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Musson, Jamie, 18240467
CHILD AND ADOLESCENCE DEVELOPMENT
DEVELOPMENTAL PERIODS; Prenatal, Infancy (0-2yrs), Early Childhood (2-6yrs), Middle Childhood (6-10yrs), Early Adolescence (10-
14yrs) and Late Adolescence (14-18yrs) (Dobozy, 2014)
Health, education and welfare of children (Bronfenbrenner, 2001. as cited in McDevitt, Ormrod, Cupit, Chandler & Aloa, 2013).
Socialisation: preparing children to act appropriately and responsibly.
COLLECTIVIST CULTURE; encourages obedience to and dependence on authority figures, and co-operative group accomplishments
INDIVIDULISTIC CULTURE; encourages independence, competition, self assertion & expression of personal needs.
CULTURE: A long standing social system. FAMILY: 2+ people related
by birth, marriage, adoption or long term mutual agreement.
COMMUNITY: Area in which the family dwell.
3 different Development
Domains
First social encounter
By understanding that different cultures
influence childrens ideas and beliefs differently, I am able to
cater for diverse cultural backgrounds.
Using the knowledge that
influences on the child’s development can be positive,
negative or neutral, I understand possible
behavioural challenges and will guide the children
positively.
By understanding these periods, I can
look for and encourage development and age
appropriate behaviours in the students.
SOCIAL-EMOTIONAL DEVELOPMENT: Changes in emotions, self-concepts, social relationships & moral reasoning & behaviour.
COGNITIVE DEVELOPMENT: development of reasoning, memory, language & concepts.
PHYSICAL DEVELOPMENT: Systematic changes in the body & brain, age related changes in motor skills & health related behaviour.
From my understanding of the community influences, as a teacher, I will be kind & caring being a positive
influence.
I am able to adapt my lesson plans, through
differentiated instruction to; age, characteristics &
developmental progress of individual children, to better cater for different stages in
their development. (Hill, 2012)
Influenced by
Divided into
There are
Interrelated with Interrelated with
Interrelated with
Including
Including
Including
Developing the ability to see situations from other people’s perspectives (cognitive development) develops social skills (social-emotional development) (McDevitt et al., 2013).
Example
By understanding general patterns for
development and individual variations I can apply
Developmentally Appropriate Practice to nurture children
most effectively (McDevitt et al.,
2013). Can be
First social encounter outside of family
Is the
Devoted to
Key figures in A child’s
Appropriate beliefs and behaviours.
Provides
Can be
Week one Topic 1: Factors that influence development
Musson, Jamie, 18240467
References
Dobozy, E. (2014). Topic 01: factors that influence development [ilecture]. Retrieved
from https://echo.ilecture.curtin.edu.au:8443/ess/echo/presentation/64454f36-
a03f-445f-945f-
8b05e550a191?instructor=false&firstname=Jamie&lastname=Musson&email=
[email protected]&bbrole=blackboard.data.course.CourseMe
mbership$Role:STUDENT
Hill, S. (2012). Developing early literacy: assessment and teaching (2nd ed.). South
Yarra, Vic: Eleanor Curtain Publishing
McDevitt, T., Ormrod, J., Cupit, G., Chandler, M., & Aloa, V. (2013). Child
development and education. Frenchs Forest, N.S.W.: Pearson Australia.
.
Musson, Jamie, 18240467
No
matter what the
family structure,
Understanding
helps me to…
Ashman (2005) states that “the risk of dropping out of school doubles.. to 30%...”
I will
encourage acceptance of diverse family structures, perhaps through reading
stories that show the
caring and loving relationship in different
family structures.
Have a greater Self reliance, avoid risky behaviour and when they are older, have economic stability (Chase-Lansdale, Brooks-Gunn & Ramsky, 1994; as cited in McDevitt et al., 2013).
I shall invite all heads of the family to activities, presentations etc. as I believe this will help the child realise that the non-custodial parent is not replaced. I agree with McDevitt et al.‘s (2013) idea that involvement of the non-custodial parent will engage them in the child's progress and will influence their roles as a parent.
Younger children often believe that the separation of their parents is their own fault (McDevitt et al., 2013) leading to their withdrawal from activities. Older children may get aggressive, depressed and have difficulty with personal relationships.
I shall remain patient with the child whilst they adjust to new family structures, giving my support to the child and both parents.
