B-EDS 111 - Theories of Child Development Study Notes

Bachelor of Education in Foundation Phase Teaching and Bachelor of Education in Intermediate Phase Teaching: Education Studies 1: Theories of Child Development

Module Overview

  • Module Name: Education Studies 1: Theories of Child Development (B-EDS 111)

  • Level: 5

  • Credits: 10

  • Institution: SANTS Private Higher Education Institution

  • Authors:

    • Associate Professor Joanne Hardman (University of Cape Town)

    • Dr. Ronel Blom (Consider That Research Consulting)

  • Coordinators:

    • Programme Coordinator: Prof. Ina Joubert

    • Discipline Coordinator: Professor Wayne Hugo

Purpose of the Program

  • Develop teachers with focused knowledge, skills, and principles applicable to Foundation and Intermediate Phase teaching.

  • The curriculum aligns with the Revised Policy on the Minimum Requirements for Teacher Education Qualifications, ensuring specialized knowledge and practical skills.

Outcomes of the Programmes

BEd (Foundation Phase Teaching) Competencies:

  • Competence in speaking, reading, and writing language of instruction to facilitate academic learning.

  • Use of numerical and elementary statistical knowledge in managing education.

  • Application of Computer Information and Communication Technology (ICT) in teaching.

  • Engagement with critical literacies in educational contexts.

  • Knowledge of theoretical and pedagogical study areas affecting education decisions.

  • Responsible functioning within educational systems and community contexts.

  • Commitment to the teaching profession through understanding of subject knowledge and pedagogical content.

  • Competence in selecting, using, and modifying teaching strategies to meet learner needs.

  • Capable management of learning environments promoting social justice.

  • Monitoring and assessing learner progress and achievement.

BEd (Intermediate Phase Teaching) Competencies:

  • Competence similar to Foundation Phase with additional emphasis on curriculum content variation.

Programme Structure

  • Total Credits Required for Degree: 498-529

Module Breakdown:

  • Yearly Distribution of Credits:

    • Year 1: 120 - 130

    • Year 2: 128 - 146

    • Year 3: 122 - 125

    • Year 4: 128 - 128

Module Overview Table for BEd (Foundation Phase Teaching)

Module Name

Code

NQF L

Credits

Academic Literacy

B-ALI 110

5

10

Critical Literacies for Teachers

B-CLT 120

5

10

Fundamental Mathematics

B-FMA 110

5

10

Introduction to Mathematics Teaching in the FP

F-MAT 120

5

10

Computer Literacy

B-CLI 110

5

10

Professional Studies in the Foundation Phase 1

F-PFS 121

5

10

Education Studies 1: Theories of Child Development

B-EDS 111

5

10

Workplace Integrated Learning Year 1

F-WIL 101

5

18

…

Learning Approach

  • Types of Learning: Fundamental Learning, Disciplinary Learning, Situational Learning, Pedagogical Learning, Practical Learning.

  • A combination of these learning types is essential for achieving the overall outcomes of the program.

Purpose of the Module - Education Studies 1

  • To develop knowledge and understanding of theoretical perspectives in child development.

  • The module covers biological, cognitive, emotional, psychosocial, and psychological growth from conception to adolescence.

Learning Outcomes

At the end of the module, students should be able to:

  • Understand and interpret child development in context.

  • Link theories of child development to learning materials in the classroom.

  • Assess children's development using established milestones.

  • Utilize developmental theories to support children's learning processes.

Content Overview

  • Theoretical Perspectives:

    • Bio-ecological systems theory.

    • Cognitive constructivism.

    • Psychodynamic theory.

    • Cultural historical theory.

Major Theories Discussed

  1. Bio-ecological Systems Theory (Bronfenbrenner):

    • Discusses environmental influences on child development through multiple systems: micro, meso, exo, macro, and chrono.

  2. Cognitive Constructivism (Piaget):

    • Focuses on how children actively construct knowledge through interaction with their environment.

    • Describes stages of cognitive development appropriate for guiding educational practices.

  3. Psychodynamic Theory (Freud and Erikson):

    • Freud’s psychosexual stages and Erikson’s psychosocial stages demonstrate inner conflicts shaping identity and moral reasoning.

  4. Cultural Historical Theory (Vygotsky):

    • Emphasizes social interactions in learning, with mediation and the Zone of Proximal Development (ZPD) as key concepts.

Assessment Overview

  • Formative Assessment:

    • Two assignments (100 marks each, contributing 60% to final grade).

  • Summative Assessment:

    • Formal semester examination (100 marks, contributing 40% to final grade).

Plagiarism Policy

  • All student submissions must be original work. Proper referencing is required for external information. Plagiarism results in academic penalties.

Glossary of Key Terms

  • Accommodation: Adjusting one’s existing cognitive structures to incorporate new experiences.

  • Assimilation: Integrating new knowledge into existing cognitive frameworks.

  • Egocentrism: The inability to recognize viewpoints outside one’s own perspective.

  • Cognitive Development: The emergence of thought processes, including remembering, problem-solving, and decision-making.

  • Mediation: The supportive interaction between a learner and someone more knowledgeable, promoting learning through guided assistance.

  • Zone of Proximal Development (ZPD): The difference between what a learner can do independently and what they can achieve with guidance.

Unit Summaries

Unit 1: The Study of Child Development in Context

  • Definition and utility of development theory. Relevance of Bronfenbrenner's theories in contemporary educational settings.

Unit 2: Child Development Theories

  • An exploration of various child development theories to understand cognitive and psychosocial development.

Unit 3: Stages of Child Development

  • Breakdown of physical, cognitive, and psychosocial development phases from conception through adolescence.

Unit 4: Child Development and the Learner in the Classroom

  • Application of developmental theories to understand learners' unique contexts and how to foster their self-concept and esteem.

Conclusion

This module provides foundational knowledge of child development theories, which will greatly inform teaching strategies and learner engagement in the educational environment. Understanding these theories is crucial for effective pedagogy and fostering positive learning outcomes.