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Handbook 1997 : Faculty of Education : Bachelor of Early Childhood Studies

466-202 CDS 2B: Theories and Models of Early Childhood Cognitive Development

Credit Points:

16.7

Coordinator:

Jennifer Standish, Sharne Rolfe

Prerequisite/s:

CDS1A, 1B, 1C or approved equivalent.

Timetable:

Semester 2

Contact:

One 3-hour lecture/tutorial/workshop each week

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 2500 words (50%); and a 21/2-hour examination (50%).

Prescribed Texts:

  • Meadows S and Cashdan A, Helping Children Learn: Contributions to a cognitive curriculum, David Fulton London 1988.
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Handbook 1997 : Faculty of Education : Bachelor of Early Childhood Studies 
Status:                   OFFICIAL 1997
Last Modified:            Wednesday March 12 3:36 pm
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Email Enquiries:          Course_Information@registrar.unimelb.edu.au
Copyright © University of Melbourne 1997.