Children who are/ have been in foster care or are adopted can have trouble asking for assistance resulting in a greater risk of behavioural, emotional and academic problems (McDevitt et al., 2013) although most thrive.
I shall show clear and consistent expectations towards each child and will offer my ongoing support. I shall also introduce friends and make sure child is settled into peer groups.
+ -
.
Mother and Father Extended family
Divorced Parents
Single Parent
Stepfamily Step parent
DIVERSE FAMILY STRUCTURES
..help the
children reach
their highest
potential
I shall encourage school attendance
and address
any academic weaknesses.
and Adopted family
Accustomed to extra affection and close
relationships with both their
parents (McDevitt, Ormrod,
Cupit, Chandler & Aloa,
2013). I shall strive to make the school environment friendly, showing my positive, happy attitude, being a friend more so than an authoritarian.
Children adapting to stepparents and step families may disengage from the family, spending less time at home (Ashman, 2005). Girls are more resentful towards their stepparent as they may believe that the stepparent is a replacement of the non- custodial parent.
Week two Topic 2: Family culture and community.
Musson, Jamie, 18240467
References
Ashman, A. (2005). Society, culture and education. In A. Ashman & J. Elkins (Eds. ), Educating
children with diverse abilities (2nd ed., pp. 5-35). Frenchs Forest, N.S.W.: Pearson
Education Australia.
McDevitt, T., Ormrod, J., Cupit, G., Chandler, M., & Aloa, V. (2013). Child development and
education. Frenchs Forest, N.S.W.: Pearson Australia
Child and Adolescent
Development
Brain
Physical Body
Basic elements are formed (Mcdevitt,
Ormrod, Cupit, Chandler & Aloa, 2013)
Foetus progressively develops life support
systems and body structure
Activation of sensory abilities & neural
commitments
Rapid growth in proportions of body parts
(McDevitt et al., 2013), display reflexes & develop
motor skills
Takes on more mature proportions, more muscle control, & boundless energy
Growth spurt – change in height and weight
Puberty
Increasingly reflect on experiences
Can undertake multiple mental tasks at once
(McDevitt et al., 2013)
Expands intellectual abilities
Of
Of
Week three Topic 3: Biological factors of development.
Prenatal
Girl’s growth spurts end
Boy’s ongoing increase in stature (McDevitt et al., 2013)
Continued development of cortex (McDevitt et
al., 2013)
Infancy Early Childhood
Middle Childhood
Early Adolescence
Late Adolescence
Age 7-13 1
2
Age 9-14 1
2
Girls Boys
Forebrain:
Separating into left and right
hemisphere
Midbrain
Hindbrain
Which are
Hair and nails, weight, length,
and skin
Including
Include
Visual scanning, recognising faces and
distinguishing between familiar and unfamiliar stimuli (McDevitt et al.,
2013).
Resulting in
Sexual Maturity, Hearty appetites
and participation in risky behaviour
May lead to
Long term effects on physical health (Nemec, Buchanan
& Watt, 2003)
Motor skills becoming smoother
May lead to
Child sensitive about physical
appearance
Resulting in
Sophisticated thought process
Leading to
New interests, and a taste for risk and adventure (McDevitt et al., 2013)
Resulting in
Planning and executive functions, complex
thinking and judgement processes
Including
Ability to determine the effects for actions
Reflection and analysis on their own and others’
feelings and emotions
Including
Knowledge of interests
Others’ motives
Emotions
Respond to emotions non-reflectively (McDevitt et al., 2013)
Due to
Undeveloped Cortex
Children
Used
To guide behaviours
Leads to
Acquisition of fine motor skills
Examples
Reflexes:
Breathing, grasping small
objects & responding loud
sounds
Motor Skills:
Hold up head, roll over, reach, sit, crawl & walk (McDevitt et al.,
2013)
I will provide new stimulating
situations and new experiences for the children
which will include a variety of gross motor skills to help development.
I shall combine physical activity with academic lessons to
link the physical experience to
academic concepts and use up some of
the children’s energy. I will provide
cutting/drawing activities to practise
fine motor skills
I will provide structured lessons
with options for children to choose
from and I will encourage
positive self-esteem by promoting
Self-worth
I will use more student
controlled learning experiences so these children can have self-
directed learning experiences.
I will be considerate of the challenges
adolescents may face as a result of their
insecurities.
I will allow children to have almost
complete control over self-directed learning, and I will
merely acts as facilitator.
I shall also educate them about the
consequences of their behaviours.
