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Child and Adolescent Development and Characteristics
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EDBED1017 - Child and Adolescent Development and Characteristics
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20270200
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Course
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6.0
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2026-09-28
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2026-09-28
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Education
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Institute of Education, Arts & Community
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Education
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Undergraduate
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15
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.125
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070103
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Teacher Education: Primary
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070103 - Teacher Education: Primary
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<a href="http://www.federation.edu.au/locate/unit/edbed1017">View unit fees</a>
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Graded (e.g. HD, D, C, etc)
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7
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Introductory
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1
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<p>This unit will provide the opportunity to explore significant aspects of physical, social, psychological and intellectual development and characteristics of children and young people. It considers the social, historical, global and cultural contexts within which children and young people live, and the possible implications for their learning and their world more broadly. Students will inquire into theoretical perspectives and apply contemporary knowledge of those perspectives to strategies for teaching and learning which support inclusive participation, engagement and well-being. Children and young people are presented and positioned as active agents within the contexts of teaching and learning.</p>
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<p>Topics to be covered</p>
<p>• How children and young people develop as individuals.</p>
<p>• Implications and applications of theories and research in the areas of physical, social, psychological and intellectual development of children and youth, including executive functions, and the possible implications for learning and teaching.</p>
<p>• Effect of the social, historical, global and cultural contexts within which children and young people are embedded, influences and shapes their development, learning and their world more broadly.</p>
<p>• The notion of development as a process of ongoing transformation that is mediated as people participate in the social and cultural activities that surround them.</p>
<p>• The ways in which teacher/student relationships can be utilised to address a range of behaviours in the classroom.</p>
<p>• Introduction to the multiple and competing discourses of childhood, youth and schooling including notions of inclusion and equity and the meanings of associated concepts such as ability, deficit, difference, inclusiveness, social justice and democratic schooling.</p>
<p>• Understand strategies for working effectively, sensitively and confidentially with parents/carers and the broader school community.</p>
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<p>Where supplementary assessment is available a student must have failed overall in the Unit but gained a final mark of 45 per cent or above, has completed all major assessment tasks (including all sub-components where a task has multiple parts) as specified in the Unit Description and is not eligible for any other form of supplementary assessment.</p>
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2027
Current Year
2026
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EDBED1017 - Child and Adolescent Development and Characteristics
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EDBED1017 - Child and Adolescent Development and Characteristics
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2026
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Overview
Key information
Requisites
Learning outcomes
Assessment
FedTASK
Parent Region
Overview
Unit description
<p>This unit will provide the opportunity to explore significant aspects of physical, social, psychological and intellectual development and characteristics of children and young people. It considers the social, historical, global and cultural contexts within which children and young people live, and the possible implications for their learning and their world more broadly. Students will inquire into theoretical perspectives and apply contemporary knowledge of those perspectives to strategies for teaching and learning which support inclusive participation, engagement and well-being. Children and young people are presented and positioned as active agents within the contexts of teaching and learning.</p>
Unit content
<p>Topics to be covered</p> <p>• How children and young people develop as individuals.</p> <p>• Implications and applications of theories and research in the areas of physical, social, psychological and intellectual development of children and youth, including executive functions, and the possible implications for learning and teaching.</p> <p>• Effect of the social, historical, global and cultural contexts within which children and young people are embedded, influences and shapes their development, learning and their world more broadly.</p> <p>• The notion of development as a process of ongoing transformation that is mediated as people participate in the social and cultural activities that surround them.</p> <p>• The ways in which teacher/student relationships can be utilised to address a range of behaviours in the classroom.</p> <p>• Introduction to the multiple and competing discourses of childhood, youth and schooling including notions of inclusion and equity and the meanings of associated concepts such as ability, deficit, difference, inclusiveness, social justice and democratic schooling.</p> <p>• Understand strategies for working effectively, sensitively and confidentially with parents/carers and the broader school community.</p>
Key information
Institute / school:
Institute of Education, Arts & Community
Discipline:
Education
Study level:
Undergraduate
Credit points:
15
EFTSL:
0.125
Field of education:
070103 - Teacher Education: Primary
Offering:
<p><strong>Semester 2</strong><p>Ballarat - Mt Helen (On Campus)</p><p>Ballarat - SMB (On Campus)</p><p>Berwick (On Campus)</p><p>Gippsland - Churchill (On Campus)</p><p>On-line Learning</p></p>
