Lecture notes Week 1 What is child developmentMcDevitt et a.docx

Lecture notes
Week 1
What is child development?
McDevitt et al. (2013, p. 4) claim that the 'field of child
development seeks to identify and explain persistent,
cumulative and progressive changes in the development of
children and adolescents'. They write that a child’s development
is 'guided by three factors: Nature or Heredity – the genetic
inheritance with which the child is born; Nurture or
Environment – the influence of the setting in which the child
lives; and Agency – the child’s choices, mental processes,
emotional responses and behaviors'.
Week 2
Cognitive development
Cognitive development looks specifically at the brain
development of children from birth, examining how they think
and understand at various stages of their lives. You may have
already heard a little about the two major cognitive
development theorists: Jean Piaget and Lev Vygotsky, who each
have strong views about influencing factors on cognitive
development. As you are working through the readings and
videos below, consider the similarities and differences between
each theorist and how this applies to education.
Online resources
Websites
Theories of cognitive development: Jean Piaget (Eddy, 2010a)
provides an overview of the key concepts and stages of
development that are core to Piaget's theory of cognitive
development.
Piaget: Implications for teaching (Webb, 1980) discusses how
Piaget's views are best incorporated into the classroom
environment.
Videos
Piaget’s stages of development (Misssmith891, 2011) gives

practical demonstrations of children at different stages of
development.
Online resources
Websites
Theories of cognitive development: Lev Vygotsky (Eddy,
2010b).
Bridging developmental theory and educational practice in
Barbarin et al. (2009) discusses how the Vygotskian approach
might affect your teaching practice.
Videos
An introduction to Vygotsky's theory of cognitive development
(Johnson, 2010).
Summary of cognitive development: 6-12 years of age
· From Child development: A practitioner's guide (Davies,
2010, p. 382)
· Increasingly accurate perception of reality (reality testing) (6+
years).
· Reversibility: systematic ability to analyse perceptions by
thinking back over them (6-7 years).
· Improving understanding of cause and effect; decline in
magical thinking (6-7 years).
· Decentration: decline in egocentrism and increase in decentred
thought allow child to distinguish between subjective and
objective reality (6-7 years+).
· Concrete operations: processes of logic and reasoning can be
applied to understand immediate reality (6-7 years+).
· Developmental spurt in cognitive functions at about age 7:
spatial organisation, visual organisational ability, time
orientation, distinctions between parts and wholes, serration,
auditory processing (6-8 years).
· Memory: improved registration and categorisation of memory
contributes to mastery of academic tasks (6 years+).
· Executive processes: new skills in thinking about problem
solving, sustaining attention to intellectual tasks (7-8 years+).
Week 3
Moral development

You may find that moral development is an area of development
that is charged with strong personal views and ideas, as it
revolves around the idea of morality itself… or does it?
Read this Definition of morality (Gert, 2011). Notice that the
definition provided is one devoid of an absolute truth. That is,
what society deems morally appropriate is the standard.
How does this definition of morality affect how we view moral
development? If there is no absolute or universal truth by which
we can measure moral development, perhaps development has
more to do with our cognitive ability to distinguish between and
conform to socially accepted standards of morality. What do
you think?
Once you have read the definition of morality, watch the
documentary Moral development in children: Theories, stages,
impact (Marcom Projects, 2010). You will need to log in to the
Swinburne library in order to access the video. It is 33 minutes
in length, but well worth the time as it will further add to your
understanding of moral development.
Summary of moral development, 6-12 years of age (from Child
development: A practitioner’s guide, p. 383):
· Decentred thinking and perspective-taking enable a child to
better understand and empathise with the needs of others (6
years+).
· Development of conscience (superego) as an internal force
controlling behaviour (5-7 years).
· Cognitive understanding of rationales, rules, and norms of
correct behaviour (6-7 years+).
· Social conformity and acceptance of authority supports
adherence to rules and expectations (6 years+).
· Moral perspectives evolve from emphasising equal treatment
for all (6-7 years), to emphasising merit as basis for reward (8-9
years), to recognition of need to balance recognition of merit
with benevolence (10-12 years+).
Week 4
Social development and Social neuroscience
Neuroscience is now explaining our natural inclination and need