Musson, Jamie, 18240467
References
Nemec, M., Buchanan, D. & Watt, A. (2003). Jump into PDHPE, book 1 (2nd ed.). South Yarra, Vic:
Macmillan Education Australia PTY LTD
McDevitt, T., Ormrod, J., Cupit, G., Chandler, M., & Aloa, V. (2013). Child development and
education. Frenchs Forest, N.S.W.: Pearson Australia.
Musson, Jamie, 18240467
Week four Topic 4a: Theories of cognitive development (Part A) Piaget
While studying Piaget’s theory of cognitive development, I found it very interesting as, looking at
my past learning experiences, I could see how and where my teachers had used Piaget’s theories
on me and my classmates.
After reading what McDevitt, Ormrod, Cupit, Chandler & Aloa (2013) have said on Piaget’s theory
of cognitive development, I now understand, that when children gather information it is interpreted,
understood, structured, (Piaget, 1977) organised and stored in schemes, so they can continually
construct their knowledge (Piaget, 1977).
New information gathered by the child causes disequilibrium, until it is linked to the previous
schemes, a previous scheme is reconstructed (Piaget, 1977) to account for the new information,
or the new information creates a new scheme which achieves equilibrium (Dobozy, 2014).
Knowing how these schemes are structured and restructured, I will link new information to the
previous information the child already has, which will help their development of understanding.
When a child is in disequilibrium, I will be able to provide information that will help the child find
equilibrium.
I now recognise situations in my learning, where the teacher used the ideas of Piaget’s theory to
help my understanding. For example; throughout primary school and high school we learnt about
the water cycle. Each year when we would begin learning about the water cycle, we would be
taken back to the basics before we learnt any additional concepts.
I can now see that going over the basics was a way of making sure that our current schemes were
developed enough to interpret and understand the new information.
From here I can see that when a child is showing they do not have a full grasp of a subject or
activity I will address this by focussing on the previous knowledge the child may need to
understand the new subject.
Musson, Jamie, 18240467
References
Dobozy, E. (2014). Topic4a: Piaget. [mini-lecture vodcast]. Retrieved from
https://echo.ilecture.curtin.edu.au:8443/ess/echo/presentation/b7b3521f-eb5a-4645-99b3-
469a545b8eb4?instructor=false&firstname=Jamie&lastname=Musson&email=18240467@s
tudent.curtin.edu.au&bbrole=blackboard.data.course.CourseMembership$Role:STUDENT
McDevitt, T., Ormrod, J., Cupit, G., Chandler, M., & Aloa, V. (2013). Child development and
education. Frenchs Forest, N.S.W.: Pearson Australia
Piaget, J. (1977). Piaget on Piaget [Streaming video]. Geneva, Switzerland: Yale University.
Retrieved from https://www.youtube.com/watch?v=I1JWr4G8YLM
READINESS
Child reasoning skills don’t appear
at same ages
according to culture (McDevitt
et al., 2013)
Children continually construct
knowledge (Piaget, 1977) through schemes and
operations
Children gradually
internalise social activities & shared thought, to internal
mental models (McDevitt et al.,
2013).
Children learn new knowledge if
they can assimilate into
existing schemes (McDevitt et al.,
2013)
Zone of Proximal Development: Link between activities children can’t do
independently and activities can do with
guidance khanacademy medicine, 2014)
Experiences facilitated and
interpreted by MKO
(McDevitt et al., 2013)
As children learn new concepts, they must be
built on firmly established previous
knowledge.
When explaining a new concept or
procedure I will talk through the steps whilst guiding the
children in predicting what to do next
I will ensure that the activities can
be modified for the skill levels within
the variety of cultures in my
class.
I will ensure that the lessons are set
in the child’s cognitive ability so
they are challenged but not
overwhelmed
Social interactions with
peers leads to more logical thought
processes (McDevitt
et al., 2013)
Social interactions with
More Knowledgeable Other (MKO) lead to
higher mental Functions
(Khanacademy medicine, 2014)
Children develop refined knowledge
only when they encounter challenging phenomena (McDevitt
et al., 2013)
Children benefit mostly from tasks they can’t complete
without guidance from
MKO
I will provide challenging tasks that causes disequilibrium whilst guiding children through each concept
Each kind of social interaction plays a
different role in cognitive development
and I will be sure to involve both peer and MKO in the learning
environment
I will create opportunities for
children to work and explore by
themselves, forming a basic understanding before collaborating
with others.
