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Unit of Study TCHR5001 - Pedagogies of Playful Being and Becoming (2027)

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Unit Snapshot

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Unit description

This unit engages students with diverse theoretical and philosophical perspectives of play that shape early childhood education and care pedagogies. It empowers students to develop their pedagogy of play - that is thoughtful, responsive, innovative and grounded in their active and collaborative engagement with children and families, across changing and diverse community contexts. Students will strengthen their capacity to critically analyse the intricate relationships between philosophy, theory, pedagogy, and policy, and reflect on how these forces shape pedagogical practice. Ultimately, the unit supports students in imagining and enacting transformative ways of being and becoming through play in early childhood education and care.

Unit content

Module 1: Foundational Theories and Global Perspectives of Play and Pedagogies.

Module 2: Contemporary Theoretical Perspectives of Play and Pedagogies.

Module 3: Facilitating Learning Through Play in Early Childhood Contexts.

Module 4: Play-Based Learning and the Curriculum.

Module 5: Whose Play? Inclusive Practices.

Module 6: Co-Constructing Pedagogies of Play for a More Inclusive, Socially and Planetary Just World.

Availabilities

Location Domestic International
Brisbane
Term1,4
Term1,4
Gold Coast
Summer Term
Term1,4
Summer Term
Term1,4
Melbourne
Term1,4
Term1,4
Online
Summer Term
Term1,4
Summer Term
Term1,4
Perth
Term1,4
Term1,4
Sydney
Term1,4
Term1,4

Learning outcomes

Unit Learning Outcomes express learning achievement in terms of what a student should know, understand and be able to do on completion of a unit. These outcomes are aligned with the graduate attributes. The unit learning outcomes and graduate attributes are also the basis of evaluating prior learning.

On completion of this unit, students should be able to:

critically engage with multiple perspectives of play and pedagogies, analysing how these construct ways of being and becoming in/through early childhood education and care (ECEC)

identify and analyse the role of play in learning including the complexities and specificities of learning environments that support young children’s holistic development, identities, cultures and agency

analyse the interrelationships between the philosophy, theory, pedagogy and policy in shaping learning environments in ECEC settings, with attention to the place, local context, diversity, and ethical praxis

critically reflect on and articulate a personal pedagogy of play and how it informs and transforms learning and teaching practices with children, families, and communities

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Prescribed Learning Resources may change in future Teaching Periods.