to care for others and build loving, collaborative relationships.
If we have a natural, biological need to care for and work with
others, how might this affect our teaching practices?
Watch the movie An introduction to social and emotional
learning (Edutopia, 2010) which explores developing students'
emotional intelligence.
Summary of social development (6-12 years of age):
· Increasing orientation towards peers, development of
friendships (6+ years).
· Social skills (sharing, negotiation, etc.) develop through peer
interaction (6+ years).
· Development of peer group norms and status hierarchies (6+
years).
· Pro-social behaviour, based on internalisation of values and
improved perspective taking (6+ years).
· Social perspective taking – increasingly clear understanding of
others’ viewpoints, social expectations, and social cues (6+
years).
· Awareness of the psychological intent of others (8-10 years).
· Ability to hold two opposing viewpoints in mind at the same
time (10-12 years).
· Clearer understanding of emotions and emotional nuances in
self and others (10-12 years).
· Davies, D (2010). Child Development: A Practitioner’s Guide.
3rd Edition. New York: Guildford Press. p. 381.
Week 5
Emotional development is very much intertwined with social
and moral development, but is there a place for emotional
development in your classroom? You may be shocked to hear
neuroscientists claim that emotional development is a core
element of the very purpose of education.
Current trends show that many educators are now embracing the
idea of educating children in a more holistic way; the sole focus
is no longer on filling children's minds with factual knowledge,
but also treating children as social and emotional beings who
are developing these skills as they grow and develop. Do

teachers need to find ways to help children develop the skills
they need to cope with the expectations of living in the 21st
century?
Neuroscience and the classroom is a comprehensive site on
neuroscience and its implications for classroom practice. In
particular, look at the unit on Unity of emotion, thinking and
learning (The Annenberg Foundation, 2012).
Strategies to increase children’s emotional resilience:
Teachers should never underestimate their power to build
children’s resilience by establishing a nurturing and safe
classroom climate and, above all, a strong relationship with
children (Brooks & Goldstien, 2008). A warm relationship of
trust with teachers is seen by many experts as the strongest
protective factor operating in schools (Nickolite & Doll, 2008).
A feeling of belonging and being valued enhances children’s
sense of self-worth and their ability to face obstacles and take
risks in learning.
Model a positive attitude to failure/setbacks. This is particularly
important if children do not have the ‘glass-half-full’ outlook
modelled at home. Share personal stories or read picturebooks
featuring characters who have overcome setbacks.
Make children aware that they will not be judged as inferior or
less lovable if they fail, otherwise they will fear trying because
of the possibility of not meeting expectations. Display
inspirational quotes or posters around the classroom, for
example:
Fall seven times, get up eight. (Japanese proverb)
The first pancake is always a failure (Russian proverb)
Your failures could be stepping stones to success (American
proverb).
Explain that Thomas Edison invented the electric light bulb
after more than 2000 experiments. When asked by a young
reporter how it felt to fail so many times, he replied: ‘I never
failed once. I invented the light-bulb. It just happened to be a
2000-step process’ (Siccone & Canfield, 1993, p. 137)
Through school newsletters, outline safe and age-appropriate

challenges parents could provide to help children step outside
their comfort zone and learn to adapt to new and challenging
situations. Bolster the confidence and self-esteem of children
whose parents harbour unrealistically high expectations of them
or are constantly critical of results and behaviour.
Well-tried and popular resources, such as Bounceback (McGrath
& Noble, 2003), provide a sequential approach for teaching
resilience. See also Leyden, R & Shale, E. (2012). What
teachers need to know about: Social and Emotional
Development. Melbourne: ACER Press. pp. 53-54.
Week 6
This week you will look at two concepts that work as a
foundation to social and emotional development: self-concept
and self-worth. You will have already read a little about these
important developmental elements throughout the previous
weeks, but this week will take a look at them in more detail. We
will begin by looking at how we perceive ourselves.
From early childhood onwards, we begin to associate particular
characteristics with ourselves and others. The idea of self-
concept is one that evolves into adulthood but this week we
focus on young children and young adolescent.
The benefits of a healthy self-esteem
The effects of having low self-esteem and poor self-concept can
lead to behaviour problems in the classroom, a lack of interest
in lessons, and poor social skills. On the other hand, Leyden
and Shale (2012, p. 42) state that children with high self-esteem
are more:
· popular, cooperative, independent and responsible
· resilient
· capable of handling emotions and developing good
relationships
· positive about school
· protected from bullying
· able to reach their potential academically.
In relation to your study, do you have high or low self-
esteem/self-concept? How does this affect your studies?

