EDF2058 · Play-based learning theories and pedagogy

Overview

In this unit you will explore, research and evaluate a variety of play-based learning theories. You will examine the concept of ‘play’ to consider the influence of linguistic, cultural and socio-economic diversity on understandings of play and its connections to learning. Play will be examined to consider the influence of popular culture and peer interactions and you will be asked to recommend ways of supporting children's play-based learning. Engaging with play-based curriculum and framework documents during the unit will support you to view children as active participants in their learning, capable of solving problems and co-constructing new knowledge. Learning multiple ways of observing and documenting children's play, you will be required to engage in an analysis of pedagogical play and outline the implications of your analysis for your own professional practice.

Offerings

Assessment

The Handbook does not list a final examination among the assessment items. That is not a guarantee there is none.

Assessment details may change. Please refer to the assessment information in Moodle closer to the start of the teaching period.

Requisites

The Handbook lists no prerequisite, corequisite or prohibition for this unit.

Learning outcomes

1. demonstrate a broad understanding of play-based learning theories
2. apply contemporary play-based learning theories to creatively explore possibilities for pedagogical practices in early childhood settings, primary schools, families and communities
3. critically analyse the research base underpinning the range of theoretical perspectives on play-based learning
4. critically consider the application of play-based learning theories for children from diverse linguistic, cultural and socio-economic backgrounds, including learners with special needs
5. identify and discuss implications for practice connections between curriculum framework documents and play-based learning theories
6. develop a broad understanding of pedagogical tools and methods to assess children’s learning through play to inform early identification and early intervention responses.

Workload

The minimum total expected workload to achieve the learning outcomes for this unit is 144 hours per teaching period comprising a mixture of scheduled learning activities and independent study. Usually, you can expect to engage with: • 24 hours* of scheduled learning delivered on campus via weekly/regular directed learning activities; and • the remaining hours to be allocated towards self-directed/independent study Scheduled learning activities may include a combination of teacher directed learning, peer directed learning and online engagement. *Subject to variation due to professional experience requirements

Student experience, not official rules. Nothing here changes what the Handbook says.