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EDE3103 Perspectives of Early Years Curriculum, Play and Pedagogy

Semester 1, 2021 External
Short Description: Prspctvs of Ey Crclm Play&Pedy
Units : 1
Faculty or Section : Faculty of Business, Education, Law and Arts
School or Department : School of Education
Student contribution band : Band 1
ASCED code : 070101 - Teacher Education: Early Child
Grading basis : Graded


Examiner: Alice Brown


Pre-requisite: EDE2010 and Students must be enrolled in one of the following Programs: BEED or BEDU (Early Childhood) or BECH

Other requisites

Students must have successfully completed the entire previous year’s Professional Experience courses in order to enrol in this course. Students must be available for a prescribed period of time to undertake a placement in a school or other approved site as required in this course.

Before commencing this course students will be assumed to have read the full details of Professional Experience particulars and familiarised themselves with the requirements. Please see the Education Placement Professional Experience website and the Professional Experience Book for full details.

State law in Queensland (Australia) requires that all adults working/undertaking professional experience/researching with children under the age of 18, in the state of Queensland must hold a valid Blue Card OR Exemption Card

Students need to lodge their blue card application or renewal online . Students will need to register with blue card services and validate their identification online. If successful, the student will be provided an online account number to send to the Professional Experience Team to ensure there are no delays with their placement. Students will not be able to commence their placement without a current blue card. USQ recommends students lodge their renewal at least 28 days prior to the expiry of their current card.

Where a student is denied approval for a blue card, enrolment in any initial teacher education program will be withdrawn (refer to

If undertaking Professional Experience outside of Queensland, students are advised to check the Working with Children requirements of the state within which Professional Experience will be undertaken (refer to


The Melbourne Declaration (2008), the UN Convention on the Rights of the Child (1989), early years' frameworks, and curriculum documents affirm the right for all children to have equitable opportunities to access quality early childhood education and care. Within these settings, the curriculum is the blue print for guiding educators in planning, supporting, teaching and assessing children’s learning. As professionals, it is imperative that pre-service early childhood educators have an awareness of key curriculum documents, frameworks and early childhood pedagogy, and the underpinning theory and research that informs these documents to make informed decisions on how best to support the learning potential of children. They also need to be equipped with the theory for how play can offer an integrative device for supporting children’s learning, and a strong understanding for the roles of the educator in the learning environment. As accountabilities around curriculum become significant, it is essential that the early childhood educator teaching in the early years can articulate how play supports the provision of high impact teaching and learning and curriculum delivery.


The course extends upon pre-service educator's understandings of the historical, contemporary and post-structuralist theory on play, and how this can impact on and inform practices for supporting children's agency, play, development and learning. The importance of the role of the educator is examined as pre-service early childhood educators explore age appropriate pedagogical skills and strategies to facilitate and scaffold meaning-making in children's play and the co-construction of appropriate learning environments. Pre-service educators will also investigate skills and strategies required for the facilitation and support of transitions for children through play. The course provides early childhood educators with the opportunity to develop understanding and awareness of key features and themes of early childhood curriculum, frameworks and approaches. Pre-service educators will examine factors that impact on curriculum decision making and their role in the learning environment.

A 15-day professional experience placement is attached to this course. For full details of the Professional Experience particulars, please refer to the Professional Experience website and the Professional Experience Book.


The course objectives define the student learning outcomes for a course in accordance with the Australian Institute for Teaching and School Leadership’s (AITSL) Australian Professional Standards for Teachers (APST). On successful completion of this course pre-service educators should be able to:

  1. analyse and interpret the learning strengths and developmental capabilities of children at play (APST 1.2, 1.3);
  2. apply feedback from supervising teachers to the planning of age appropriate pedagogical strategies that support child agency, foundational literacy and numeracy learning, and holistic development through play (APST 1.1, 2.5, 3.3, 6.3);
  3. examine the role of the educator in planning for the scaffolding of play with children from diverse backgrounds and children with challenging behaviours (APST 1.3, 3.2, 4.3);
  4. co-construct learning environments, and organise activities and effective teaching and learning sequences through age appropriate and strategic play-based curriculum choices (APST 2.2, 3.2, 3.3, 4.2);
  5. examine and apply early years curriculum and frameworks in early childhood contexts as a strategy to evaluate the implementation of teaching programs to improve practice and to improve children’s involvement and learning (APST 2.1, 3.6);
  6. explain how intentional play facilitates positive behaviour and supports transitions for children and families across early learning contexts (APST 4.3, 7.3);
  7. demonstrate professionalism during pre-service teacher placements through observation, practice and assessment of pre-service teacher professional practice (1.5, 2.3, 3.1, 3.4, 3.5, 4.1, 4.4, 5.1, 5.4, 7.1, 7.2, 7.4).