It is therefore worthwhile to actively promote the development
of a healthy self-concept and self-esteem as a part of your
teaching practice.
Strategies to help children develop a healthy self-concept:
Children who feel different can develop negative self-concepts.
Encouraging an acceptance of difference – be it cultural,
physical or family differences – helps children begin to see
difference as special rather than something to be ashamed of.
Producing a family tree or investigating the life of one special
family member helps children establish a deeper sense of
belonging, which aides self-concept and identity development.
Allowing children to choose how they present their family
protects those who may not want to fully reveal their situation.
Encourage a cooperative classroom by assigning roles (e.g.
scribe, organiser, or presenter) where children will shine and
can use their strengths: ‘Tom, I want you to be a group leader
because you’re a born organiser’. Avoid placing children in
positions where they might 'fail' such as asking poor readers to
read aloud. Subtly choose less difficult subjects or passages and
have children rehearse these before class or public
presentations.
Help students accept their limitations while identifying and
developing their strengths. Some children don’t recognise their
own strengths and capabilities.
Sourced from: Leyden, R & Shale, E (2012) What teachers need
to know about: Social and emotional development. Melbourne:
ACER Press.
Strategies to increase a child’s self-esteem:
Identify and praise talents – personal, social, emotional and
academic.
Introduce the concept of multiple intelligences to children
(Gardner, 1993). Every child is strong in one of the
intelligences: linguistic, logical-mathematical, musical, bodily-
kinaesthetic, special or visual, interpersonal, intrapersonal,
naturalistic or existential. Gifts may be well hidden, but

teachers are generally great archaeologists when faced with
unearthing children’s special skills and attributes. Teachers will
vividly remember children with high levels of interpersonal
intelligence who could conduct visitors around the school with
great self-assurance or the child who was a great sports person,
yet these children struggled academically. Allowing children
the opportunity to shine where their talents lie builds self-
esteem.
Children need to know that teachers believe in them and have
high expectations of them. Negative messages can result in a
self-fulfilling prophecy. In a landmark study, children who
knew their teachers had low expectations of them consequently
developed low levels of self-perceived academic ability and low
self-esteem (Phillips, 1984).
Extra-curricular activities have been linked to better school
results, which boosts self-esteem (Guest & Schneider, 2003).
Help children step outside their comfort zone and face new
challenges, again emphasising that effort is as highly valued as
results. Carefully chosen challenges with a high chance of
success help children get scores on the board.
It is never too early to give children careers education
(Magnuson & Starr, 2000; Proctor, 2005). This increases self-
esteem and self-reflection while empowering children,
facilitating identity formation and providing many other
tangible benefits socially, emotionally and academically.
Students with particularly low self-esteem may require a
referral to a counsellor within or outside the school.
Sourced from: Leyden, R. & Shale, E. (2012). What teachers
need to know about: Social and emotional development.
Melbourne: ACER Press.
Week 7
You are probably starting to discover that there is great overlap
between the developmental areas; that they all relate to each
other quite closely. This makes sense when we consider the
complexity of a human being. You might like to imagine a
human like a large factory comprised of many rooms, all

working on the same project.
This week we will enter the room titled 'attachment'. It has
corridors that run directly through to the social and emotional
rooms of this 'human factory'. It is in this room that strong
emotional ties to a specific person help a child to develop a
sense of security.
This development of security is a fundamental human need and
therefore a crucial area of development. The idea of attachment
is one that is commonly associated with mothers and infants,
however it applies to caregivers who spend a substantial amount
of time with the child. John Bowlby is largely considered the
father of attachment theory, and he used biology as the basis of
his theory. Many experiments and observations have been
conducted about the effect of attachment, or a lack of, can have
on children from birth into adulthood.
Although healthy attachment is developed primarily at home
with significant caregivers during infancy, it is important for
teachers to have an understanding of attachment theory and how
to address social problems that might result from a child who
hasn’t experienced a healthy attachment with their primary
caregiver.
Summary of attachment in middle childhood
· Child uses autonomous coping rather than attachment seeking
in situations of mild stress (6+ years).
· Rituals symbolising attachment persist – bedtime routines,
gestures and affection (6+ years).
· Proximity seeking may be activated in situations of severe
stress or during transitions, such as entry into school (6+ years).
· Attachment needs are increasingly expressed in friendships
with peers (6+ years).
· Attachment remains salient as child moves through
preadolescence – parental support and monitoring facilitate to
adolescence (11-13+ years).
Week 8
We have looked at cognitive, moral, social and emotional
development as well as the development of self-concept and

