Demonstrate Knowledge of Theories of Human Development Accross the Lifespan and Relevance to Ece Practice

Title | Demonstrate knowledge of theories of human development across the lifespan and their relevance to ECE practice | Level | 6 | Credits | 10 |

Purpose | People credited with this unit standard are able to: demonstrate knowledge of theories on human development across the lifespan, and discuss how knowledge of theories of human development across the lifespan relates to ECE practice.This unit standard is designed for people who intend to work, or are working with, children in ECE services. People working in the wider education sector may also be interested in this unit standard. |

Classification | Early Childhood Education and Care > Early Childhood: Educational Theory and Practice |

Available grade | Achieved |

Explanatory notes 1 The researchers and/or theorists selected must be relevant to early childhood education in Aotearoa/New Zealand.
Examples of Pacific educational researchers and/or theorists include but are not limited to – Ana Koloto, Diane Mara, Jean Mitaera, Konai Thaman.
Examples of Aotearoa/New Zealand human development researchers and/or theorists include but are not limited to – Margaret Carr, Professor David Fergusson, Stuart McNaughton, Anne Meade, Professor Richie Poulton, Anne Smith.
Examples of Māori educational researchers and/or theorists include – A Durie, M Durie, D A Huata, R Pere, T Reedy, L Smith, K Tangaere, R Walker.
Examples of international early childhood education researchers and/or theorists include but are not limited to – John Bowlby, Urie Bronfenbrenner, Jerome Bruner, Erik Erikson, John Flavell, James Fowler, Howard Gardner, Eli Gingsberg, Daniel Goleman, Roger Gould, Carl Jung, Elizabeth Kubler-Ross, Daniel Levinson, Abraham Maslow, Barbara Rogoff, Robert Selman, Donald Super, Lev Vygotsky. 2 Candidates for this unit standard should be familiar with the intent of Te Tiriti o Waitangi, which informs guidelines, procedures, and practices in the ECE sector. Outcomes and evidence requirements

Outcome 1

Demonstrate knowledge of theories on human development across the lifespan.

Evidence requirements

1.1 Main concepts of theories in relation to human development across the lifespan are summarised.

Range evidence is required for theories of ten researchers and/or theorists.

1.2 Theories are analysed in terms of their relevance to understanding human development across the lifespan.

Range evidence is required for four theories.

Outcome 2

Discuss how knowledge of theories of human development across the lifespan relates to ECE practice.

Range evidence is required for four theories.

Evidence requirements

2.1 Theories of human development across the life span are explained in terms of their relevance to New Zealand early childhood education today.

2.2 Theories of human development across the lifespan are explained in terms of understanding of adults and children and informing and influencing ECE practice. 2.3 Theories on human development across the lifespan are explained in terms of how they inform and influence own practice in an ECE service.

Planned review date | 31 December 2015 |

Status information and last date for assessment for superseded versions Process | Version | Date | Last Date for Assessment | Registration | 1 | 28 April 1997 | N/A | Review | 2 | 25 January 2005 | N/A | Review | 3 | 17 December 2010 | N/A | Revision | 4 | 8 December 2011 | N/A |

Consent and Moderation Requirements (CMR) reference | 0135 |
This CMR can be accessed at http://www.nzqa.govt.nz/framework/search/index.do.

Please note
Providers must be granted consent to assess against standards (accredited) by NZQA, before they can report credits from assessment against unit standards or deliver courses of study leading to that assessment.

Industry Training Organisations must be granted consent to assess against standards by NZQA before they can register credits from assessment against unit standards.

Providers and Industry Training Organisations, which have been granted consent and which are assessing against unit standards must engage with the moderation system that applies to those standards.

Requirements for consent to assess and an outline of the moderation system that applies to this standard are outlined in the Consent and Moderation Requirements (CMR). The CMR also includes useful information about special requirements for organisations wishing to develop education and training programmes, such as minimum qualifications for tutors and assessors, and special resource requirements.

Comments on this unit standard

Please contact NZQA National Qualifications Services [e-mail] if you wish to suggest changes to the content of this unit standard.