Critically discuss the biological, psychological and socioecological factors that may influence the development and learning of either infants, toddlers or young children. In your discussion, consider the holistic nature of child development.
Suggest two strategies that could support each of the developmental domains and link the suggested practices to a range of theories discussed in the Course.
Course required readings must be used
Critically examine the influence of biological, psychological and socioecological factors on learning and the developmental domains of infants, toddlers and young children.
Examine the holistic nature of learning and development of infants, toddlers and young children
Critically examine a range of theories and contemporary perspectives that inform pedagogical practices for infants, toddlers and young children
Use this readings ONLY:
Albon, D. (2011). Postmodern and poststructuralist perspectives on early childhood education. In L. Miller & L. Pound (Eds.). Theories and approaches to learning in the early years (pp. 38-52). London, UK: Sage.
Albrecht, K., Fiechtner, J., & Forrester, M. (2016). Emotional and social development during the early childhood years – helping teachers support strong emotional foundations and successful social relationships. He Kupu, 4(4), 24–38.
Berk, L. E. (2013). Mid-twentieth century theories, Recent theoretical perspectives & Comparing child development theories. In Child Development (pp.14-32). Boston, MA: Pearson.
Diamond, A., & Whitington, V. (2015). Studying early brain development: Educators’ reports about their learning and its applications to early childhood policies and practices. Australasian Journal of Early Childhood, 40(3), 11-19.
McLaughlin, T., Aspden, K., & McLachlan, C. (2015). How do teachers build strong relationships? A study of teaching practices to support child learning and social-emotional competence. Early Childhood Folio, 19(1), 31–38.
Trandafir, L.M., Anton-Paduraru, D.T., Miron, I., & Indrei, L. L. (2015). Psychosocial implications of childhood obesity. Revista de Cercetare si Interventie Sociala, 49, 205-215.
Winer, A., & Thompson, R. (2013). How poverty and depression impact a child’s social and emotional competence.
Retrieved from http://poverty.ucdavis.edu/policy-brief/how-poverty-and-depression-impact-childs-social-and-emotional-competence
Bruce, T., Meggitt, C., & Grenier, J. (2014). Child care and education. Dubai, UAE: Hodder Education.
Halpenny, A. M., & Pettersen, J. (2013). Introducing Piaget: A guide for practitioners and students in early years education. Abingdon, Oxon: Routledge.
Koo, E., Merry, R., Bennett, T., & MacMillan, N. (2015). It’s about the relationships that we build: I-pad supported relational pedagogy/Ngā Hononga with young children. In N. Wright & D, Forbes. (Eds.). Digital smarts: enhancing learning and teaching.
Retrieved from http://www.waikato.ac.nz/__data/assets/pdf_file/0009/260838/Digital-smarts.pdf.pdf
Lane, H. (2016). Searching for a rich line of understanding: revisiting psychoanalytic theories of self, attachment and compassion. He Kupu, 4(4), 44-51.
O’Neil, K. (2016). Behind the headlines, early childhood education and care: a literature review. Auckland, New Zealand: Brainwave Trust Aotearoa.
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