attachment.
This week we will look at the brain. That is, quite specifically,
development that occurs in relation to the physical functions
and capacities of the brain itself.
So how will this week differ from what you have already
covered in weeks that focused on cognitive development?
Unlike cognitive development theories that look specifically at
explaining the construction of thought processes, this week you
will be examining the science behind the brain and how this
might affect the construction of thought processes.
As we delve into the depths of neuroscience, you may find some
of the reading a bit heavy and technical. This is okay. Just push
on through and aim to understand the broad ideas of what you
are reading, how it might relate to your understanding of
development, and how it will affect classroom practice.
Week 9 Physical delay
Last week we examined the development of the brain and the
neuroscience related to it. This week we are still looking at
physical development, but that of the rest of the body.
Over the course of this week, we will explore those things that
impact on physical development, such as stress, nutrition, and
sleep but we will also look at how you can further enhance
physical development in school.
Two important forms of physical development that will be
discussed this week are:
· gross motor development
· Fine motor development.
If you are unfamiliar with these kinds of muscular development,
read Physical development: Motor development (Seven Counties
Services, 2012) for some definitions.
Reading
Read pp. 51-67 from Bergin and Bergin (2012) Growth and
motor development for an excellent overview of physical
development in children.

Physical development can have a positive impact on many forms
of development. The following readings emphasise the
importance of physical education in schools, not only for
increased and more refined physical development, but also for
cognitive development and the cultivation of a healthy self-
concept.
Additional reading
Physical education is critical to a complete education provides
more information on the important role of physical education as
part of an education program (National Association for Sport
and Physical Education, 2007).
Physical growth in middle childhood provides a very concise
overview of physical growth in middle childhood. You may like
to print this page for future reference in the field (University of
Kansas, n.d.)
If you don’t have a specialist PE teacher in your school, you
will be required to implement games and gross motor skills
development activities into your classroom schedule yourself.
In EDU80001: Humanities, Health and Physical Education in
the Primary Classroom, you will discuss this in more detail.
With regard to fine motor skills development, the following
Prac App will help to stimulate ideas for fine motor skills
development in your classroom.
100 Ideas for teaching physical development (Brownhill, 2009)
is a book that makes an excellent resource for classroom
practice. It succinctly covers reasons why physical education is
important in boosting various kinds of development and will
give you plenty of ideas for lessons that will stimulate physical
development in children.
Week 10
Over the past nine weeks, we have looked at various types of
development. This week you will look at one element that may
aid almost all of these kinds of development: play.
Formerly considered just a frivolous way to spend time, play is
now considered crucial in the process of healthy development.
The Early Years Learning Framework in Australia is built

around the idea of play and places a heavy emphasis on the
benefits of play in educational settings.
Think about some of the following statements that Stuart Brown
made in the TED talk above:
· Life without play is depression.
· We’re all designed to play throughout our lifetime.
· Play is related to the development of trust between
individuals.
· 'Neoteny' gives us an advantage with adaptability.
· Do you feel that play is only important for children? Could
classroom practice be enhanced by including the teacher in the
play activities?
Reading
Play science: The patterns of play from the National Institute
for Play (USA, founded by Stuart Brown) will take you through
seven types of play with explanations and references to further
information about each type of play (The National Institute for
Play, 2009).
Read about play and the power it has to boost a child's
development from birth to the end of middle childhood: The
power of play to boost children's development (Coulson, 2011).
Summary of development of play and fantasy
· Play is increasingly sublimated into a work orientation,
emphasising physical skills and intellectual competence (6-7+
years).
· Play continues to be a source of pleasure and discharge, but
now is increasingly ritualised into games (6+ years).
· Fantasy play is increasingly ritualised and rule governed (6+
years).
· Uses of fantasy include displacement of feelings and wishes
into imaginary scenarios and imagining the self in more
competent or grown up roles (6+ years).
· Interest in collections and hobbies (7-8+ years).
· Interest and growing ability in games involving planning and
strategy (10-12 years).

Want to know more?
Read the following article The impact of pretend play on
children’s development: A review of the evidence (Lillard,
Lerner, Hopkins, Dore, Smith & Palmquist, 2013) for research
evidence that points to the benefits of pretend play in child
development.
Hughes (2010), Chapter 8 Play and intellectual development
considers the impact play has on intellectual development, and
more specifically, language development.
Week 11 Language and literacy development
Although you will complete (or have already completed) a
practicum unit that focuses specifically on the teaching of
literacy, this week will give you an understanding of the theory
behind language and literacy development as it relates to some
of the concepts of development we have examined in previous
weeks.
The first activity this week is to watch Middle childhood:
Cognitive & language development (2012). You will need to log
in to view this video.
You might like to think about the idea of bilingual instruction.
Do you think this is a more effective method of education for
students who are learning English as their second language?
When teaching Indigenous children, for example, English is
quite often their third or fourth language. Do you think that
bilingual instruction would be an effective method of improving
both language development and content comprehension?
Readings
Read the information on the following web page Language
development for an introduction into language development for
babies up to school-aged children (Encyclopedia of Children's
Health, n.d.).
Read Riley (2006), Chapter 4 The emergent phase of literacy. It
will guide you through the emergent phases of literacy. The
subject focus of 'Chapter 12: Children who find learning to read
and write difficult' may also be especially helpful when

