Imagine that you are working at an Early Childhood Service as an early childhood teacher. You have been asked to design and prepare 2 Invitations to P
An Invitation to Play is a collection of materials/tools/resources that have been set up as a curated experience that invites children to learn and express themselves through creative exploration and experimentation. It presents a space that is an opportunity for children's free expression and is not directed or instructed by an adult.
You are planning for independent play (ie without adult involvement) and will prepare immersive experiences suitable for young children, using a range of materials you have explored throughout this unit.
STRUCTURE/FORMAT
You will plan and prepare 2 invitations to play (with one presented in class to your peers) for a chosen age group of children with a focus on language and communication (the hundred languages of children).
One invitation must be set up by you with real materials that you would use with children. This must be presented in class (for IP).
You must provide the concept plans for the other invitation to play, providing the written rationale, including a graphic representation (eg, sketches, diagrams, photographs (including stock images of specific materials - NOT A STOCK IMAGE OF AN INVITATION TO PLAY).
The Invitations must focus on the use of creative arts and materials and include:
1 invitation that focuses on supporting language diversity and EAL learners
1 invitation to focus on supporting the development of expressive, spoken or sign language
NOTE: at least one of these invitations must also include consideration of First Nations perspectives
Both Invitations to Play will include:
1. Title
Name your invitation to play
2. Rationale including Resources and arrangement (100-150 words)
Link this back to explain how your invitation to play connects to each of the focus areas connected to the unit readings/materials. State why you chose these materials and arrange them as you did. Explain how this invitation to play fosters language and communication through play.
3. Use of Unit Resources and Referencing
While you are not assessed on APA referencing for this assessment task, all sources must be referenced, giving credit to original authors or creators, and showing experiences are evidence based. Failure to do this could result in a breach of academic integrity.
If the task does not match assessment task instructions, the total grade is a 0 and will be investigated for Integrity breaches
If the task does not draw from the course materials on VU Collaborate the total grade is a 0 and will be investigated for Integrity breaches
4. Select one (1) of your Invitation to Play to set-up
Practical Set-Up in-class. You will set up for one of your invitations to play using a range of materials during class time.
Explicit instructions include: 1. Preschool children cannot read. You must not use any written signs, flash cards, alphabet work, written translations or anything else that assumes children can read. This includes childrens picture books these can only be included if you make it clear that the children will not read the books, and will not have them read to them as part of this play context. 2. You must not use colouring-in sheets. You must not use cue cards. 3. The materials exploration offering should include a limited number of materials that can be used together. It should be open ended process art. Do not provide any models for children to copy or be prompted by. This activity is similar to the one you did yourselves in Task 1, but is set up for children to be able to do it independently. 4. Play must be independent. It must not require any adult supervision or explanation. You can assume some prior teaching eg reading of a particular book, or teaching how to use a particular tool, as prior groundwork, but it must not be necessary for playing there now.
5. Only Outcome 5 communication and the main body of EYLF text are relevant to this unit. Do not include other outcome areas if you reference the EYLF.
6. Hand eye co-ordination and fine motor skills are physical skills that come under the Wellbeing area. Do not include them as rationale for your language activity. They are not language.
7. You must provide a photo of a hand-drawn sketch of the invitation to show how it would be set up and where elements would be placed. This must not be computer generated.
ASSESSMENT INSTRUCTIONS
This assessment can be completed with Generative AI assistance for brainstorming, creating structures and generating ideas only. Generative. No AI is allowed in the final assessment submission.
For Assessment Task 3 - Important Reminder! Use of AIWe are happy for students to use AI for this task. AI can be used to assist with ideas generation and structuring only, Brainstorming and ideas generation: AI can be used in the initial stages of the assessment for brainstorming and idea generation, checking ideas,etc., and as per dot point below students need to submit original work.
Level 2: AI-Assisted Idea Generation and Structuring
GenAI used for brainstorming and structuring ideas, but final work must be human-authored.
Useful for idea development.
Activities: brainstorming, creating structured outlines, generating ideas for improving their work.
No AI content is allowed in the final submission
Complete your assessment by following these instructions:
Plan out your 2 Invitations to Play. This must include concept plans including drawings or graphics of the design plan and lay-out and a list of materials and resources to be included. Your original designs should include details of set up ...where ? inside, outside, under a tree, in the dry river bed, in the sandpit, on a table, on the floor, backdrop? such as posters, photographs, fabric...how will the space be defined? rocks, carpets, partitions, a cardboard box ...how will you create ambiance (lighting, rugs, cushions, what materials? How are they presented/arranged/offered Baskets, glass jars, grouped for child selection and then in rationale say why you chose these and arranged these as you did.
Ensure you have read the context and structure above and have met all requirements for your planned invitations.
