Impacts, Influences, and Interventions on Children’s Development and Learning

Assessment Purpose:
The purpose of this task is to demonstrate your understanding using theory and research of the multiple impacts, influences, and interventions, that promote or limit children’s development and learning. This will consider and utilise information drawn from children’s individual and family contexts, socio-cultural contexts, and community contexts.
It will also demonstrate an understanding of the “bio-psycho-social” model of development and learning, and identify relevant risk and protective factors, that may affect development across (a) socio-emotional, (b) physical, sensory or motor, and (c) cognitive domains.

Assessment Details:
For this task, you are required to demonstrate your understanding using theory and research of the multiple impacts, influences, and interventions, that promote or limit children’s development and learning from birth to 36 months (approximately).

The essay must include and discuss:
• Impacts and influences that promote or limit children’s development and learning, across (a) socio-
emotional, (b) physical, sensory or motor, and (c) cognitive domains.
• Risk factors and protective factors that promote or limit children’s development and learning
• Sources of information drawn from individual, family, and social-cultural-community contexts
• Biological, psychological, and social, protective/risk factors, impacts, influences (bio-psycho-social
model of development and learning)
• Provide evidence-based strategies and interventions for each domain (a), (b), and (c) at an (i)
adult/individual/classroom level, (ii) targeted intervention level, and/or (iii) community/universal intervention level. NB: This can, but does not have to, include strategies/interventions for diverse groups such as clinical/medical conditions, developmental disabilities, diagnosed difficulties, or specific cultural/ethnic/disadvantaged groups.

Assessment Criteria
In the essay paper, the Teacher Candidate:
• Demonstrates knowledge and understanding of early learning and development theory (social- emotional, physical/sensory/motor, cognitive), and research on impacts, influences, and interventions relevant to infants and toddler development and learning
• Demonstrates knowledge of protective factors and risk factors that contribute to infant and toddler development, learning and wellbeing, drawn from multiple sources/contexts
• Demonstrates knowledge and understanding on the bio-psycho-social model and factors within, that contribute to the development and learning for infants and toddler
• Demonstrates evidence and knowledge of a range of strategies and interventions to promote young children’s learning, development, and wellbeing at various levels and across developmental domains
• Essay is well articulated, planned-out, and justified, and organised in a clear and logical structure that covers major areas mentioned
• Provides relevant citations and evidence to support the essay purpose, details and criteria.

Related Graduate Standards and evidence of students’ attainment of the standard and how it is or will be collected:
• 1.1 Demonstrate knowledge and understanding of physical, social and intellectual development and characteristics of student and how these may affect learning:
– Requires Teacher Candidates to critically discuss an aspect of development in-depth and the possible effects on learning
• 1.2 Demonstrate knowledge and understanding of research into how students learn and the implications for teaching:
– Requires Teacher Candidates to detail the relationship between learning and promoting the selected developmental processes for infants and toddlers.
• 3.3 Include a range of teaching strategies
– Teacher Candidates are required to outline suggestions to promote strong
infant/toddler development.