completing your final assessment.
Chapter 14 Teaching and learning to read (Wasik & Newman,
2009, pp. 303-322), suggests that literacy development works
on a continuum, and that for children to develop reading skills
they need to progress chronologically through a particular order
of these skills. This has implications for teachers in that all of
their students will have had diverse experiences relating to
literacy and reading development, and will therefore require
individualised programs that ensure all skills that might have
been missed during infancy have been covered in order for them
to progress throughout their future primary school years.
Additional Reading
Read Wells, Chapter 13 The social context of language and
literacy development in Barbarin et al. (2009). Towards the end
of this chapter (you may like to just skip ahead to pp. 293-300),
the importance of creating a positive environment that values
reading, writing and talking is discussed. These pages may be
useful for developing ideas for engaging lessons and literacy-
friendly environments
Summary of language and communication development
Basic facility in syntax and grammar established (6-7 years).
Gradually increasing understanding of nuances in meaning and
more difficult grammatical features such as passive voice (6-7
years).
Gradually increasing ability to put thoughts and feelings into
words (6+ years).
Narrative ability – child can tell an organised story (7+ years).
Understanding of wordplay, jokes, figures of speech, metaphor
(8-10 years).
Growing ability, especially for girls, to articulate and share
complex emotional concerns (10-12+ years).
References for the all the weeks
References we have used throughout the whole unit are listed
immediately below.
Davies, D. (2010). Child development: A practitioner’s guide

(3rd ed.). New York: Guildford Press.
Icons
· Nguyen, A. M. (from The noun project). (2012). Thinking
[icon]. Retrieved from
http://thenounproject.com/noun/thinking/#icon-No6771 (CC-
BY-3.0)
· Prado, L. (from The noun project). (2012). Notebook [icon].
Retrieved from http://thenounproject.com/noun/notebook/#icon-
No6085 (CC BY 3.0)
· Vogel, J. (from The noun project). (2012). Hand [icon].
Retrieved from http://thenounproject.com/noun/hand/#icon-
No2372 (CC BY 3.0)
Week 1
Daniels, D. & Shumow, L., (2003). Child development and
classroom teaching: A review of the literature and implications
for educating teachers. Journal of Applied Developmental
Psychology, 23(5), 495-526.
Learning Zone Express. (2012). Child development theorists:
Freud to Erikson to Spock and beyond [video file]. Retrieved
from
http://swinburne.kanopystreaming.com.ezproxy.lib.swin.edu.au/
video/child-development-theorists-freud-erikson-
spock%E2%80%A6and-beyond
Vercillo, K. (2012). Why it is important for teachers to
understand child development stages. Retrieved from
http://kathrynvercillo.hubpages.com/hub/WhyTeachersMustUnd
erstandChildDevelopment
Week 2
Eddy, S. (2010a). Theories of cognitive development: Jean
Piaget. Retrieved from
http://psychohawks.wordpress.com/2010/09/05/theories-of-
cognitive-development-jean-piaget/
Eddy, S. (2010b). Theories of cognitive development: Lev
Vygotsky. Retreived from
http://psychohawks.wordpress.com/2010/11/03/theories-of-

cognitive-development-lev-vygotsky/
Johnson, A. (2010, September 17). Vygotsky 1 [video file].
Retrieved from
http://www.youtube.com/watch?v=zvX90sWmV_g&feature=pla
yer_embedded
Misssmith891. (2011, April 26). Piaget's stages of development
[video file]. Retrieved from
http://www.youtube.com/watch?v=TRF27F2bn-
A&feature=player_embedded
Stetsenko, A., & Vianna, E. (2009). Bridging developmental
theory and educational practice. In O. A. Barbarin & B. H.
Wasik (Eds.), Handbook of child development and early
education: Research to practice (pp. 38-56). New York:
Guilford Publications.
Webb, P. (1980). Piaget: Implications for teaching. Theory into
Practice, 19(2), 93-97.
Week 3
Gert, B. (2011). The definition of morality. Retrieved from
http://plato.stanford.edu/entries/morality-definition/
Marcom Projects. (2010). Moral development in children:
Theories, stages, impact [video file]. Retrieved from
Shumaker, D.M. & Heckel, R.V. (2007). Kids of character: A
moral guide to promoting moral development. Westport,
Connecticut: Praeger Publishers.
Studies in social and moral development and education. (2010).
Retrieved from
http://tigger.uic.edu/~lnucci/MoralEd/overviewtext.html
Troop443. (2014, January 17). Rafe Esquith: The six levels of
moral development [video file]. Retrieved from
https://www.youtube.com/watch?v=j81-44ADf74
Week 4
Berns, R. M. (2012). Child, family, school, community -
socialisation and support. Wadsworth, Belmont: Cengage
Learning.
Davies, D. (2010). Child development : A practitioner's guide (3
ed., pp. 336-343): Guilford Press.

