EDE3103 Play and Pedagogy II
|Semester 1, 2013 On-campus Springfield|
|Faculty or Section :||Faculty of Education|
|School or Department :||Education|
|Version produced :||13 March 2014|
Examiner: Karen Noble
Moderator: Michelle Turner
Early childhood professionals and researchers are advocating for an emergent curriculum approach in the early childhood classroom. Recent conceptions of curriculum in early childhood encompass views that children derive multiple benefits from socially mediated learning; from engaging in play, problem-solving and projects that are contextualised in personally meaningful endeavours. It acknowledges that children have multiple pathways for learning, and that this learning occurs when the principle of relationship is a central tenet of the context.
Play resides as a central theme within the course, and students examine the role of play as integrative in the curriculum. To this end, they are engaged in exploring children's thinking and communication, to develop-in-depth skills in the documentation, and interpretation of play. Further to this, students explore how children's play can be scaffolded and evaluated within a play-based, integrated curriculum. Models of curriculum are explored, particularly as they apply to contemporary early years contexts. The nature of the 'integrated curriculum' is examined, both theoretically, and in its practical applications, both in Australia and internationally. Students examine a range of curriculum traditions, and compare them to recent constructions of children and childhood. NOTE: Minimum enrolment numbers apply to this offering. Should enrolments not reach the minimum number required for on-campus study, students may be transferred to the ONLINE offering and advised of this change before semester commences.
The course objectives define the student learning outcomes for a course. The assessment item(s) that may be used to assess student achievement of an objective are shown in parenthesis. On successful completion of this course students will be able to:
- demonstrate an understanding of children's thinking and communication as it is expressed through play (Assignment 1)
- demonstrate an understanding of the role of play as integrative in the curriculum (Assignments 1 and 2)
- document and interpret children's play (Assignment 1)
- describe how children's play can be scaffolded and evaluated (Assignment 1)
- plan an integrated, play based early childhood program (Assignment 2)
- demonstrate an understanding of traditional approaches to curriculum in early childhood (Assignment 1 and 2)
- demonstrate an understanding of recent constructions of early childhood curriculum (Assignment 2)
- describe the nature of the negotiated curriculum and the theoretical foundations of integrated curriculum approaches (Assignment 2)
- demonstrate competence in and appropriate use of language and literacy, including spelling, grammar, punctuation and bibliographic referencing. (All assessments)
|1.||Play and thinking||20.00|
|2.||Play as an integrative device||20.00|
|3.||Scaffolding and interpreting play in context||10.00|
|4.||Contrasting traditional and contemporary approaches to early years curriculum||20.00|
|5.||The changing role of the teacher in contemporary early years contexts||10.00|
|6.||Documentation of play||10.00|
|7.||Creativity and Inquiry||10.00|
Text and materials required to be purchased or accessed
ALL textbooks and materials available to be purchased can be sourced from USQ's Online Bookshop (unless otherwise stated). (https://bookshop.usq.edu.au/bookweb/subject.cgi?year=2013&sem=01&subject1=EDE3103)
Please contact us for alternative purchase options from USQ Bookshop. (https://bookshop.usq.edu.au/contact/)
Fraser, S (2012), Authentic childhood: experiencing Reggio Emilia in the classroom, 3rd edn, Nelson Thomson, Toronto, Ontario, Canada.
Arthur, L., Beecher, B., Death, E., Dockett, S. & Farmer, S (2012), Programming & Planning in early childhood settings, 5th edn, Cengage, Melbourne, VIC.
Bodrova, E., & Leong, D. J (2006), Tools of the mind: the Vygotskian approach to early childhood education, 2nd edn, Pearson Merrill, Upper Saddle River, NJ.
Kolbe, U (2007), Rapunzel's supermarket, 2nd edn, Peppinot Press, Byron Bay, NSW.
MacNaughton, G., & Williams, G (2008), Techniques for teaching young children, 3rd edn, Pearson Education Australia, French Forest, NSW.
Moyles, J (ed.) (2010), The excellence of play, 3rd edn, Open University Press, Buckingham.
Van Hoorn, J., Nourot, P., Scales, B., & Alward, K (2011), Play at the centre of the curriculum, 5th edn, Merrill, Upper Saddle River, NJ.
Whether you are on, or off campus, the USQ Library is an excellent source of information http://www.usq.edu.au/library..
Student workload requirements
|Description||Marks out of||Wtg (%)||Due Date||Notes|
|ASSIGNMENT 1||40||40||25 Mar 2013|
|ASSIGNMENT 2||60||60||06 May 2013|
Important assessment information
There are no attendance requirements for this course. However, it is the students' responsibility to study all material provided to them or required to be accessed by them to maximise their chance of meeting the objectives of the course and to be informed of course-related activities and administration.
Requirements for students to complete each assessment item satisfactorily:
To satisfactorily complete an individual assessment item a student must achieve at least 50% of the marks.
Penalties for late submission of required work:
If students submit assignments after the due date without (prior) approval of the examiner then a penalty of 5% of the total marks gained by the student for the assignment may apply for each working day late up to ten working days at which time a mark of zero may be recorded. No assignments will be accepted after model answers have been posted.
Requirements for student to be awarded a passing grade in the course:
To be assured of receiving a passing grade a student must achieve at least 50% of the total weighted marks available for the course.
Method used to combine assessment results to attain final grade:
The final grades for students will be assigned on the basis of the aggregate of the weighted marks obtained for each of the summative assessment items in the course.
There is no examination in this course.
Examination period when Deferred/Supplementary examinations will be held:
As there are no examinations in this course, there will be no deferred or supplementary examinations.
University Student Policies:
Students should read the USQ policies: Definitions, Assessment and Student Academic Misconduct to avoid actions which might contravene University policies and practices. These policies can be found at http://policy.usq.edu.au.
APA style is the referencing system required in this course. Students should use APA style in their assignments to format details of the information sources they have cited in their work. The APA style to be used is defined by the USQ Library's referencing guide. http://www.usq.edu.au/library/referencing
Students will require access to e-mail and have Internet access to UConnect for this course.