Practical assessment workshops


• Presentations.

Contact hours:

	Autumn	Spring	Summer
Lectures	30
Guided independent study:	170
Total hours by term	200
Total hours for module	200

Summative Assessment Methods:

Method	Percentage
Written assignment including essay	100

Summative assessment- Examinations:

Summative assessment- Coursework and in-class tests:

Summative assessment will be in two forms.  First, students will be asked to write a critical review of one of the journal articles discussed during the weekly seminars, which were selected by tutors as particularly relevant to the module.  This 1500 word assignment will be due one week after the end of term and will carry 50% of the grade awarded for the module.  Second,  there will be one written assignment of 3000 words. The topic and title will be chosen from a list of alternatives, given to students at the beginning of the module in the module handbook. The essay will carry the remaining 50% of the grade for the module. 

Formative assessment methods:

In week 9, students will produce an essay plan of around 1000 words for the essay they will complete as summative assessment 2, to be submitted on Turnitin. The plan will involve a clear structure of the whole essay, including detailed bullet points with indicative word counts for each subsection. It will also include a draft one substantive section of the essay (500 words), providing examples of critical writing, and provision of appropriate evidence for statements made, in the form of in-text citations using APA style, so that detailed written feedback can be given on students’ academic writing skills.,Essay plans will also be discussed and refined at the essay-writing workshop in the final week of the module.

Penalties for late submission:

The below information applies to students on taught programmes except those on Postgraduate Flexible programmes. Penalties for late submission, and the associated procedures, which apply to Postgraduate Flexible programmes are specified in the policy 'Penalties for late submission for Postgraduate Flexible programmes', which can be found here: https://www.reading.ac.uk/cqsd/-/media/project/functions/cqsd/documents/cqsd-old-site-documents/penaltiesforlatesubmissionpgflexible.pdf
The Support Centres will apply the following penalties for work submitted late:

• where the piece of work is submitted after the original deadline (or any formally agreed extension to the deadline): 10% of the total marks available for that piece of work will be deducted from the mark for each working day (or part thereof) following the deadline up to a total of five working days;
• where the piece of work is submitted more than five working days after the original deadline (or any formally agreed extension to the deadline): a mark of zero will be recorded.

The University policy statement on penalties for late submission can be found at: https://www.reading.ac.uk/cqsd/-/media/project/functions/cqsd/documents/cqsd-old-site-documents/penaltiesforlatesubmission.pdf
You are strongly advised to ensure that coursework is submitted by the relevant deadline. You should note that it is advisable to submit work in an unfinished state rather than to fail to submit any work.

Assessment requirements for a pass:
Students must achieve 50%

Reassessment arrangements:

Resubmissions must be submitted within one calendar month of the notification of failure.

Additional Costs (specified where applicable):

1) Required text books: There are no required text books for this module. However, two useful books listed are: Berk, L. (2013). Child Development. (Ninth Edition). Pearson

2) Specialist equipment or materials: 

3) Specialist clothing, footwear or headgear: 

4) Printing and binding: 

5) Computers and devices with a particular specification: 

6) Travel, accommodation and subsistence: 

Last updated: 30 March 2023