Module XAE-1024:
Child's Play

Module Facts

Run by School of Education and Human Development

20 Credits or 10 ECTS Credits

Semester 2

Organiser: Miss Laura Jones

Overall aims and purpose

Play is the work of the child, however, views on young children’s play continue to be debated. The dominant discourse about young children’s learning emphasises the need for play. So much so, it has been written into legislation (UNCRC, art. 31). But where did these ideas come from? This module takes a broad perspective on play, looking at characteristics and definitions of play through historical, philosophical and cultural lenses. It explores play theories and their implications for understanding babies and young children’s learning and development and how this has influenced early years education across the globe.

Students undertaking this module will need to organise a 20 hour placement within an early years setting of their choice.

Course content

This module examines;

  • The characteristics and definitions of play from birth to 7 years
  • Major theoretical perspectives around play
  • How the contribution of early childhood educators of the past to the present has changed early years education over time
  • The value of play and first hand experiences in babies and young children’s learning and development
  • Early years education systems across the globe that are acknowledged as effective and good practice.
  • Adults’ perceptions and attitudes towards play
  • Stages of play and development (0-7 years) and how to recognise these through careful observations.
  • How to facilitate play in early years settings.

Assessment Criteria

threshold

D-, D, D+, A satisfactory knowledge and understanding of the importance of providing play opportunities for young children. An understanding of the stages of play and development. Identify the ways in which adults can scaffold and facilitate play.

good

C-, C, C+ A good knowledge and understanding of the importance of providing play opportunities for young children. An understanding of the stages of play and development. Identify a variety of ways in which adults can scaffold and facilitate play to support children's development.

excellent

A-, A, A+, A* An excellent knowledge and understanding of the importance of providing play opportunities for young children. An excellent understanding of the stages of play and development and how this knowledge should be used to scaffold and facilitate play to support children's development.

Learning outcomes

    1. Identify and understand the skills required by adults to facilitate play and learning
    1. Demonstrate an understanding of the nature and value of play in young children's learning and development.
    1. Compare and evaluate the effectiveness of several curriculum approaches to play and learning.
    1. Identify and understand the characteristics and definitions of play according to different perspectives.

Assessment Methods

Type Name Description Weight
GROUP PRESENTATION Group Poster Presentation

A group poster presentation evaluating the play potential of an object. Individuals choose one of the main psychological approaches each and evaluate the play potential of a given object from this perspective. Individuals will be assessed on their own contribution and their group participation.

50
LOGBOOK OR PORTFOLIO Portfolio based on Placement 50

Teaching and Learning Strategy

Hours
Work-based learning

Placement (20 hours)

20
Lecture

18 @ 2 hours/week

36
Private study

Private Study (144 hours)

144

Transferable skills

  • Literacy - Proficiency in reading and writing through a variety of media
  • Computer Literacy - Proficiency in using a varied range of computer software
  • Self-Management - Able to work unsupervised in an efficient, punctual and structured manner. To examine the outcomes of tasks and events, and judge levels of quality and importance
  • Exploring - Able to investigate, research and consider alternatives
  • Information retrieval - Able to access different and multiple sources of information
  • Inter-personal - Able to question, actively listen, examine given answers and interact sensitevely with others
  • Critical analysis & Problem Solving - Able to deconstruct and analyse problems or complex situations. To find solutions to problems through analyses and exploration of all possibilities using appropriate methods, rescources and creativity.
  • Safety-Consciousness - Having an awareness of your immediate environment, and confidence in adhering to health and safety regulations
  • Presentation - Able to clearly present information and explanations to an audience. Through the written or oral mode of communication accurately and concisely.
  • Teamwork - Able to constructively cooperate with others on a common task, and/or be part of a day-to-day working team
  • Caring - Showing concern for others; caring for children, people with disabilities and/or the elderly
  • Argument - Able to put forward, debate and justify an opinion or a course of action, with an individual or in a wider group setting
  • Self-awareness & Reflectivity - Having an awareness of your own strengths, weaknesses, aims and objectives. Able to regularly review, evaluate and reflect upon the performance of yourself and others

Subject specific skills

  • reflect upon a range of psychological sociological health historical and philosophical perspectives and consider how these underpin different understandings of babies and young children and childhood
  • apply multiple perspectives to early childhood issues recognising that early childhood studies involves a range of research methods theories evidence and applications
  • integrate ideas and findings across the multiple perspectives in early childhood studies and recognise distinctive early childhood studies approaches to relevant issues
  • evaluate competing positions in relation to the construction of babies and young children and childhood by different subjects societal agents and time place and culture
  • constructively critique theories practice and research in the area of child development
  • demonstrate knowledge and awareness of the skills needed for different pedagogical approaches including: - the necessary depth and strength of relationships with individual children and children in groups and the facilitation of the building of relationships with and between children - the formation and promotion of mutually respectful relationships with families colleagues other professionals and communities
  • critically explore examine and evaluate the significance of the cultural historical and contemporary features of various policies institutions and agencies in regard to babies young children and childhood
  • plan for and where appropriate implement play and the curriculum assessment evaluation and improvement of creative learning opportunities taking account of young children's health and emotional well-being
  • lead support and work collaboratively with others and demonstrate an understanding of working effectively in teams with parents carers and other professionals 11
  • demonstrate an understanding of how to plan for and where appropriate implement meeting and promoting children's health well-being protection and safety and the conditions that enable them to flourish
  • use skills of observation and analysis in relation to aspects of the lives of babies and young children
  • reflect upon the ethics of studying babies and young children and their families and communities

Resources

Courses including this module

Compulsory in courses: