ED1FDL: Theories of development and learning

Module code: ED1FDL

Module provider: Institute of Education

Credits: 20

Level: Level 1 (Certificate)

When you'll be taught: Semester 1 / 2

Module convenor: Ms Pamela Cottrell, email: pamela.cottrell@reading.ac.uk

Pre-requisite module(s):

Co-requisite module(s):

Pre-requisite or Co-requisite module(s):

Module(s) excluded:

Placement information: NA

Academic year: 2024/5

Available to visiting students: No

Talis reading list: Yes

Last updated: 21 May 2024

Overview

Module aims and purpose

This module aims to examine ideas, concepts and theories, pioneering and contemporary, of child development and learning in order to give students a sound theoretical understanding of the key issues in child development between birth and 11 years. This understanding of child development and how it changes over time will allow practitioners to recognise and meet the developmental needs of children effectively.

The aims of this module are to develop knowledge and understanding of children’s development and learning through:

• Evaluation of key theories of child development between birth and 11 years
• Discussion of the role of observation on childhood research and practice
• Identification of significant concepts, processes and issues in the development of children's learning
• Reflection upon the integrated nature of children's development and learning
• Identification of the process of children’s development of communication and language and the effect of language on the development of thought
• Consideration of the location of one’s own role through reflection
• Evaluation of the impact of technology on children’s lives

Module learning outcomes

By the end of the module, it is expected that students will be able to:

1. Develop skills for selecting and using appropriate methods for observing a child’s behaviour, understanding context and noting actions
2. Analyse observations, drawing on developmental theory and a range of academic sources, in order to outline a Target Child’s stage of development and discuss their future developmental needs
3. Reflect on your professional responsibility when analysing observations in order to make judgements of children’s developmental journey within the context of government policy, legislation, statutory and non-statutory guidance and current initiatives

Module content

• Theoretical perspectives on how children learn to include motivational theories, sociological and psychological perspectives. 
• Key principles and concepts which underpin theories of child development
• The physical, cognitive, social and emotional development of young children 
• The development of linguistic skills. 
• The value of observational methods to assess a child’s development
• The role of the practitioner and the team to assess development and identify suitable resources to support learning 

Structure

Teaching and learning methods

The module will be taught through a combination of lectures, seminars and tutorials. Visiting speakers will be invited where appropriate and students will be expected to develop their reflective skills throughout the module. Work - based learning will provide an essential contribution to achievement of the outcomes.

Study hours

At least 21 hours of scheduled teaching and learning activities will be delivered in person, with the remaining hours for scheduled and self-scheduled teaching and learning activities delivered either in person or online. You will receive further details about how these hours will be delivered before the start of the module.

Please note the independent study hours above are notional numbers of hours; each student will approach studying in different ways. We would advise you to reflect on your learning and the number of hours you are allocating to these tasks.

Semester 1 The hours in this column may include hours during the Christmas holiday period.

Semester 2 The hours in this column may include hours during the Easter holiday period.

Summer The hours in this column will take place during the summer holidays and may be at the start and/or end of the module.

Assessment

Requirements for a pass

Students need to achieve an overall module mark of 40% to pass this module.

Summative assessment

Penalties for late submission of summative assessment

The Support Centres will apply the following penalties for work submitted late:

Assessments with numerical marks

• 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 three working days;
• the mark awarded due to the imposition of the penalty shall not fall below the threshold pass mark, namely 40% in the case of modules at Levels 4-6 (i.e. undergraduate modules for Parts 1-3) and 50% in the case of Level 7 modules offered as part of an Integrated Masters or taught postgraduate degree programme;
• where the piece of work is awarded a mark below the threshold pass mark prior to any penalty being imposed, and is submitted up to three working days after the original deadline (or any formally agreed extension to the deadline), no penalty shall be imposed;
• where the piece of work is submitted more than three working days after the original deadline (or any formally agreed extension to the deadline): a mark of zero will be recorded.

Assessments marked Pass/Fail

• where the piece of work is submitted within three working days of the deadline (or any formally agreed extension of the deadline): no penalty will be applied;
• where the piece of work is submitted more than three working days after the original deadline (or any formally agreed extension of the deadline): a grade of Fail will be awarded.

The University policy statement on penalties for late submission can be found at: https://www.reading.ac.uk/cqsd/-/media/project/functions/cqsd/documents/qap/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.

Formative assessment

Formative assessment is any task or activity which creates feedback (or feedforward) for you about your learning, but which does not contribute towards your overall module mark.

Work-based discussions with the mentor, plus tutorials and placement experience all contribute to formative assessment.

Reassessment

Additional costs