Faculty of Education and Social Work The University of Sydney

EDEC1004 Play and Learning in Early Childhood Unit of Study Outline Session 1, 2014
Last revised: Tue, 25 Feb 2014 08:41:54 +1100

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BEd (Early Childhood)

University of Sydney

Unit of Study Details

Credits: 6 Prerequisites: Nil Preparation:

Teaching Staff Details

Unit of study coordinator: Ms. Debra Ann Finlay Room and building: A35 Phone number: 0419616234 Email: debra.finlay@sydney.edu.au Arrangements for student consultation: To be arranged in tutorial Other staff: Debra Finlay (Lecturer): debra.finlay@sydney.edu.au

What is the unit about Rationale

An in-depth knowledge and awareness of the nature and context of the play of infants, toddlers and young children is essential for early childhood educators. This unit enables students to observe and understand childrens play and to provide a framework for planning developmentally appropriate play-based learning experiences. The pedagogy of play and the importance of planning for, and establishing environments for childrens learning is based on communication with families, childrens interests, and observation of childrens play behaviour which draws on a range of historical, social, developmental and learning theories. Therefore this unit will focus on the theoretical underpinnings of childrens play and address the changing nature of play as children grow and develop. The familial, social and cultural contexts of play will be considered along with play in the natural environment and the use of a variety of resources including technology.

Desired outcomes
As a result of successfully completing this unit of study students should be able to: 1. 2. 3. 4. 5. 6. demonstrate a sound research-based knowledge of play, development and learning theories for infants, toddlers and young children recognise the fundamental importance of play in the learning process apply their knowledge of play, and recognise its inter-relatedness with development and learning for infants, toddlers and young children understand the importance and influence of culture, family and community on childrens play plan learning environments incorporating the natural environment and a range of resources including technology develop the ability to think critically and analytically regarding theories, research and contexts of play, development and learning

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BEd (Early Childhood)

University of Sydney

7. 8.

demonstrate the role of teachers in guiding the interactions of infants, toddlers and young children in play, and engage with and understand the nexus between practice, theory and research in relationship to planning and guiding young childrens learning through play-based experiences

Topics
Historical and contemporary theories of play The integral nature of childrens play and development The cumulative nature of learning through play The familial, social and cultural contexts of play Observing and understanding the play behaviours of infants, toddlers and young children Pedagogy of play-based learning and teaching Developmentally based play experiences for infants, toddlers and young children Development of learning environments to promote play Using the natural environment, resources and technologies for play

Timetable and Teaching Mode

The Faculty of Education and Social Work requires attendance of at least 90 per cent of all seminars, workshops or lectures. Where a student is unable to attend at the required rate evidence of illness or misadventure may be required and the student may be required to undertake extra work. Students should discuss the circumstances of their absence(s) with the co-ordinator of the unit of study. 39 hours of classes in the form of a 1hr lecture and a 2hr tutorial/workshop conducted over 12 weeks

Schedule
Week
Week 1 (starting) 3rd March

Content
Lecture Historical and contemporary theories of play Tutorial What is play? Play and learning

Additional notes

Readings
Introduction and Chapter 2 Hunter, L and Sonter, L.J (2012) Progressing Play Practicalities, Intentions and Possibilities in Emerging Co-constructed Curriculum Sydney, Consultants at Play Chapters for reading this semester TBA Pound, L 2011 Influencing Early Childhood Education: Key figures, philosophies and ideas. Open University Press. New York Chapter 1, 3

Week 2 (start-

Lecture

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BEd (Early Childhood)

University of Sydney

Week

Content

Additional notes

Readings
Hunter, L and Sonter, L.J (2012) Progressing Play Practicalities, Intentions and Possibilities in Emerging Co-constructed Curriculum Sydney, Consultants at Play

ing) 10th Theories of DevelMarch opment as they relate to Childrens play behaviours Tutorial Play and childrens developmental domains Lecture

Week 3 (startObserving to uning) 17th derstand childrens March play Tutorial Week 4 (starting) 24th March Play Lecture Development and changing play behaviours Tutorial Presentation and workshop Group 1 - Rousseau Lecture

Chapter 4 Hunter, L and Sonter, L.J (2012) Progressing Play Practicalities, Intentions and Possibilities in Emerging Co-constructed Curriculum Sydney, Consultants at Play

Chapter 7 Hunter, L and Sonter, L.J (2012) Progressing Play Practicalities, Intentions and Possibilities in Emerging Co-constructed Curriculum Sydney, Consultants at Play

Week 5 (startPlanning for play ing) 31st Tutorial March Presentations and workshop Group 2 - Pesalozzie

