Child Development in Families, Schools and Society

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Child Development in Families, Schools and Society
This Course Guide has been taken from the most recent presentation of the course. It would be useful for reference purposes but please note that there may be updates for the following presentation.

EDU E813
Child Development in Families, Schools and Society



Introduction

EDU E813 Child Development in Families, Schools and Society is a 20-credit, post-graduate level course. The course materials have been adapted from the UK Open University's MA in Education module ED840 of the same name.

Welcome to EDU E813. This course offers the opportunity to make an uptodate study of child development. Child development is a massive and evergrowing field of theory and research; we do not attempt in this course to offer a representative, still less a comprehensive, survey of the subject. For a general overview of child development we would recommend that you consult one of the many introductory textbooks, or one of the relevant courses within the University's undergraduate programme - such as E200C, ES252/ES252C or ED209.

Course aim

The basic aim of EDU E813 is to develop learners' understanding of the significance of social context as a constraining and creative influence in human development.

Course objectives

Upon completion of this course, you should be able to:

  1. Demonstrate an understanding of the significance of the social constructivist perspective on human development.

  2. Evaluate the significance of family relations and pre-school care contexts for early development.

  3. Critically assess the theories and evidence on the ways children learn to think, including the psychological and cultural significance of schooling in this process.

  4. Understand the features of teaching and learning relationships in school, at home and among peers which contribute to effective learning.

  5. Critically appraise developmental accounts of moral understanding, and understand the importance of friendships and peer relations for social development.

  6. Relate the above theories and issues to Hong Kong and Chinese societies generally.

Overview of the course

This course includes three Parts, as follows:

Part 1 Early child development from a socio-cultural perspective

Part 1 begins by elaborating a sociocultural perspective on early childhood, illustrated through research into early infant-caregiver relationships, early communication and speech, the role of attachment and the significance of day care. Throughout Part 1, we emphasize crosscultural variations in early development, as of importance in their own right, but also in order to highlight the distinctive cultural quality of Western children's early childhood that dominates conventional textbook accounts.

Part 2 Cognitive development from a socio-cultural perspective

Part 2 elaborates the sociocultural view on child development introduced in Part 1, with particular emphasis on children's cognitive development during the school years. We explore the theoretical concepts of Vygotsky, applying key ideas to children's experience of learning and teaching in the classroom, the role of classroom discourse and the significance of peer collaboration. Part 2 materials are the major resource for your project work (see below, under `Course assessment').

Part 3 Social development during the school years

Part 3 looks at children's informal social relationships during middle and later childhood. There are readings on children's friendships and peer culture, as well as an extended discussion of the significance of interpersonal conflicts, notably bullying. Other sections of Part 3 review theory and research about young people's growing capacities for making moral judgements and independent decisions, and ask how far views about their competence are shaped by the cultural context.

Course materials

The materials for EDU E813 Child Development in Families, Schools and Society consist of this Course Guide, the Study Guide, three Readers, a set of Offprints, Supplementary Material for Hong Kong Students, two audio CDs and one VCD with notes, a Glossary and an Assignment File - all of which are provided by the OUHK. In addition, there are two set books which you must obtain yourself.

Course Guide

The Course Guide tells you briefly what the course is about, what it contains, and how you can work your way through it. It also gives you information about tutors and face-to-face sessions, and assessment. Remember to refer to this Course Guide throughout the course to help clarify important points about studying EDU E813.

Study Guide

The Introduction to the Study Guide raises some key questions and introduces briefly the theoretical approach to child development adopted in the course. The Study Guide then leads you through the course, indicating when to read each chapter of a Reader or set book, posing questions and activities and offering interpretation and discussion.

Readers and set books

There are three Readers, which are:

Reader 1: WOODHEAD, M., FAULKNER, D. and LITTLETON, K. (eds) (1998) Cultural Worlds of Early Childhood, London, Routledge.

Reader 2: FAULKNER, D., LITTLETON, K. and WOODHEAD, M. (eds) (1998) Learning Relationships in the Classroom, London, Routledge.

Reader 3: WOODHEAD, M., FAULKNER, D. and LITTLETON, K. (eds) (1998) Making Sense of Social Development, London, Routledge.