Children’s independent
experiences form basis for
developing schemes with little guidance
(McDevitt et al., 2013)
While observing the children working, if I notice that they are
self talking through the process, I know that
the skill is not yet mastered.
Absolutely critical, children
internalise social interactions as
thought process (McDevitt et al.,
2013)
Interactions with peers present
arguments and information which
create disequilibrium (McDevitt et al.,
2013).
I will create group activities, where
the children need to work
together to solve problems and finish the work.
Interactions with mature individuals who are supportive in challenging tasks
(McDevitt et al., 2013)
I will continuously work one on one
with children giving feedback
and helping when needed
I shall evaluate what stages the
children are in and adapt the lessons to accommodate
the variety of cognitive abilities
Age at which children reach
stages differ
according to culture (Piaget,
1977)
Provides verbal labels for schemes & primary means of interaction with others (McDevitt, Ormrod, Cupit,
Chandler & Aloa, 2013).
As language is a child’s primary means for interaction I will help develop oral language in the classroom to aid further social relations.
PIAGET VYGOTSKY
LANGUAGE IMPORTANCE:
EXPERIENCES THAT PROMOTE DEVELOPMENT
MOST VALUABLE SOCIAL INTERACTION
CULTURAL INFLUENCES
LANGUAGE IMPORTANCE:
IMPORTANCE:
MOST VALUABLE SOCIAL INTERACTION
CULTURAL INFLUENCES
CONSTRUCTIVE SOCIAL
INTERACTIO
N
CHALLENGE
EXPERIENCES THAT PROMOTE DEVELOPMENT
Week five Topic 4b: Theories of cognitive development (Part B) Vygotsky
References
McDevitt, T., Ormrod, J., Cupit, G., Chandler, M., & Aloa, V. (2013). Child development and
education. Frenchs Forest, N.S.W.: Pearson Australia
Khanacademymedicine. (2014, February 25). Vygotsky sociocultural development [Video file].
Retrieved from https://www.youtube.com/watch?v=-p_-0n2f35o
Piaget, J. (1977). Piaget on Piaget [Streaming video]. Geneva, Switzerland: Yale University.
Retrieved from https://www.youtube.com/watch?v=I1JWr4G8YLM
Musson, Jamie, 18240467
Week six Topic 4c: Theories of cognitive development (Part C) IPT
Before studying the information processing theory of cognitive development, I had not realised the
importance of attention in the classroom. I knew I had to pay attention in class to learn and
respectively I have to gain and keep the students’ attention so they will learn. However, I had the
false perception that attention could be focussed on more than one subject simultaneously.
I had not realised that attention was selective and when paying attention to something, all other
stimuli from the environment is excluded (khanacademymedicine, 2013). From the many videos I
watched that demonstrated examples of selective attention, I realised attention cannot be divided
but can alternate between two subjects so quickly that it seems simultaneous.
Applying this theory to young children I can see that their attention quickly moves from one thing to
another (McDevitt, Ormrod, Cupit, Chandler & Aloa, 2013) and as a teacher I need to cater for this
by selecting the most beneficial information to teach (Dobozy, 2013). I need to make the activities
intriguing and fun with bright colours and manipulative objects (McDevitt et al., 2013) whilst
keeping the activities short or including small physically active breaks. I will also pay particular
attention to signs of distraction, regaining their focus and altering the lesson plan accordingly.
Throughout work experience in a kindergarten class, I saw this continually in use and working in
most activities. The teacher applied this concept to learning addition, she created a five minute
activity that involved the children manipulating counters and dice. The children were instructed to
roll the die, write the number on the die on a whiteboard and then display that number with
counters. The children were then asked to repeat this step to make the other half of the equation.
From here the children could either answer the equation by recognising the numbers on the
whiteboard or by counting all the counters to find the answer. Using counters and dice kept the
children attentive while still benefiting the activity.