Edutopia. (2010, January 25). Selling social and emotional
learning: An interview with Daniel Goleman [video file]
Retrieved from
http://www.youtube.com/watch?feature=player_embedded&v=j3
0KPuYiKII
Edutopia. (2010, January 29). An introduction to social and
emotional learning [video file]. Retrieved from
http://www.youtube.com/watch?v=XfyC0o88zfM&feature=playe
r_embedded
Sincero, S. M. (2011). Social learning theory. Retrieved from
http://explorable.com/social-learning-theory.html
Week 5
Blake, S., Bird, J., & Gerlach, L. (2007). Promoting emotional
and social development in schools. London: SAGE Publishing.
Neuroscience & the Classroom. (2012). Unit 2: The unity of
emotion, thinking, and learning. Retrieved from
http://www.learner.org/courses/neuroscience/text/text.html?dis=
U&num=02
Week 6
Broderick, P.C. & Blewitt, P. (2010). The development of self-
concept. Retrieved from
http://www.education.com/reference/article/development-self-
concept/
HopeForChildren1. (2010, May 6). Building self-esteem in
children [video file]. Retrieved from
http://www.youtube.com/watch?feature=player_embedded&v=ry
1jJVr6eTU
Leyden, R., & Shale, E. (2012). What teachers need to know
about social and emotional development. Camberwell, VIC:
ACER.
NHS Choices. (2011, Feburary 7). Building self-esteem in
children [video file]. Retrieved from
http://www.youtube.com/watch?v=ylNmkuLr6SE&feature=playe
r_embedded
Roble, A. (2010, October 12). Self concept and self-esteem--
arby [video file]. Retrieved from

http://www.youtube.com/watch?v=oNC9cc5ZsyU&feature=play
er_embedded
Week 7
Kennedy, J. & Kennedy, C. (2004). Attachment theory:
Implications for school psychology. Psychology in the Schools.
41(2), 247-259.
Week 8
Fusaro, M., & Nelson, C. A. (2009). Developmental cognitive
neuroscience and education practice. In O. A. Barbarin & B. H.
Wasik (Eds), Handbook of child development and early
education: Research to practice (pp. 57-77). New York:
Guilford Press.
Harvard Education. (2009, October 1). The science of early
childhood development [video file]. Retrieved from
http://www.youtube.com/watch?v=tLiP4b-TPCA
Week 9
Bergin, C. C. & Bergin D. A. (2012). Child and adolescent
development in your classroom. USA: Cengage Learning.
Brownhill, S. (2009). 100 ideas for teaching physical
development. London: Continuum International Publishing
Group.
Drew, S. (2012, May 24). Smart ideas setting up a fine motor
skills box [video file]. Retrieved from
http://www.youtube.com/watch?v=d1Cwad6qIEA&feature=play
er_embeddedNational
Association for Sport and Physical Education. (2012). Physical
education is critical to a complete education. Retrieved from
http://www.education.com/reference/article/Ref_Physical_Educ
ation/
Seven Counties Services. (2012). Physical development: motor
development. Retrievedfrom
http://www.sevencounties.org/poc/view_doc.php?type=doc&id=
37676&cn=1272%20l
University of Kansas. (n.d.). Physical growth in middle
childhood. Retrieved from
http://psych.ku.edu/dennisk/CP333/Physical_Middle_C.pdf

Week 10
Coulson, J. (2011). The power of play to boost children's
development. Retrieved from
http://www.kidspot.com.au/discoverycentre/Joy-of-discovery-
Development-The-power-of-play-to-boost-childrens-
development+5395+553+article.htm
LBHounslow. (2010, July 16). The importance of play [video
file]. Retrieved from
http://www.youtube.com/watch?feature=player_embedded&v=h
_-1O_rBLPU
TEDtalksDirector. (2009, March 12). Stuart Brown: Play is
more than fun [video file]. Retrieved from
http://www.youtube.com/watch?feature=player_embedded&v=H
HwXlcHcTHc
The National Institute for Play. (2009). Play science: The
patterns of play. Retrieved from
http://www.nifplay.org/states_play.html#_1
Week 11
Encyclopedia of Children's Health. (n.d.). Language
development. Retrieved from
http://www.healthofchildren.com/L/Language-
Development.html
Magna Systems. (2012). Middle childhood: Cognitive and
language development [video file]. Retrieved from
http://swinburne.kanopystreaming.com.ezproxy.lib.swin.edu.au/
video/middle-childhood-cognitive-language-development
Riley, J. (2006). Language and literacy 3-7: Creative
approaches to teaching. London: Sage Publications.
Wasik, B. H., & Newman, B. A. (2009). Teaching and learning
to read. In O. A. Barbarin & B. H. Wasik (Eds), Handbook of
child development and early education: Research to practice
(pp. 303-327). New York: Guilford Press.
Wells, G. (2009). The social context of language and literacy
development. In O. A. Barbarin & B. H. Wasik (Eds), Handbook
of child development and early education: Research to practice