There are also two set books:

SCHAFFER, H. R. (1996) Social Development, Oxford, Blackwell.

MERCER, N. (1995) The Guided Construction of Knowledge, Clevedon, Multilingual Matters.

The three Readers and two set books are the major resource for your study. There is a lot of material here, and we don't expect you to read everything in equal depth. You will find some readings are more relevant to your choice of assignments than others, and for your project a small set of readings may become especially important. As a general rule, we would encourage you to approach each reading with some questions in mind, perhaps based on the advice in the Study Guide. In many cases, it is a good idea to try to get an overview of the reading before you start studying it in depth. Make notes as you read, perhaps on sheets you can slot into the Study Guide. You will find some readings are more dense than others - more difficult to read. They may benefit from a second - or even a third - reading, as difficult concepts become clearer and the research literature more familiar.

Note that the two set books serve rather different functions in the course. Rudolph Schaffer's Social Development is a comprehensive textbook on the subject. It will be a major resource throughout the course, but especially for Parts 1 and 3. For those of you who have taken child development courses before EDU E813, some of this material will be familiar, and the textbook can help you revise and extend your understanding. For those of you who are new to the subject, we hope that Schaffer's textbook will help provide the groundwork you need to understand fully the issues being discussed. Neil Mercer's book is core reading for Part 2 of the course, and for the project. It introduces one particular perspective on school learning, as well as examples of how to analyse classroom talk.

Further reading

Although we have tried to give you direct access to a broad range of resources relevant to the themes of the course, inevitably the set readings represent only a tiny fraction of the literature on topics covered. Realistically, you are unlikely to be able to follow up many of these. For those of you who are interested to follow up a specific theme, we suggest you start by looking at the source books for readings in each of the Readers, plus the references at the end of this Study Guide.

Offprints

A set of Offprints is supplied - short extracts referred to at various points in the Study Guide.

Supplementary Material for Hong Kong Students

The Supplementary Material for Hong Kong Students (HK Supplement) has been specially written for EDU E813 in an effort to relate some of the themes covered in the Study Guide and Readers to the Chinese context. You should read this material at the points indicated in the Study Guide.

Audio CDs and VCD

Audio CDs

The two audio CDs are divided into four tracks, each of which is contributed by a leading researcher in child development, most of whom are authors of set reading. Audio CD 1 includes interviews with Rudolph Schaffer (set book author), Michael Cole and Elly Singer (chapter authors in Reader 1, Cultural Worlds of Early Childhood). Audio CD 2 includes interviews with Paul Light (chapter author in Reader 2, Learning Relationships in the Classroom), as well as interviews with Peter Blatchford and Helen Cowie (chapter authors in Reader 3, Making Sense of Social Development). Finally, Audio CD 1 includes a talk by Neil Mercer (set book author) about his approach to studying classroom talk; this is closely related to Part 2 of the course. The main aim of these audio programmes is to `bring to life' some of the ideas presented in the course. We hope that by listening to authors talk about their work you will feel more able to engage with the issues and identify further questions you want to explore through your reading. In the Study Guide we advise you to listen to these audio programmes around the time you read the relevant set reading. But there is no rule about this. In our experience, it is often worth listening to them more than once, perhaps initially as you get started on a section and later, when you are trying to consolidate your study of a topic.

Video (VCD)

The aim of the video is rather different. It is divided into six sections, each comprising one or more episodes. Most of the episodes are just a few minutes long. They are designed to give you practical experience of `observing' and analysing social interactions in a wide range of settings: a mother with a young child; two children playing; a teacher with a primary school class; a group of children collaborating on a school project, etc. Gaining experience of observation and analysis is essential preparation for carrying out the project. To guide you in learning these skills, you will be asked to carry out video activities, especially in Part 2 of the course. In many cases these activities give you the chance to apply the ideas in the readings in practice, for example by looking closely at a sequence that illustrates a key concept, or by applying an observation or coding system that is used in research discussed in your reading. To help you find your way around the video, we have timecoded the video in terms of `video pages' which appear at the top of the screen. We strongly recommend that you complete these video activities before you carry out your own project although, as for the audio programmes, we encourage you to plan your use of the resources of the course in ways that best suit your preferred study methods.

