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EDE2201 Contexts for Learning and Development

Semester 1, 2022 Online
Units : 1
Faculty or Section : Faculty of Business, Education, Law and Arts
School or Department : School of Education
Student contribution band : Band 1
Grading basis : Graded
Version produced : 2 July 2022


Examiner: Nicole Delaney


Pre-requisite: Students must be enrolled in one of the following Programs: BEED or BEDU (Early Childhood) or BECH


Understanding the ways in which educational and social contexts influence children’s involvement and development as learners is critical to the pedagogy and practice of early educators. A critical role of early childhood educators involves research, observation and documentation in order to support children’s learning and to inform curricular and pedagogic planning. Early childhood educators typically draw upon a range of pedagogical documentation and data to gain insight on how a child thinks, what a child’s interests are, what their abilities are, and how they connect reciprocally with others and their environment. Observational, analytical and reporting skills, together with the interpretation of data, are foundational to quality educational practice, enabling educators to identify potential barriers and challenges to children’s learning and involvement, to plan appropriately challenging learning opportunities, and to report effectively on children’s learning progress.

This course draws on sociocultural theories, social justice frameworks and anti-bias approaches that consider children's development as learners as being shaped by a range of historical, cultural and social contexts within and beyond early education and care settings. The course gives particular emphasis to factors within educational contexts - outdoor and indoor learning environments, playgrounds, peer and pedagogic relationships - and how these contribute to children's access, involvement, engagement and development as learners. Social, relational and contextual factors that support children's full involvement and learning will be considered. Focus will be given to the role of educators in accurately identifying and managing any possible challenges, in order to ensure that all facets of children's educational experiences contribute to positive learning and development. Pre-service educators will learn how to interpret data, as well as learning skills of observation, analysis and reporting as the basis for communicating with parents pertaining to their child's educational experience. They will be introduced to a cycle of professional inquiry and develop knowledge and a rationale for gathering accurate information on and with children, which is the foundation for planning and organising appropriate learning opportunities for learners and for teachers' own professional learning needs.

Course learning outcomes

The course objectives define the student learning outcomes for a course in accordance with the Australian Institute for Teaching and School Leadership’s (AITSL) Australian Professional Standards for Teachers (APST). On successful completion of this course pre-service educators should be able to:

  1. develop an informed philosophy to development, involvement and learning by re-examining development domains through sociocultural-historical theory, a contextual lens, a social justice framework and anti-bias approach (APST 1.1);
  2. examine a range of assessment approaches and strategies for their inclusion of the contextual factors which may influence the development, involvement and learning of children, and understand the purpose of keeping accurate and reliable records (APST 1.2, 5.1, 5.5);
  3. implement a range of observational techniques to document children’s development, involvement and learning and plan for moderation practices which support consistent and comparable judgements (APST 5.1, 5.3);
  4. analyse and interpret observational records of children’s development, involvement and learning with reference to current theory and research and demonstrate understanding of the purpose of providing timely and appropriate feedback to learners and strategies for reporting to parents/carers (APST 5.2, 5.4, 5.5);
  5. plan learning experiences and select suitable resources, including ICTS, that provide achievable learning goals for children based on analysis of observational and assessment records for the purposes of informal and informal data gathering and assessing development and learning (APST 3.1, 3.4, 5.4).


Description Weighting(%)
1. Sociocultural theories, social justice frameworks and anti-bias approaches in early learning contexts 15.00
2. Social, historical and cultural contexts influencing involvement and physical, social and intellectual development, and how this may impact learning 15.00
3. Social, relational and contextual factors that support involvement and physical, social and intellectual development, and how this may impact learning 15.00
4. Observation and assessment approaches and strategies, analysis, moderation and reporting - shaped by newly introduced theories, frameworks and approaches 15.00
5. Revisiting development domains with new ways of seeing: sociocultural - historical theories, contextual lenses, social justice frameworks and anti-boas approaches 10.00
6. Planning and organising learning experiences and resources, including ICTs 20.00
  1. Communicating with parents pertaining to their child's educational experience
  2. The importance of keeping accurate and reliable records

Text and materials required to be purchased or accessed

Fleer, M 2018, Child development in educational settings, Cambridge University Press, Port Melbourne, Victoria.

Student workload expectations

To do well in this subject, students are expected to commit approximately 10 hours per week including class contact hours, independent study, and all assessment tasks. If you are undertaking additional activities, which may include placements and residential schools, the weekly workload hours may vary.

Assessment details

Description Weighting (%)
Date printed 2 July 2022