(pp. 271-302). New York: Guilford Press.
Case study one (A Grade 4 student with a physical development
delay)
250 words
Case study two (A Grade 4 student with a cognitive
development delay)
250 words
Case study tree (A Grade 4 student with a language
development delay)
250 words
Lesson Plan (Primary)( lesson plan one for the mainstream 26
kids its about literacy )
Lesson title:
Date:
Year level:
Topic:
Duration of lesson:
Links to the Australian Curriculum:
Learning areas
Strands & sub-strands
Content descriptors

Lesson rationale: What influenced your lesson choice? e.g.
student interest, global/local event.
Students background knowledge:What is your starting point –
what do the students already know, what have they done before,
how does this lesson connect to or build on their existing
knowledge?
Teacher focus: What areas will you concentrate on yourself?
e.g. classroom management, voice, body language, student
motivation.
Learning objectives: What will the students learn?
Learning environment and resources: Wherewill this lesson take
place? e.g. indoors or outdoors.What resources will you need to
have prepared?
Assessment strategies: How will you identify what the students
have learnt and how will you record this?

Stage of lesson
Approx.
time
Pre-service teacher’s actions
What will you do during this time?
What prompting questions might you need to prepare?
How might you assess and record student learning?
How will you cater for individual differences?
Student actions/tasks
What will the students be doing during this time?
Stage 1 Introduction
How will you gain the students’ attention, engage the interest of
the students and introduce the concept(s)?
Stage 2
Body of lesson
Describe each activity and the order in which it will be
undertaken.

Stage 3: Conclusion
How will you draw the lesson ideas together so that the students
can evaluate what they have learnt? How will you prepare the
students for the next task?
Evaluation and self reflection of the lesson: How well did your
lesson plan meet your lesson objectives?What aspects of the
lesson worked most effectively? What aspects of the lesson
could be improved and how could they be improved? e.g.
Lesson flow, classroom management, resources, assessment of
student learning.
Follow up:Are there any areas that you feel you need to follow

up with the students?
Mentor teacher comments:
Pre-service teacher comments:
Lesson Plan (Primary)( physical delay adjustment to for the
student )
Lesson title:
Date:
Year level:
Topic:
Duration of lesson:
Learning areas
Content descriptors

knowledge?
motivation.
have prepared?
Stage of lesson
Approx.

time
Stage 2
Body of lesson
undertaken.

Stage 3: Conclusion
student learning.

Lesson Plan (Primary)( cognitive development adjustment for
the student )
Lesson title:
Date:
Year level:
Topic:
Duration of lesson:
Learning areas
Content descriptors

knowledge?
motivation.
have prepared?
Stage of lesson
Approx.
time

Stage 2
Body of lesson
undertaken.

Lesson Plan (Primary)(language development adjustment for the
student )
Lesson title:
Date:
Year level:
Topic:
Duration of lesson:
Learning areas
Content descriptors

knowledge?
motivation.
have prepared?
Stage of lesson
Approx.
time

Stage 2
Body of lesson
undertaken.
Stage 3: Conclusion

student learning.

Assessment overview
· develop three case studies
· using these case studies, develop plans for a variety of literacy
lessons.
· it is essential that you complete all three components of the
task.
Assessment details
· differentiate the curriculum and planning for students with
developmental delays
· apply what you have learned in this unit to classroom practice,
specifically to planning for learning
· base your planning on the case studies you have developed.
Although the information sheet refers to Additional Needs, this
is in reference to children within the nornal trajectory only. Not
Special needs, not medical conditions, not disorders e.g. not
ADHD, Autism, Aspergers, Cerebral Palsy, stuttering etc. The
Learning Materials should guide you in terms of the content to
be covered. You would never be expected to research a whole
new area that has not been covered in the unit. Your research
extends upon and creates depth to your understandings on the
already studied material.
Step 1
Develop a 250-word case study for each of the following:
gnitive development delay.
The case that is constructed should take account of the literature
around physical, cognitive and emotional delay. Based on the
literature about these different types of delay, you should
describe the aspects of behaviour that would be impacted by the
particular type of delay. For example a student with cognitive
delay may likely have a poor working memory and therefore
will have difficulty memorising instructions, performing mental
calculations etc. The 250 word description (case study) contains

