Lecture. Presentation. Discussion. Case Study. collaboration and Group Activities. Observation and Analysis of Video clips.Guest Speaker. Reflection.Enquiry based learning. Feedback on learning activities.
Module Aim:
This module aims to encourage learners to know, understand and reflect on the role of play in the ongoing learning and development of babies, toddlers and young children. Learners come to understand the importance of observation, interactions, language and dispositions in supporting play activities. Play activities will be investigated in a simulated practice setting in preparation for Supervised Practice, all in the context of Aistear and Siolta.
Learning Outcomes
On successful completion of this module the learner should be able to:
LO1
Outline the history of play as theory and practice.
LO2
Explain the role of observation, interactions, language, and dispositions in supporting play activities.
LO3
Discuss the role of EC Educators, parents, and others in support of play.
LO4
Prepare an appropriate environment for babies, toddlers, and young children in line with Aistear and Siolta
Pre-requisite learning
Module Recommendations
This is prior learning (or a practical skill) that is recommended before enrolment in this module.
No recommendations listed
Incompatible Modules
These are modules which have learning outcomes that are too similar to the learning outcomes of this module.
No incompatible modules listed
Co-requisite Modules
No Co-requisite modules listed
Requirements
This is prior learning (or a practical skill) that is mandatory before enrolment in this module is allowed.
No requirements listed
Module Content & Assessment
Indicative Content
History of Play: theory and practice
• The Right to Play
• Characteristics and Features of Play
• Dewey, Froebel, Elkind,
• A playful childhood
• Outdoor Play – Margaret MacMillan
• Paul Ramchandani - PEDAL
Observation, interactions, language, and dispositions
• Classifications of play, Hutt’s Taxonomy of play
• Different types of play – observing and identifying.
• The role of the educator in developing a pedagogy of play
• The role of interaction – a pedagogy of listening for the 100 languages of children.
• The role of language in supporting play and the development of dispositions.
• Sharing with parents and others the role and possibilities of play for their children
Preparing environments that support play
• Environments that support the play of babies – the secure base
• The influence of Reggio Emilia and Te Whariki in supporting play
• Freedom, movement, materials and activities indoors and outdoors
• Supporting the development of pretend and social play with Young Children
• Being Playful – the adult learners devising and playing with materials and activities – leading to reflection
• The use of observation (using video clips) to come to an understanding of play.
Assessment Breakdown
%
Continuous Assessment
100.00%
Continuous Assessment
Assessment Type
Assessment Description
Outcome addressed
% of total
Assessment Date
Presentation
The learner will identify an aspect of play, give a rationale for its selection and prepare an analysis of it, this will be linked to the preparation of a play activity which will be presented to a small group and a reflection will be written later.
1,2,3,4
100.00
n/a
No Project
No Practical
No End of Module Formal Examination
SETU Carlow Campus reserves the right to alter the nature and timings of assessment