UWA Handbook 2017

Unit details

EDUC5503 Social Interaction and the Developing Child

Credit 6 points
  Offering
(see Timetable)
AvailabilityLocationMode
Semester 2UWA (Perth)Face to face
Content Students examine theories and key aspects of language and social and emotional development in infancy and early childhood to understand the interdependence of developmental domains and how they influence learning. Students learn how to apply theories to support meaningful, communicative and educative interaction in a range of early childhood settings. These include individual and collaborative play; peer teaching and learning; teacher–learner interaction; intentional teaching, sustained shared conversations and questioning strategies; self-regulation, behaviour management and the building of positive self-esteem. Students explore various early childhood pedagogies such as social, relational and play-based pedagogies. The unit has a strong emphasis on developing students' skills and strategies for supporting children's oral language development along with other communicative and social competencies. Students engage with the Early Years Learning Framework (EYLF) to guide practice and support planning and implementation of quality teaching and learning which recognises the role of partnerships with parents and caregivers.
Outcomes Students are able to (1) demonstrate knowledge of how social and emotional development and the role of language in infancy and early childhood influence early literacy and numeracy learning; (2) recognise the importance of child-child and adult-child interaction in the construction and negotiation of infants' and young children's knowledge and understanding; (3) develop a rationale for teaching and learning language to support early literacy and numeracy skills which contextualises and synthesises early childhood learning theories, principles and practices and recognises the role of partnerships with parents and caregivers; (4) plan integrated teaching and learning programs with a special emphasis on language for literacy and numeracy learning, and use of language for social interaction; (5) collect, analyse and interpret data about children's use of language for social interaction and literacy and numeracy learning; and (6) develop a range of appropriate assessments for integrated literacy programs for early childhood learners.
Assessment Typically this unit is assessed in the following ways: (1) case study and (2) planning assignment. Further information is available in the unit outline.

To pass this unit, a student must: (a) achieve an overall mark of 50 per cent or higher for the unit; and (b) achieve the requisite standard(s) for the case study and planning assignment components of the unit, as specified in the unit outline.

Supplementary assessment is not available in this unit.
Unit Coordinator(s) Jane Loxton
Unit rules
Prerequisites: enrolment in the Master of Teaching (Early Childhood) or Master of Teaching (Primary)
Contact hours 30 hours
Unit Outlinehttp://www.unitoutlines.education.uwa.edu.au/Units/EDUC5503/SEM-2/2017

  • The availability of units in Semester 1, 2, etc. was correct at the time of publication but may be subject to change.
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  • Books and other material wherever listed may be subject to change. Book lists relating to 'Preliminary reading', 'Recommended reading' and 'Textbooks' are, in most cases, available at the University Co-operative Bookshop (from early January) and appropriate administrative offices for students to consult. Where texts are listed in the unit description above, an asterisk (*) indicates that the book is available in paperback.