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Unit Summary
Unit aim
Focuses on students acquiring an understanding of the range of pedagogies and approaches to curriculum utilised in early childhood education and care. Analyses key issues pertaining to the role of play in learning; the relationships between philosophy, theory and pedagogy to learning environments for young children, and develops an understanding of what it is to be an early childhood educator.
Unit content
Module One: Theoretical Perspectives of Play and Pedagogy
- Foundations
- Developmental Perspectives
- Sociocultural Perspectives
- Critical Perspectives
- ‘Post’ Perspectives
Module Two: Teaching and learning through Play
- Play-based policies: Curriculum/Learning Frameworks
- Play-based policies: Assessment/Documentation
- Whose play? Inclusive practice
- Digital play and popular media
- Creating playful spaces
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: | |
|---|---|
| 1 | introduce types of play in learning, history, theories of, and challenges to, play-based pedagogy |
| 2 | demonstrate how a play-based pedagogy can be justified |
| 3 | analyse key issues pertaining to the role of play in learning |
| 4 | discuss the diversity of approaches to curriculum and pedagogy utilised in early childhood education and care, and how they position children, teachers and parents |
| 5 | analyse the relationships between philosophy, theory and pedagogy to learning environments for young children (birth-8 years) |
| 6 | critically reflect on their personal approach to learning and teaching, the challenges they face and the learning competencies they need to achieve to succeed in their study and career as an early childhood professional. |
On completion of this unit, students should be able to:
- introduce types of play in learning, history, theories of, and challenges to, play-based pedagogy
- demonstrate how a play-based pedagogy can be justified
- analyse key issues pertaining to the role of play in learning
- discuss the diversity of approaches to curriculum and pedagogy utilised in early childhood education and care, and how they position children, teachers and parents
- analyse the relationships between philosophy, theory and pedagogy to learning environments for young children (birth-8 years)
- critically reflect on their personal approach to learning and teaching, the challenges they face and the learning competencies they need to achieve to succeed in their study and career as an early childhood professional.
Prescribed texts
- No prescribed texts.