Grade scheme:
Graded (e.g. HD, D, C, etc)
Placement component:
No
Fee information:
<a href="http://www.federation.edu.au/locate/unit/edbed1017">View unit fees</a>
Requisites
Prerequisite
None
Corequisite
None
Exclusion
<p>must not have completed 1 of EDECE1006/ EDFGC2021/EDBED1009 AND must not have completed <a href="/ords/r/curriculum/catalogue/course?p6_code=EDPTH1017" target="_blank">EDPTH1017</a></p>
Learning outcomes
Learning outcomes
<p>On successful completion of this unit, students are expected to gain the following [K]nowledge, [S]kills and [A]pplication of knowledge & skills</p>
Learning Outcomes
Ref
Outcome
K1
<p>Explore research into the widely varying factors that impact on how students learn, including brain development from childhood to young adult, and the development of executive functions and the implications these have for learning and for teaching.</p>
K2
<p>Explain theoretical perspectives that inform contemporary understandings of the development of children and young people, both in general, and for individual learners specific behaviours and characteristics, and how these may affect learning.</p>
K3
<p>Consider the likely impact of factors such as culture, family, genetic inheritance and life experiences on child and young peoples development.</p>
K4
<p>Identify strategies and activities to support learner participation, engagement and meet individual student learning needs and strengths, including ways to work effectively, sensitively and confidentially with parents/carers.</p>
K5
<p>Explore the principles of inclusiveness and diversity along with associated, competing policy and legislative requirements.</p>
K6
<p>Differentiate between childhood and adolescence as periods of diverse individual development, behaviours and relationships in society.</p>
S1
<p>Critically reflect on the nature of childhood and adolescence and the varying perspectives of education and educational contexts.</p>
S2
<p>Explore and develop skills associated with issues and strategies to support social/ emotional wellbeing and safety of children and young people in learning environments.</p>
S3
<p>Develop an understanding of the identities, learning needs and strengths of learners from varying backgrounds.</p>
A1
<p>Identify and apply evidenced-based strategies and practical approaches to meet individual student learning needs and strengths to support inclusive student participation and engagement in learning and cater for varying behaviours in learning environments.</p>
A2
<p>Examine a range of factors such as physical, social and/or intellectual development and characteristics that can influence the development of executive functions in children and young adults and critically reflect on how these may affect learning and pedagogical implications.</p>
A3
<p>Demonstrate an understanding of how taken-for-granted and/or dominant social and cultural assumptions position and impact young people's experience of schooling and education.</p>
Assessment
Learning Tasks and Assessment
Ref
Learning task
Assessment type
Weighting
Learning outcomes assessed
1
<p>Make explicit links between theory and practice, in respect to reflecting how course themes relate to teaching and how concepts apply to learners and learning environments. Students are required to describe classroom activities in relation to course themes, and to demonstrate knowledge and understanding of differentiated teaching approaches to meet learners' needs. Students also explore and justify the teaching approach supported by research.</p>
<p>Practical Enquiry and Critical Reflection</p>
<p>40-60%</p>
K1, K2, K3, K4, K5, S1, S2, A1, A2
2
<p>An analytical discussion of particular characteristics of a case underpinned by relevant theory/research to explore how learner characteristics and development present potential strengths or risks to learning, behaviour and/or wellbeing. Students critically examine a range of factors, such as culture, environment and life experiences that have impacted on the schooling of learners. Students provide strategies to support student socio/emotional well-being and safety, including ways to work effectively, sensitively and confidentially with parents/carers.</p>
<p>Case Study</p>
<p>40-60%</p>
K1, K2, K3, K4, K5, K6, S1, S2, S3, A1, A2, A3
Supplementary assessment available:
Yes
Supplementary assessment information:
<p>Where supplementary assessment is available a student must have failed overall in the Unit but gained a final mark of 45 per cent or above, has completed all major assessment tasks (including all sub-components where a task has multiple parts) as specified in the Unit Description and is not eligible for any other form of supplementary assessment.</p>
FedTASK
FedTASK
Description of FedTASK outcome
Level
FedTASK 1: Interpersonal
The ability to effectively communicate, interact and work with others both individually and in groups.
<p>Level 1 - Students require directions and boundaries from mentor</p>
FedTASK 2: Leadership
The ability to apply professional skills and behaviours in leading others.
<p>Level 1 - Students require directions and boundaries from mentor</p>
FedTASK 3: Critical Thinking and Creativity
The ability to work in complexity and ambiguity using imagination to create new ideas.
<p>Level 2 - Student demonstrates some independence within provided guidelines</p>
FedTASK 4: Digital Literacy
The ability to work fluently across a range of tools and applications to achieve a range of skills.
FedTASK 5: Sustainable and Ethical Mindset
The ability to consider and assess the consequences and impact of ideas and actions in enacting ethical and sustainable decisions.
<p>Level 1 - Students require directions and boundaries from mentor</p>
FedTASK
<p>Federation University recognises that students require key transferable employability skills to prepare them for their future workplace and society. FedTASKs (<strong>T</strong>ransferable <strong>A</strong>ttributes <strong>S</strong>kills and <strong>K</strong>nowledge) provide a targeted focus on five key, transferable Attributes, Skills, and Knowledge that are embedded within curriculum, developed gradually towards successful measures and interlinked with cross-discipline and co-operative learning opportunities.</p>
Key information
Institute / school:
Institute of Education, Arts & Community
Discipline:
Education
Study level:
Undergraduate
Credit points:
15
EFTSL:
0.125
Field of education:
070103 - Teacher Education: Primary
Offering:
<p><strong>Semester 2</strong><p>Ballarat - Mt Helen (On Campus)</p><p>Ballarat - SMB (On Campus)</p><p>Berwick (On Campus)</p><p>Gippsland - Churchill (On Campus)</p><p>On-line Learning</p></p>
Grade scheme:
Graded (e.g. HD, D, C, etc)
Placement component:
No
Fee information:
<a href="http://www.federation.edu.au/locate/unit/edbed1017">View unit fees</a>
Additional information
Add Info Static Text
Internal reference: EDBED1017 - U6.0