ECE 3001 The Play Based Curriculum

SubjectCat-NbrClassTermModeDescriptionUnitsCampus
ECE3001181783, 2002EXTThe Play Based Curriculum1.00TWMBA
Academic Group:FOEDU
Academic Org:FOE004
HECS Band:1
ASCED Code:070101

Contents


STAFFING:

Examiner: Deborah Geoghegan
Moderator: Lyn Bower



RATIONALE:

The value of play is seen as central to contemporary early childhood programs for children 0-8 in years. The International Early Childhood Association Code of Ethics states that "we have a duty to honour the child's right to play in acknowledgment of the major contribution of play to development". Children's emergent literacy, numeracy, social, physical and creative skills can all be enhanced in creative early childhood settings which provide rich and varied opportunities for play.


SYNOPSIS:

This course will consider a number of theories about play in the curriculum including learning theory and will introduce students to ways of enhancing children's play across all curriculum areas in an integrated way. To this end, play-based programs will be explored with consideration of issues such as diversity and continuity. Students will be asked to consider the nature of a variety of early childhood programs and their relationship to play.


OBJECTIVES:


On successful completion of this course students will be able to:

  • relate theories about play to programming in early childhood settings;

  • consider a variety of early childhood curriculum models based on play;

  • review the role of symbolic play in emergent literacy, numeracy, computer skills, social and physical development;

  • develop programs which nurture creativity through play.



    • TOPICS:


    DescriptionWeighting (%)
    1. Theories of play and implications of curriculum design
    		 20.00
    2. Adult's role
    		 20.00
    3. Program models in early childhood
    		 40.00
    4. Evaluating programs
    		 20.00

    TEXT and MATERIALS required to be PURCHASED or accessed:

    Books can be ordered by fax or telephone. For costs and further details use the 'Book Search' facility at http://bookshop.usq.edu.au by entering the author or title of the text.

    Shipley, D 1998, Empowering Children: Play Based Curriculum for Lifelong Learning, 2nd edition, Nelson, Canada.




    REFERENCE MATERIALS:

    Reference materials are materials that, if accessed by students, may improve their knowledge and understanding of the material in the course and enrich their learning experience.

    Abbott, L. & Rodger, R. (1994). Quality education in the early years, Buckingham: Open University Press.

    Bennett, N., Wood, E. & Rogers, S. (1997). Teaching through play, Buckingham: Open University Press.

    Briggs, F. & Potter, G. (1999). Teaching children in the first three years of school, (3rd ed.). Australia: Longman.

    Catron, C. & Allen, J. (1999). Early childhood curriculum: A creative play model, 2nd edition, USA: Macmillan Publishing Company.

    Feeney, C.M 2001, Who am I in the lives of children?, 6th edition, Maxwell Macmillan Publishing, Australia.

    Fortson, L. & Reiff, J 1995, Early Childhood Curriculum: Open Structures for Integrative Learning, Allyn and Bacon, USA.

    Goffin, S 1994, Curriculum Models and Early Childhood Education, Macmillan College Press, New York.

    Hendrick, J 1996, The Whole Child, 6th edition, Merrill, NJ.

    Henrick, J 1998, Total Learning Developmental Curriculum for the Young Child, 5th edition, Upper Saddle River, NJ.

    Hogben, Jane. Education Department of South Australia 1989, Learning in Early Childhood: What Does it Mean in Practice,

    Hughes, P.F. 1999, Children play and development, 3rd edition, Boston: Allyn and Bacon.

    Isenberg, J.P. & Jalongo, M.R 2001, Creative Expression and Play in Early Childhood, 3rd edition, Merrill, Upper Saddle River NJ.

    Reynolds, E 1996, Guiding Young Children, Mayfield Publishing.

    van Hoorn, J., Nourot, P., Scales, B. & Alward, K 1999, Play at the Centre of the Curriculum, 2nd edition, Merril Publishing, New York.

    Worthan, S 2002, Early childhood curriculum, 3rd edition, Merrill/Prentice Hall.




    STUDENT WORKLOAD REQUIREMENTS:

    ACTIVITYHOURS
    Directed Study65
    Private Study95


    ASSESSMENT DETAILS:

    DescriptionMarks Out ofWtg(%)RequiredDue Date
    ASSIGNMENT 140.0040.00Y20 Dec 2002
    ASSIGNMENT 260.0060.00Y21 Feb 2003

    OTHER REQUIREMENTS:

    1. When there is more than one marker for a single item of assessment, the distribution patterns and means for the different markers will be compared and marks adjusted if necessary.
    2. Marking criteria are provided in course material as mark sheets/guides or as part of assignment specifications.
    3. Summative assessment items will be given a numerical score.
    4. Course Grades will be calculated by aggregating the weighted result or numerical score for each summative assessment item.
    5. All assessment items must be submitted. Assessment items must be passed overall.
    6. If assignments are submitted after the due date without an approved extension of time, University penalties will apply.