While most sections of the video are closely linked to Part 2 and the project, there are a few episodes at the beginning and the end of the video that serve other purposes, notably illustrating a key research issue, or research procedure.

A detailed contents list for the audio CDs and the video is provided as part of the Project Guide and Audiovisual Notes, and there is a separate transcript of the video.

Glossary

Virtually every subject has a large number of technical terms, and developmental psychology is no exception. Very often you will find technical terms are explained in Readings and in the Study Guide. However, for ease of reference, we also provide a Glossary, which will clarify the meanings of all the important terms you are likely to encounter.

Assignment File

The Assignment File provides an overview of the nature and requirements of the course assignments. More detailed guidance on assignment 5 - the project report - is given in the Project Guide and Audiovisual Notes, as well as the Resource Booklet.

Course organizer

Course organizer

The following table provides an overview of the course and suggests the amount of time it may take to complete each section. However, we all have our own pace of learning and approaches to study, so the schedule is only a guide. You can adjust it to fit your personal needs more closely. The important point is to plan your study schedule carefully. The estimated time, on average, that you need to spend on this course is about 15 hours per week. This estimate includes time for reading the Study Guide, Readers, set books, Offprints and Supplementary Material for Hong Kong Students; completing the Activities; listening to the audio programmes and watching the video; writing your assignments; attending tutorials and day schools; and reviewing the study material.

Study weeks

Study Guide

Assessment

Weeks 1-11 Part 1: Early child development from a socio-cultural perspective Assignment 1
Weeks 12-26 Part 2: Cognitive development from a socio-cultural perspective Assignments 2 and 3
Weeks 27-39 Part 3: Social development during the school years Assignments 4 and 5
Weeks 40-41 Revision    
41 weeks     5 assignments
Tutors and support

To supplement your self-study, there are ten two-hour tutorials, three three-hour day schools and two `surgeries' throughout the year. In addition, at the beginning of the semester, there will be a student orientation and a talk on the OUHK Library for new students.

In the tutorials and day schools, your tutor will answer your questions about any problems you might face during self-study and hold other activities, such as small-group discussions, to facilitate your learning. `Surgeries' are sessions in which you can consult a tutor individually. In addition to these face-to-face sessions, you can also have telephone tutorials with your tutor.

As soon as your tutorial group is confirmed, we will give you the name and phone number of your tutor and notify you of the dates, times and location of the face-to-face sessions. To help you to participate actively in these sessions, you are provided with a Tutorial and Day School Manual which:

You are strongly recommended to go through the Tutorial and Day School Manual before each tutorial or day school. All face-to-face sessions are optional, but attendance and active participation in them will enhance your learning.

Besides supporting you through the face-to-face sessions and telephone tutoring, your tutor marks and comments on your assignments, and keeps a close watch on your progress. When your assignments are returned, pay particular attention to the comments your tutor has written on the TMA Form and the assignment.

Online communication

Students enrolled in EDU E813 will be given an opportunity to use the online mode which will provide them with additional means to communicate and discuss - with their peers, tutors and Course Co-ordinator - issues arising from course materials through the OUHK Online Learning Environment.

Strategy for working through the course

The following is a recommended strategy for working through the course.

  1. Organize a study schedule. Refer to the section `Course organizer' in this Course Guide and to the Study Schedule provided by your Course Co-ordinator. Note the time suggested for you to spend on each section and how the assignments relate to the sections. You will receive by mail details of your face-to-face sessions and, later in the year, your examination. Once you have decided on your own study schedule, do everything you can to stick to it. The major reason that students fail is that they fall behind with their course work. If you get into difficulties with your schedule, please let your tutor know before it is too late to help you.

  2. Work on your course by reading through the Study Guide. When you come to an Activity, follow the instructions and read the assigned article(s) and/or answer the questions. Then return to the Study Guide. Towards the end of each Part, you will also be directed to the relevant sections of the Supplementary Material for Hong Kong Students.

  3. In reading materials from the Readers and set books, try to focus on the main points and not get bogged down in the details. Also, read carefully any commentaries in the Study Guide on the articles or chapters to guide or reinforce your learning.

  4. Listen to the audio programmes and watch the VCD when you are directed to do so. If necessary, you may need to listen to parts of them more than once in order to grasp the main points.

