Details for EDU242 Play Based Pedagogies

It is essential for all early childhood teachers to have deep knowledge and understanding of the significance of the role of play in children’s learning and development. This subject provides a comprehensive analysis of the theories of play and play-based pedagogies and of relevant research that is indicative of the importance of play in early childhood education. Contemporary curriculum will be examined with particular emphasis on relevant approved learning frameworks and curriculum documents. Students will be introduced to a wide range of assessment and reporting techniques including documentation to enhance planning for learning. The aim of this subject is to develop students’ knowledge of pedagogical practices in the early years and build capacity to transfer this knowledge into practice. 

Quick Stats

• Currently offered by Alphacrucis: Yes
• Course code: EDU242
• Credit points: 10

Subject Coordinator

Prerequisite

Nil

Unit Content

Outcomes

1. Investigate and discuss the theoretical influences on early childhood pedagogies and practices in relation to play. 
2. Examine the characteristics of children’s play and identify how children learn and develop through play.
3. Articulate the role of the teacher in supporting and encouraging children’s play and inquiry in indoor and outdoor learning environments. 
4. Investigate and develop play-based experiences and environments to support children’s learning and development across a range of developmental domains, curriculum areas, contexts and age levels. 
5. Analyse the characteristics of children’s learning environments such as use of space and resources and identify how these aspects influence children’s learning. 
6. Demonstrate an understanding of the role of the Graduate Teacher Standard Descriptors and the relevant learning framework (EYLFV2.0) in identifying professional learning needs. 

Subject Content

1. Definitions of play and the different types of play; the complexities of play, including cultural influences and global perspectives; equity and inclusion in play; categories of play. 
2. Theories underpinning contemporary learning and teaching practices in relation to play; an overview of the exploration of major theorists and theories (Vygotsky, Bronfenbrenner, Piaget, Parten). 
3. The significance of indoor and outdoor play experiences in Early Childhood and Primary settings and links to curriculum Early Years Learning framework (EYLFV2.0) and integration with the Australian Curriculum 
4. Assessment, documentation, and reporting practices of play-based pedagogies that facilitate engagement and collaboration with children, families, colleagues, and other professionals. 
5. Play and the role of intentional teaching in encompassing a range of perspectives including Indigenous perspectives, culture, and gender into the curriculum. 
6. Engaging children in play: selection of resources, teaching strategies, physical environment, human factors, teaching approaches, the environment as the third teacher. 
7. Implementation of Play Theory
8.  Inquiry Based Learning 
9. Loose Parts Play 
10. Age-appropriate Play Based Learning 
11. The Power of Documentation 
12. Thinking about play across education 

This course may be offered in the following formats

• ​​Face to face on site (extensive) 
• ​​E-learning (online/asynchronous) 
• ​​E-learning (online/synchronous) 

Please check the timetable to see when this subject will next be offered at Alphacrucis University College.

Assessment Methods

1. Introductory Literature Review (20%)
2. Lesson Plans and Analysis (40%)
3. Design a Play-Based Group Time Experience (40%)

Prescribed Text

Textbook 
Arthur, L., Beecher, B., Death, E., Dockett, S., & Farmer, S. (2021). Programming and planning in early childhood settings (8th ed.). Cengage Learning Australia 
Check with the instructor each semester before purchasing any textbooks