Musson, Jamie, 18240467
References
Dobozy, E. (2014). Topic 4C3 attention. [mini-lecture vodcast]. Retrieved from
https://echo.ilecture.curtin.edu.au:8443/ess/echo/presentation/92a2679c-028d-4750-87f4-
1595821fc11a?instructor=false&firstname=Jamie&lastname=Musson&email=18240467@st
udent.curtin.edu.au&bbrole=blackboard.data.course.CourseMembership$Role:STUDENT
Khanacademymedicine. (2013, July 18). Divided attention, selective attention, inattentional
blindness and change blindness [Video file]. Retrieved from
https://www.youtube.com/watch?v=7zcQ2JwvAKU
McDevitt, T., Ormrod, J., Cupit, G., Chandler, M., & Aloa, V. (2013). Child development and
education. Frenchs Forest, N.S.W.: Pearson Australia
Musson, Jamie, 18240467
Week seven Topic 5a: Development of language and communication
(Part A) 4 theories
Before studying the trends in language development and the development of pragmatics, I knew
that there was a diversity of language and its usages in different cultures. Although, I had never
thought about how this would affect the pedagogy I use in the classroom.
Through my study, I have come to realise that verbal language is not the only barrier in the
classroom, but also pragmatics. Language pragmatics includes the verbal and non-verbal
strategies for effective communication (McDevitt, Ormrod, Cupit, Chandler & Aloa, 2013). These
strategies include how to ask questions (McGarrity, 2012), responding to a question, initiating a
conversation, eye contact (Emmitt, 2010), and changing the topic of the conversation (McDevitt et
al., 2013).
Emmitt (2010) gives an example of this when he talks about the domination of the Initiation/
Response/ Evaluation (IRE) in the classroom. He explores the idea that when a teacher asks a
question, they already know the answer and are asking as a way to assess the child’s knowledge.
However, in different cultures when a question is being asked it is because the speaker does not
know something.
As a teacher, it will be my responsibility to bridge these gaps and differences between the
discourses of school and different cultures. To do this I will educate myself about the different
cultural expectations of the language patterns students are likely to use in the classroom. I will
vary the questions I ask so they will be familiar to the children from different cultures. I will also
take into account the sociocultural differences when interacting with students. This will help me to
not assume that a student is rude and unwilling to make productive contributions in class but is
behaving in a way deemed appropriate by their culture.
Musson, Jamie, 18240467
References
Emmitt, M. (2010). Language variation. Language & learning: an introduction for teaching.
Retrieved from
http://edocs.library.curtin.edu.au/eres_display.cgi?url=dc60266247.pdf©right=1
Laura McGarrity. (2012, April 4). Chomsky -- universal grammar [Video file]. Retrieved from
https://www.youtube.com/watch?v=xfiHd6DyuTU
McDevitt, T., Ormrod, J., Cupit, G., Chandler, M., & Aloa, V. (2013). Child development and
education. Frenchs Forest, N.S.W.: Pearson Australia.
Musson, Jamie, 18240467
Week eight Topic 5b: Development of language and communication (Part B) Diversity and exceptionalities.
Reading Development
More successful when children have
Phonological awareness
Defined The ability to hear distinct
sounds in the spoken language (McDevitt,
Ormrod, Cupit, Chandler & Aloa, 2013).
Includes
Example Develop
Hearing that /k/, /a/ and /t/
individually exist as sounds.
Around age 4 and 5
(McDevitt et al., 2013).
Alliteration Rhyme Syllables Words
Includes
Phonemic Awareness
Includes
Children develop
awareness that words have
spaces between them (Hill,
2012).
Timing (Hill, 2012)
Stress (Hill, 2012)
Intonations (Hill, 2012)
Dividing words into phonemes
cat = /c/, /a/, and /t/. (McDevitt et
al., 2013).
Separate phonemes /b/, /e/
and /d/ can be combined to create bed (McDevitt et al.,
2013).
Around age 6 & 7
(McDevitt,et al., 2013).
Ability to recognise and
manipulate phonemes (Hill, 2012).
Example
Being aware of syllables helps children read compound words and words with
multiple syllables (Hill,
2012).
Awareness of rhyme develops more abstract phonological
skills and basic reading ability (Hill, 2012).
Having phonemic awareness
helps in recognising
words with the same onset sounds (Hill,
2012).
“wewettthebech” (Hill, 2012) becomes ‘we went to the beach’
Watermelon – compound word
and tomato – multiple
syllables
Child takes into account the first word and rhyming end of word when reading
say, day, May and lay
Snakes slither in the city.
Because Because Because Because
Example Example Example Example
I will build on the child’s knowledge of letters to include the
phonetic sounds of single and blended
phonemes, therefore enabling the child to
construct and deconstruct
words.
I will explore alliteration through
poems, tongue twisters and stories,
encouraging the children to write their
own alliteration sentences.