Description Weighting(%)
1. Identifying the learning and development within play – research and practice 10.00
2. Implications for teaching - age appropriate pedagogical approaches to support children’s learning through play, including sustained learning over time 20.00
3. The role of the educator and the ongoing planning cycle to scaffold, interpret, organise and evaluate play in the learning environment; resources, teacher directed and child-led activities 30.00
4. Utilising feedback from supervising teachers regarding planning: the role of pedagogical conversations 10.00
5. Defining and reimagining early years’ curriculum, frameworks and guidelines 20.00
6. Investigating play as a support for positive behaviour and transitions for children and families across contexts 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). (

Please contact us for alternative purchase options from USQ Bookshop. (

Fleer, M 2017, Play in the early years, 2nd edn, Cambridge University Press, Port Melbourne, Victoria.

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.

Student workload expectations

Activity Hours
Directed Study 80.00
Private Study 85.00

Assessment details

Description Marks out of Wtg (%) Due Date Notes
PROFESSIONAL EXPERIENCE 1 1 23 Feb 2021 (see note 1)
ASSIGNMENT 1 40 40 01 Apr 2021
ASSIGNMENT 2 60 59 04 Jun 2021

  1. Students must successfully complete the Professional Experience to be eligible for a passing grade for this course. A mark of one (1) indicates you have passed the Professional Experience component. A mark of zero (0) indicates you have not passed the Professional Experience component. Professional Experience should be conducted as per the Professional Experience Calendar unless approval has been granted by the Program Coordinator.

Important assessment information

  1. Attendance requirements:
    It is the students' responsibility to attend and participate appropriately in all activities scheduled for them, and 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.

  2. Requirements for students to complete each assessment item satisfactorily:
    To complete assessment items satisfactorily, students must obtain at least 50% of the marks available for each item in addition to the successful completion of the Professional Experience component. Failure of the Professional Experience component will result in a Fail grade for this course.

  3. Penalties for late submission of required work:
    Students should refer to the Assessment Procedure (point 4.2.4)

  4. Requirements for student to be awarded a passing grade in the course:
    To be assured of receiving a passing grade a student must successfully complete the Professional Experience component and must achieve at least 50% of the total weighted marks available for the course. Failure of the Professional Experience component will result in a Fail grade for this course.

  5. 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 items for the course.

  6. Examination information:
    There is no examination in this course.

  7. Examination period when Deferred/Supplementary examinations will be held:
    There is no examination in this course, there will be no deferred or supplementary examinations.

  8. 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

Assessment notes

  1. Referencing in assignments: Referencing in assignments must comply with the APA referencing system. This system should be used by students 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. This guide can be found at

  2. Students are required to demonstrate competence in and appropriate use of academic language and literacy, including spelling, grammar, punctuation, and referencing in all assessment responses. Marks allocated to the aforementioned criteria will be specified in the criteria for assessment of all assessment items.

  3. Students are required to submit ALL assignments to evidence meeting or exceeding the mandatory requirements of the Australian Professional Standards for Teachers (APSTs).

  4. Professional Experience is a compulsory component of this course and integral to completion of the assessment tasks. Dates for each Professional Experience course are selected to support students’ capacity to apply the theory of the coursework in the Professional Experience placement. Students are advised not to select a course that includes Professional Experience in a semester where they are unable to meet the specified requirements of Professional Experience as outlined in the Professional Experience Booklet. Any application for a ‘change of dates’ for Professional Experience placement must qualify for consideration under the conditions of the USQ Assessment Extension Policy. An unsupported application will delay program completion.

Evaluation and benchmarking

In meeting the University’s aims to establish quality learning and teaching for all programs, this course monitors and ensures quality assurance and improvements in at least two ways. This course:
1. conforms to the USQ Policy on Evaluation of Teaching, Courses and Programs to ensure ongoing monitoring and systematic improvement
2. forms part of the Bachelor of Education and is benchmarked against the:

  1. internal USQ accreditation/reaccreditation processes which include (i) stringent standards in the independent accreditation of its academic programs, (ii) close integration between business and academic planning, and (iii) regular and rigorous review
  2. Queensland College of Teachers
  3. Australian Professional Standards for Teachers (APST) of the Australian Institute for Teaching and School Leadership (AITSL).

Other requirements

  1. E-mail and Internet access: Students will require access to e-mail and have Internet access to UConnect for this course.

  2. Participation: Students can expect it will be necessary to participate in and contribute to a range of learning opportunities in this course including online study activities, lectures, tutorials, seminar presentations, group discussions and self-directed study activities in order to apply the coursework that will enable quality assessment tasks to be submitted as evidence of professional development.

Date printed 18 June 2021