Handbook 1996 : Faculty of Education (Kew Campus) (Volume 5 page 39)
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466-202 Cds 2B: Theories and Models of Early Childhood Cognitive Development

Credit points: 16.7

Coordinator: Jennifer Standish.

Prerequisite: CDS1A, 1B, 1C or approved equivalent.

Contact: One 3-hour lecture/tutorial/workshop each week.

Timetable: Second semester.

Objectives:

On completion of this subject students should be able to:

• identify key theories/models of early childhood cognitive development;
• demonstrate an awareness of the educational implications of selected theories of learning and cognitive development;
• appreciate the impact of individual differences in abilities and characteristics on cognitive development in early childhood; and
• show familiarity with relevant experimental research pertaining to children's cognitive development.

Content:

A study of key theories, models and experimental research relevant to children's cognitive and intellectual development, learning and creativity and their impact on early childhood teaching and educational environments.

Assessment:

An assignment of 2,500 words (50 per cent); and a 2¹/2-hour examination (50 per cent).

Prescribed texts:

• Meadows S and Cashdan A Helping Children Learn: Contributions to a cognitive curriculum David Fulton London 1988

Bach. Early Childhood Studies subject : Next:466-203 | Prev:466-201 | Search | Help
Handbook 1996 : Faculty of Education (Kew Campus) (Volume 5 page 39)

Status:          Official 1996
Date created:    Oct  9 1995
Last modified:   Oct  9 1995
Authorised by:   Academic Registrar
Email enquiries: Course_Information@registrar.unimelb.edu.au

Copyright © University of Melbourne 1995,1996.