Chapter 3 Hunter, L and Sonter, L.J (2012) Progressing Play Practicalities, Intentions and Possibilities in Emerging Co-constructed Curriculum Sydney, Consultants at Play pp. 108-133 Hutchins, T. & Sims, M. (2011). Program planning for infants and toddlers: In search of relationships Castle Hill: Pademelon Press. Chapter 4 Hunter, L and Sonter, L.J (2012) Progressing Play Practicalities, Intentions and Possibilities in Emerging Co-constructed Curriculum Sydney, Consultants at Play Chapter 7 Dockett & Fleer (1999). Play and Pedagogy in Early Childhood:

Week 6 Lecture (starting) Perspectives on 7th April play Tutorial Presentation and workshop Group 3 - Owen Lecture

Week 7 (startThe familial, social ing) 14th and cultural conApril texts of play

Play and Learning in Early Childhood

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BEd (Early Childhood)

University of Sydney

Week

Content
Tutorial Presentation and workshop Group 4 - Froebel

Additional notes

Readings
Bending the rules. Sydney Harcourt. Chapter 4 Hunter, L and Sonter, L.J (2012) Progressing Play Practicalities, Intentions and Possibilities in Emerging Co-constructed Curriculum Sydney, Consultants at Play

AVCC (starting) 21st April Week 8 (starting) 28th April

Lecture Planning for learning by analysing play frameworks Tutorial Presentation and workshop Group 5 - Montessori Lecture Assignment 2 due in tutorial

Chapter 3, 7 Hunter, L and Sonter, L.J (2012) Progressing Play Practicalities, Intentions and Possibilities in Emerging Co-constructed Curriculum Sydney, Consultants at Play

Week 9 (starting) Curriculum and 5th May Pedagogy of playbased learning and teaching Tutorial

Chapter 5 Hunter, L and Sonter, L.J (2012) Progressing Play Practicalities, Intentions and Possibilities in Emerging Co-constructed Curriculum Sydney, Consultants at Play Chapter 2 Elliott, Alison. (2010). Play and literacy: Pedagogies for preschool and early years settings. In M.Ebbeck & M.Waniganayake (Ed.), Play in Early Childhood Education. Learning in diverse contexts (pp. 6788), Sydney: Oxford University Press. Chapter 6 Hunter, L and Sonter, L.J (2012) Progressing Play Practicalities, Intentions and Possibilities in Emerging Co-constructed Curriculum Sydney, Consultants at Play pp. 196-199 Dockett & Fleer (1999). Play and Pedagogy in Early Childhood: Bending the rules. Sydney Harcourt.

Presentation and workshop Group 6 - Piaget

Week 10 (starting) 12th May

Lecture Assessment of learning through play Tutorial Presentation and workshop Group 7 - Vygotsky

Play and Learning in Early Childhood

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BEd (Early Childhood)

University of Sydney

Week

Content

Additional notes
Chapter 10

Readings
M.Ebbeck & M.Waniganayake (2010), Play in Early Childhood Education. Learning in diverse contexts (pp. 6788), Sydney: Oxford University Press.

Week 11 Lecture (startTechnology and ing) 19th young children May Tutorial Technology opportunities and challenges for young children Week 12 Lecture Assignement 3 due - Parent Hand(startbooks - in class Transition to ing) 26th school May Becoming a professional and Engaging Parents in the Play curriculum Tutorial School readiness Engaging families in your EC program Week 13 (starting) 2nd June

Chapter 7 p139-140, Chapter 8, pages 4-5 Hunter, L and Sonter, L.J (2012) Progressing Play Practicalities, Intentions and Possibilities in Emerging Co-constructed Curriculum Sydney, Consultants at Play Chapter 5 M.Ebbeck & M.Waniganayake (2010), Play in Early Childhood Education. Learning in diverse contexts (pp. 6788), Sydney: Oxford University Press.

Assessment Assessment policies

All assessment in this Unit of Study occurs in conformity with the policies of the Faculty of Education and Social Work as outlined on the Faculty web-site. Please refer to this on such matters as: Marking and grading Questioning a mark Submitting an assignment Exams Seeking an extension Penalties for late submission of work Plagiarism and academic honesty Seeking special consideration Seeking leave of absence Student appeals process

All students enrolled in this Unit of Study are expected, without exception, to familiarise themselves with these policies. They are available at the following web-site: http://sydney.edu.au/education_social_work/current_students/assistance_forms/policies.shtml Play and Learning in Early Childhood
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University of Sydney

All assignments must be submitted with the Faculty cover-sheet attached and completed. This is available from the Faculty of Education and Social Work web-site (http:// sydney.edu.au/education_social_work/current_students/assistance_forms/resources/ assignment_coversheet.pdf). The University of Sydney has adopted severe but fair procedures for dealing with plagiarism. It is imperative that students understand what constitutes plagiarism. The threat of being accused of plagiarism is generally relieved by expert referencing of your assignments. If you are not sure how to reference well, please refer to the publications of the Faculty mentioned above, and in particular the following web-site: http://sydney.edu.au/policies/showdoc.aspx?recnum=PDOC2012/254&RendNum=0