  5. Use the Assignment File to identify the pieces of work you are required to submit for assessment during the course of the year and ensure that your pattern of study will allow you to meet the criteria listed there.

  6. Review your work at the end of each section. When you have completed Part 3 and TMA5, review the course and prepare yourself for the final examination. Look at the Specimen Examination Paper, which you will receive later in the year, to see what kinds of questions you will be expected to answer in the examination.

Course assessment

EDU E813 has two methods of assessing your progress: continuous assessment (tutor-marked assignments) and a final examination.

Tutor-marked assignments

There are five tutor-marked assignments (TMAs) for continuous assessment purposes in the course. All assignments will be counted and contribute 60% to your final course result.

The TMAs include two essays and a literature review, which together count for 35% of your final course score.

You are also asked to submit two assignments (TMAs 2 and 5) related to a smallscale practical research project which will involve observing a teaching/learning interaction. This project can be carried out in a variety of contexts (either in family or in educational settings) to address a range of possible research questions arising from the readings in Part 2 of the course. The project is completed in two stages. Initially you are asked to prepare a project proposal setting out your plans. This project proposal is an important opportunity to receive your tutor's comments and guidance on how to improve the design of the project. Once you have completed your project you will be asked to prepare a final project report. Your project proposal (5%) and report (20%) count for 25% of your final course score.

The order of completing written work is as follows:

Details of the assessment regulations, essay questions and guidance, general guidance on the project, cutoff dates for all assessed work, etc. can be found in the Assignment File. Practical guidance on each stage of planning, carrying out and writing up the project is provided in the Project Guide and Audiovisual Notes.

Examination

The examination for EDU E813 Child Development in Families, Schools and Society will last for three hours and has a value of 40% of the total course result.

Use the time between finishing the last section of the Study Guide and sitting the examination to review the entire course. You might find it useful to review also your tutor-marked assignments and comments on them before the examination.

Later, you will be provided with a Specimen Examination Paper similar in format to the final examination, although the questions will be different. To earn a pass for the course, you must pass in both the continuous assessment (TMAs) and your final examination.

Note on statistics

For this course you are not expected to have any detailed knowledge of statistical concepts and procedures, though if you have this knowledge it will clearly be an advantage. For the most part we have selected readings that do not include complex statistics. Where a chapter author does give statistical analyses you should be able to understand the general conclusions of a study, even if you can't interpret the details.

The project is small scale, using only very small numbers of participants. It has been planned so you can carry out simple qualitative and quantitative analyses without the use of statistics. See the Project Guide and Audiovisual Notes for detailed advice about how to present your data.

You may also find it helpful to refer to an introductory book on research methods and statistics, e.g.

BANISTER, P., BURMAN, E., PARKER, I., TAYLOR, M. and TINDALL, C. (1994) Qualitative Methods in Psychology: a research guide, Buckingham, Open University Press.

COOLICAN, H. (1994) Research Methods and Statistics in Psychology, London, Hodder & Stoughton.

GRAHAM, A. (1990) Investigating Statistics: a beginner's guide, London, Hodder & Stoughton.

GREENE, J. and D'OLIVIERA, M. (1992) Learning to Use Statistical Tests in Psychology, Buckingham, Open University Press.

HARRIS, P. (1986) Designing and Reporting Experiments, Buckingham, Open University Press.

NUNN, J. (ed.) (1998) Laboratory Psychology: a beginner's guide, Hove, Psychology Press.

Conclusion

We hope that by studying EDU E813 Child Development in Families, Schools and Society, you will develop a conceptual framework for understanding child development, particularly in relation to the Chinese cultural context.

We wish you every success in the course.

Note on the adapter

Sam Winter has a BSc(Hons) in Psychology from the University of Southampton, an MEd from the University of Exeter, and a PhD in the area of peer-assisted teaching in reading from the University of Hong Kong. He is a trained teacher and has taught in a primary school, and he has worked as an educational psychologist with children with learning, behavioural and emotional difficulties. Since 1983, he has lectured in the Department of Education in the University of Hong Kong. His main interests are in learning, and learning difficulties, in early childhood and the primary years. He has a Korean wife and a son called Young Sam.