I will continuously read stories with rhyme to the
children and ask them to come up with more rhyming examples for the rhymes presented in the
book. The more practice the child has reading, will
help with their writing as they will know how written words are supposed to be
displayed and have a larger vocabulary.
When teaching reading strategies, I will
clap the syllables, emphasising the breaks,
and encouraging the children to do so when
reading individually.
When learning reading strategies I will
demonstrate and encourage sounding out of individual and blended
phonemes, so when a child reads unfamiliar
words they will use this strategy.
Paying attention to children’s spoken
language will allow me to gauge their development of speech and therefore
give insight of what needs to be built on
when they begin to read.
Develop
Defined
Musson, Jamie, 18240467
References
McDevitt, T., Ormrod, J., Cupit, G., Chandler, M., & Aloa, V. (2013). Child development and
education. Frenchs Forest, N.S.W.: Pearson Australia.
Hill, S. (2012). Developing early literacy: assessment and teaching (2nd ed.). South Yarra, Vic:
Eleanor Curtain Publishing
Musson, Jamie, 18240467
INDIVIDUAL DIFFERENCES IN CHILDREN’S ATTACHMENTS Week nine Topic 6a: Emotional
development (Erikson)
Secure Attachment Insecure - Avoidant Attachment
Insecure - Resistant Attachment
Disorganised and Disorientated Attachment
Children use the caregiver as a safe haven and a secure base
where they can relax and explore their surroundings (McDevitt,
Ormrod, Cupit, Chandler & Aloa, 2013). When the caregiver leaves,
the child becomes afraid and distressed. Although, when the
caregiver returns the child will seek close proximity and is quickly
soothed, returning to their explorations (The Curios
Classroom, 2013)
Understanding this attachment behaviour, I will endeavour to be supportive as their teacher,
creating a safe and secure atmosphere within the classroom, which will
encourage the children to enjoy school, feel competent and
achieve at higher levels academically.
Children explore their unfamiliar surroundings and seem to be
oblivious to the caregiver’s presence (McDevitt et al., 2013).
Children seem to show less distress when the caregivers leave and will
continue their explorations (The Curios Classroom, 2013). When
caregivers return children are slow to initiate contact, if at all, and will
continue to explore.
These children have been taught to be self-sufficient in soothing themselves when
afraid and distressed, and may exhibit behaviour including;
busying and excluding themselves for a time. I will be
patient, caring and encouraging, to create a safe
and secure base in the classroom.
Children initially explore less and have an exaggerated
dependency on their caregivers (The Curious Classroom,
2013). When the caregivers return, the children may rush to the caregiver but is not easily
comforted (McDevitt et al., 2013) and may struggle for
release by kicking and arching their backs (The Curious
Classroom, 2013)
To discourage ‘clinginess’ to myself as the teacher. I shall …
teach and reinforce Appropriate
social behaviours
and encourage and promote inclusion into
peer groups rather than ‘best friend alliances’.
These Children are easily overwhelmed in new environments and may change emotions abruptly
(McDevitt et al., 2013). When caregivers return, these children may
temporarily be afraid or will be indecisive about approach or retreat (The Curious Classroom, 2013). Few
children may even show no attachment or emotion towards
caregivers (McDevitt et al., 2013)
I will build routines into the daily and weekly programs, within my class, which will
promote stability and consistency in their learning environment. I will be patient and supportive when I see
their emotions change abruptly as they may be feeling overwhelmed.
Attachment is the emotional bond developed between a child and their caregiver/s (Dobozy, 2014).
Responding appropriately to the baby’s cues is the key factor to developing attachment (The Curious Classroom, 2013)
Musson, Jamie, 18240467
References
Dobozy, E. (2014). Topic 6a emotional development – part a [mini-lecture vodcast]. Retrieved from
https://echo.ilecture.curtin.edu.au:8443/ess/echo/presentation/87f3985d-f9da-45b6-90ef-
9de7e6002735?instructor=false&firstname=Jamie&lastname=Musson&email=18240467@s
tudent.curtin.edu.au&bbrole=blackboard.data.course.CourseMembership$Role:STUDENT
McDevitt, T., Ormrod, J., Cupit, G., Chandler, M., & Aloa, V. (2013). Child development and
education. Frenchs Forest, N.S.W.: Pearson Australia.
The Curious Classroom. (2013, August 15). Ainsworth and attachment part 3 [Video file].
Retrieved from https://www.youtube.com/watch?v=9HG05AIlH6Y