information about the behaviour observed (poor short term
memory), the rationale behind the behaviour (e.g. low working
memory) and the reference to the literature (e.g. Smith, 2012).
The 250 words need only refer to the student and their issues
and not such things as family background, culture,
circumstances, low SES etc. The case that is constructed should
take account of the literature around physical, cognitive and
emotional delay. Based on the literature about these different
types of delay, you should describe the aspects of behaviour
that would be impacted by the particular type of delay. For
example a student with cognitive delay may likely have a poor
working memory and therefore will have difficulty memorising
instructions, performing mental calculations etc. The 250 word
description (case study) contains information about the
behaviour observed (poor short term memory), the rationale
behind the behaviour (e.g. low working memory) and the
reference to the literature (e.g. Smith, 2012). The 250 words
need only refer to the student and their issues and not such
things as family background, culture, circumstances, low SES
etc. The case that is constructed should take account of the
literature around physical, cognitive and emotional delay.
Based on the literature about these different types of delay, you
should describe the aspects of behaviour that would be impacted
by the particular type of delay. For example a student with
cognitive delay may likely have a poor working memory and
therefore will have difficulty memorising instructions,
performing mental calculations etc. The 250 word description
(case study) contains information about the behaviour observed
(poor short term memory), the rationale behind the behaviour
(e.g. low working memory) and the reference to the literature
(e.g. Smith, 2012). The 250 words need only refer to the student
and their issues and not such things as family background,
culture, circumstances, low SES etc.
Step 2
Plan ONE literacy lesson for a class of 26 Grade 4 students. The
students that you are planning for attend a public, mainstream

school, situated in a small country town in regional Victoria.
Your must use the lesson plan template provided and include the
following fields:
· Lesson rationale: What influenced your lesson choice? e.g.
· Learning objectives: What will the students learn?
· Learning environment and resources: Where will this lesson
take place? e.g. indoors or outdoors. What resources will you
need to have prepared?
· 3 stages of lessons with timings – intro, body & conclusion
· Teacher’s actions
· Student actions
If you are struggling to create learning objectives, refer to
ACARA to guide you in what standards should be reached at
Grade 4 Year level
Step 3
Use this lesson plan as a starting point for differentiating your
instruction.
Use the information from your case studies to differentiate your
plan to cater for the three students with developmental delays.
Three differentiated plans must be included: one each for the
child with
1. Physical developmental delay;
2. Cognitive delay
3. Language delay.
Differentiating lesson plans
What might you alter or modify for each of the three lessons
· Learning objectives: What will the individual student learn?
· Learning environment and resources: Are any other resources
needed, does the environment need to be modified?
· 3 stages of lessons with timings – intro, body & conclusion
· Teacher’s actions – consider scaffolding, modifying the
activity, simplifying, challenging, seeking peer support,
· Student actions – consider limitations, stage of learning

Your submission must include all of the following:
· Three 250-word case studies
· One literacy lesson plan for a mainstream class of Grade 4
students
· Three differentiated lesson plans (one for each developmental
delay)
Application of knowledge
Capacity to plan for different needs
Format and structure
Academic research
Important in this task (as always)
Show an understanding of your learning in the unit - graded in
all criteria aim to support any assertion or idea by linking it to a
valid academic resource
· A highly sophisticated understanding of physical, cognitive
and language developmental delays.
· Lesson plans that clearly demonstrate depth of knowledge and
high-level capacity to apply that knowledge to the practical
context.
· The use of precise, accurate and engaging language.
· The use of relevant and current literature to support the case
studies. The reference list shows evidence of extensive reading
and includes the prescribed or suggested readings as well as
those found independently. It is accurately put together.
· Proofreading has been thorough and the submission is
professionally presented.
Additional Questions asked and teacher answered them
1) When we talk about language delay, are we meaning a
cognitive issue that effects language rather than an ESL student

for example?
ANSWER: in terms of a delay, we wouldn't include ESL. I think
that's a whole other area best to steer clear of. Keep asking the
question, was it in the Learning Materials - that will give you
your answer.
3) When we are making the three adjusted lesson plans, do we
copy from 1st lesson plan where we don't need to make
adjustments?
ANSWER:yes I think they can copy from the first lesson plan
and make adjustments, makes sense to do this

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