TCHR5001 PLAY AND PEDAGOGIES IN EARLY CHILDHOOD EDUCATION
Summary
Title |
Assessment |
Type |
Design |
Due Date |
Monday, |
Length |
2000 |
Weighting |
50% |
Academic Integrity |
GenAI May Not be Used Generative Artificial |
Submission |
1 word |
Unit Learning |
This ULO1: identify and analyse the role of play in learning and examine ULO2: discuss the diversity of approaches to pedagogies utilised in ULO3: analyse the ULO4: critically reflect on personal philosophy to play and |
Rationale
Part of your role as an Early Childhood Teacher is to plan and implement learning environments and experiences that support children’s learning and development through play. These decisions must be underpinned by relevant early childhood research, theory and policy documents.
Task Description
This task requires students to reflect upon key issues presented in Modules 1-6 and design a play space and learning experience for children 0-5 years, supported by a written statement.
Task Instructions
1. You are to design an indoor and/or outdoor play space for an age group of your choice. You can choose from birth-2 years, 2-3 years or 3-5 years. Your design may be created using any computer program you wish, or it can be hand drawn. Consider the layout of and resources in your play space. Your design must be inserted into the template (word document) provided and it must be clearly labelled. Your play space design will need to demonstrate the knowledge and understanding you have gained throughout the unit. Your design choices must be supported by the theories, curriculum and policy documents, and unit content we have explored.
2. Using the learning experience template provided, you are to plan a small group play-based learning experience for your chosen age group that could take place in your designed play space (approximately. 500 words). Your learning experience will need to demonstrate the knowledge and understanding you have gained throughout the unit. It must be underpinned by the theories, curriculum and policy documents, and unit content we have explored.
3. Your play space design and your play-based learning experience must be supported by a written statement (1500 words), justifying your choices for the design and learning experience. You must make clear links to the Early Years Learning Framework (AGDE, 2022) and relevant early childhood theories, research and literature, including the unit textbook.
Follow the steps to complete the task:
• Open the Design Task Template on the unit site and save it with your surname and initials and the assessment task’s name. E.g: MillsA_assessment2_designtask
• Edit the cover page with the following details:
o Student name and Student ID o Unit code and name o Unit Assessor and Tutor names o Date submitted
• Insert your play space design, learning experience and written statement into the template.
• Complete one reference list on word document
• Once complete, submit task via the Turnitin link in the Assessment and Submission section of the unit site.
Referencing
APA7th referencing format is required with a minimum of 5 references. Sources should include relevant early childhood policy and peer-reviewed literature. Students must use the unit textbook.
Resources
• Australian Government Department of Education. (2022) Belonging, being and becoming: The early years learning framework for Australia (V2.0).
• Australian Children’s Education & Care Quality Authority (n.d.). Developmental milestones and the Early Years Learning Framework and the National Quality Standards.
• Robinson, C., Treasure, T.,O’Connor, D., Neylon, G., Harrison, C., Wynne, S. (2018). Learning through play. Oxford University Press.
Task Submission
Assessments should be submitted using the Turnitin link on the Assessments Tasks & Submissionsection on the Blackboard site. Only Microsoft Word documents submitted via the Turnitin portal on Blackboard will be accepted. You must label your submission with your surname and initials and the assessment task’s name.
Academic Integrity
At Southern Cross University academic integrity means behaving with the values of honesty, fairness, trustworthiness, courage, responsibility, and respect in relation to academic work.
The Southern Cross University Academic Integrity Framework aims to develop a holistic, systematic, and consistent approach to addressing academic integrity across the entire University. For more information see the SCU Academic Integrity Framework
NOTE: Academic Integrity breaches includepoor referencing, not identifying direct quotations correctly, close paraphrasing, plagiarism, recycling, misrepresentation, collusion, cheating, contract cheating, fabricating information.
GenAI May Not be Used
Generative Artificial Intelligence (GenAI) tools, such as ChatGPT, may not be used for this Assessment Task. You are required to demonstrate if you have developed the unit’s skills and knowledge without the support of GenAI. If you use GenAI tools in your assessment task, it may result in an academic integrity breach against you as described in the Student Academic and Non-Academic Misconduct Rules, Section 3.
Special Consideration
Students wishing to request special consideration to extend the due date of an assessment task must submit a Request for Special Consideration form via their MyEnrolment page as early as possible and prior to the original due date for that assessment task, along with any accompanying documents, such as medical certificates.
Please refer to the Special Consideration section of Policy https://policies.scu.edu.au/document/view-current.php?id=140
Late Submissions & Penalties
Except when special consideration is awarded, late submission of assessment tasks will lead automatically to the imposition of a penalty. Penalties will be incurred as soon as the deadline is reached.
• a penalty of 5% of the available marks will be deducted from the actual mark at one minute after the time listed in the due date
• a further penalty of 5% of the available mark will be deducted from the actual mark achieved on each subsequent calendar day until the mark reaches zero.”
Please refer to the Late Submission & Penalties section of Policy https://policies.scu.edu.au/view.current.php?id=00255
Grades & Feedback
Assessments that have been submitted by the due date will receive an SCU grade. Grades and feedback will be posted to the ‘Grades and Feedback’ section on the Blackboard unit site. Please allow 7-10 days for marks to be posted.
Assessment Rubric
Marking Criteria and % |
High Distinction + 100% |
High Distinction (85–99%) |
Distinction (75–84%) |
Credit (65–74%) |
Pass (50–64%) |
Marginal Fail (35-49%) |
Fail (1-34%) |
Not Addresse d (0%) |
Knowledge |
Achieves |
Shows an |
Shows an |
Shows a |
Shows an |
Limited |
No |
|
Knowledge and understanding of the role of play in learning and development. 20% |
Achieves |
Shows an |
Shows an |
Shows a |
Shows an |
Little knowledge and understanding of the role of play in |
No |
|
Knowledge and understanding of the link between the |
Achieves |
Outstanding |
Very good |
Competent |
Links made |
Inconsistent links made between the EYLF and play |
No links |
|
Supporting 20% |
Achieves |
Outstanding |
Insightful |
A |
An |
Supporting sources are inappropriate/ non-academic. |
No |
|
Design of play space. 10% |
Achieves |
Design is |
Design is |
Design is |
Design is |
Design is |
Design is |
|
Academic writing conventions, including APA 7th |
Achieves |
An Academic |
A high |
A good |
A basic Academic |
Poor |
Academic errors |
|
Description of SCU Grades
High Distinction:
The student’s performance, in addition to satisfying all of the basic learning requirements, demonstrates distinctive insight and ability in researching, analysing and applying relevant skills and concepts, and shows exceptional ability to synthesise, integrate and evaluate knowledge. The student’s performance could be described as outstanding in relation to the learning requirements specified.
Distinction:
The student’s performance, in addition to satisfying all of the basic learning requirements, demonstrates distinctive insight and ability in researching, analysing and applying relevant skills and concepts, and shows a well-developed ability to synthesise, integrate and evaluate knowledge. The student’s performance could be described as distinguished in relation to the learning requirements specified.
Credit:
The student’s performance, in addition to satisfying all of the basic learning requirements specified, demonstrates insight and ability in researching, analysing and applying relevant skills and concepts. The student’s performance could be described as competent in relation to the learning requirements specified.
Pass:
The student’s performance satisfies all of the basic learning requirements specified and provides a sound basis for proceeding to higher-level studies in the subject area. The student’s performance could be described as satisfactory in relation to the learning requirements specified.
Fail:
The student’s performance fails to satisfy the learning requirements specified.