EDUC5503 Social Interaction and the Developing Child
- 6 points
Availability Location Mode Non-standard teaching period UWA (Perth) Multi-mode
- 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.
- 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.
- Indicative assessments in this unit are as follows: (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 requirements(s) or a mark of 50 per cent or greater, whichever is higher and specified in the unit outline, for the case study and planning assignment components.
Supplementary assessment is not available in this unit.
- Unit Coordinator(s)
- Jane Loxton
- Unit rules
- enrolment in the Master of Teaching (Early Childhood)
Master of Teaching (Primary)
- Contact hours
- 30 hours
- Unit Outline
- Non-standard teaching period [TS-A-3D_2019]
- The availability of units in Semester 1, 2, etc. was correct at the time of publication but may be subject to change.
- All students are responsible for identifying when they need assistance to improve their academic learning, research, English language and numeracy skills; seeking out the services and resources available to help them; and applying what they learn. Students are encouraged to register for free online support through GETSmart; to help themselves to the extensive range of resources on UWA's STUDYSmarter website; and to participate in WRITESmart and (ma+hs)Smart drop-ins and workshops.
- 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.