Assessment tasks in this unit of study

Task Weight Word count Due date Outcomes Australian Teaching Standards

Seminar presentation and workshop facilitation

25%

Equiva- Week All lent to 4-10 (de1500 pending words on number of students) Equivalent to 2000 2500 6 May All 2014 wk beg All 26 May 2014

Essay

35%

Parent Handbook

40%

1. Seminar presentation and workshop facilitation

Due date for completion: Week 4-10 (depending on number of students) Submission instructions: In tutorials Detail: In groups allocated in tutorial one, students are to develop and present a workshop tracing the life and influence of one historical figure's contribution to early childhood practice. Each presentation group is required to provide resources for students to engage with and experience the identified practices. Assessment criteria: To achieve success in this task, students must demonstrate their ability to: (a) Engage their audience through oral delivery and presentation of information and interact with tutorial participants during workshop. (b) Provide an indepth overview of the historical person(s) being presented and explain his/ her life work by presenting the background of each person in his/her historical time Play and Learning in Early Childhood
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University of Sydney

(c) Identify how the theorist influenced early childhood at that time and the current implementation of his/her theory in services today. (d) Discuss how the person's influence is still apparent in early childhood education today. (e) The workshop must be based on a constructivist approach. This requires your workshop to be interesting, relevant and interactive. Students are to present a range of resources for students engagement during the workshop. Students encouraged to use aids such as, visual aids, music, games, video, work samples and a range of equipment for students engagement and interaction.

2. Essay
Due date for completion: 6 May 2014 Submission instructions: In tutorial Detail: Compare and contrast a traditional and a contemporary theory of play and identify implications for practice Assessment criteria: To achieve success in this task, students must demonstrate their ability to: (a) (c) (e) Identify and explain two theories of play, one traditional and one contemporary; Explain the implications for practice in the early childhood setting Use correct referencing techniques (APA format) in text and in the reference list; (b) Compare and contrast these identified theories; (d) Detail the role of the teacher.

3. Parent Handbook
Due date for completion: wk beg 26 May 2014 Submission instructions: In tutorial Detail: Write a handbook for parents explaining the purpose and benefits of a play curriculum detailing how play influences young childrens development and learning about the world around them Assessment criteria: To achieve success in this task, students must demonstrate their ability to: (a) Introduce and explain a play based curriculum; (b) Identify and explain three theories pertinent to the development of childrens learning through play oriented learning environments. (c) Explain and contrast the differences between child initiated free play activities and adult directed learning experiences. (d) Explain the role of observation in planning for individual childrens learning and Play and Learning in Early Childhood
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University of Sydney

(e) Conclude your handbook with an explanation of how play based learning experiences are the foundation for life long learning.

Student evaluation
We welcome feedback on this Unit of Study. Please take the time to offer constructive written feedback at the end of the semester. The teaching team is committed to the participation of learners in the process of planning and evaluation of courses. The following changes have already been made to this Unit of Study as a result of student feedback: NOTE: For all assignments students must use correct writing formats and follow the faculty's Style Guide for academic assignment writing and referencing: The American Psychological Association (APA) style and Information for Students (Policies, Procedures and Style Guide for Faculty of Education and Social Work) (PDF), Students are expected to submit their own work for marking. Cheating, plagiarism or other student misdemeanors related to assessment tasks will be a breach of academic honesty and be deemed academic misconduct. You can find more information regarding plagiarism on the Current Students Policies page.

References and readings

Required text Hunter, L and Sonter, L.J (2012) Progressing Play Practicalities, Intentions and Possibilities in Emerging Co-constructed Curriculum Sydney, Consultants at Play Pound, L 2011 Influencing Early Childhood Education: Key figures, philosophies and ideas. Open University Press. New York Recommended Reading: Autur L, Beecher B, Death E, Dockett S, Farmer S (2012) Programming and Planning in Early Childhood Settings Fifth Edition Melbourne Australia Sengage Learning Bruce, T. (2011) Learning Through Play: For babies, toddlers and young children London. Hodder Education Brock, A. Dodds, S. Javis, P. & Olusoga, Y. (2009). Perspectives on play. Learning for life. Sydney: Pearson. Hutchins, T. & Sims, M. (2011). Program planning for infants and toddlers:In search of relationships Castle Hill: Pademelon Press. Dockett & Fleer (1999). Play and Pedagogy in Early Childhood: Bending the rules. Sydney. Harcourt. Elliott, Alison. (2010). Play and literacy: Pedagogies for preschool and early years settings. in M.Ebbeck & M.Waniganayake (Ed.), Play in Early Childhood Education. Learning in diverse contexts (pp. 6788), Sydney: Oxford University Press.

Play and Learning in Early Childhood

2014 1 EDEC1004