Set up your invitation to play using a range of materials from your design plans. Include yourself in the photographs/videos of both parts, i.e. the explanation and the set up.
Complete the written rationale for each Invitation to Play.
Present/Share. Submit your invitations and evidence by:
Submitting to the Assessment Dropbox
Sharing with your class on the Padlet in Session 11.
You will be asked to attend a live in class session to practically set up one of your invitations ready for play and discuss your invitation with your peers and lecturer.
ASSESSMENT CRITERIA
The following levels of criteria will be used to grade this assessment task:
Criterion 1: Playability
Criterion 2: Rationale
Criterion 3: Connection to focus area
Criterion 4: Consideration of First Nations Perspectives
SUBMISSION INSTRUCTIONS
Upload your work to Assessment 3: Invitations to Play Dropbox ensuring:
Any written text is submitted as a text document (this can be in addition to text appearing on a video, for example)
Videos are uploaded to Panopto and submitted as per the instructions in Student Help Guide - Submitting a Panopto Video to the Assessment Dropbox opens in new windowPlease minimise the number of files you submit for this task.
Cooking and culture showing
Like cafe where children are taking order and pretating to cook and serve. Phoot bhoot for the cafe.
Music according to the culture. Tradinational cloths, play with jungi.
Oral languages development AB
Pot some element that reflect to their own culture.
EAL
Setting up for children
Educator is not interven.
Oral language english and Aborginal
Setting up an invitation.
2 invitation
Supporting language diversity and eal learners
Supporting development of expressive, spoken or sign language
In on first nations perspectives need to be included.
Virtual picture and skitch S
Virtual picture is the one which is not presented in class.
https://growskyline.weebly.com/uploads/2/4/3/0/24306335/kindergarten_reggio_emilia_style_2012.pdf
Presentation
So try to put three learning outcomes. Minimum of three learning outcomes and don't go more than three. Yes, from you. But. So if you put only one learning outcome, it will be like it will not be interesting. So if you put at least two or three, you will come up with varieties of resources because the more learning outcomes are there, you'll come up with resources, different resources to match or to get that learning outcome. So that's going to give you extra points for, you know, open-ended and creativity. That's why I don't know if I don't know if it will, it is a requirement. But if I tell you 3. So you're OK? OK, hang on. So your rigid component is due Saturday, end of Week 3, which is coming Saturday, OK. And you need to submit. Plans and rationale to the drop box live in class presentation of one invitation to place. You're not going to present for you're going to write the introduction and rationale for work for one. You are going, I mean talk about that and I think you might need to be a bit of a video or a presentation or thing for one. Will she? You know, because things can change, but you are not performing. That's for sure. Let's see what you saying you're learning outcome 123 now. OK, imagine that you're walking as an early childhood service as an early childhood teacher, and you have been asked to design and prepare two invitations to play that supports children's language, artistic language, languages, and communication. So you are going to see these three things, OK, artistic languages. Now you know what that means. So children are using another form of language to communicate, not the verbal language. Could be any medium or artistic language that you are aware of that you want to put there. Anything and communication. So you need to see that they are going to use that to express themselves. And the focus here is on language development. OK, Don't don't put your focus on science or creative arts or anything. Your focus should be on language development. You will need to demonstrate your understanding of language and communication, early childhood and the importance of the role of the teacher in constructing communication, which environment. So today's readings, you need to go through them. They're really, really good in terms of explaining the aspects of language and how you can practically do it. So today's reading, you open the reading, you read that correlation. That can be a very useful resource for you. So the Invitation to play is a collection of materials or tools or resources that have been set up as a curated experience that invites children to learn and express themselves through creative exploration and experimentation. So the first question you need to ask is how can I make my experience very open-ended? So I don't want. Clearly I'm telling you in class, I don't want anyone to come up with ideas like using using stencils or using a template or, you know, coloring a rainbow or something like that. Invitations are very close ended. We cannot see a lot of creativity happening there. It presents a space that is an opportunity for children's create expression and you don't need to be involved. You don't need to be giving them directions. You're setting up a table, you're set up should speak what it is you're not you're not even going to explain to the children go there and they are going to engage. So implied classroom. You are not going to explain what's happening. You're setting up the tables, so you are letting us do the thinking. You're not explaining, you're not presenting, you're doing nothing. You've already submitted your introduction and rationale, so that would be fun. You're not going to engage because you're not going to do what you'll be doing is you're going to you're going to act as if your children and then you're going to engage with somebody else, you know? Start with one and see what questions can come in your mind. So you're planning for indent play that is love adult involvement and will prepare immersive experiences suitable for your children involving what is it using using a range of materials you have exposed towards this unit. You will from plan and prepare two invitations to play with one presented in class to your peers for chosen age group. Yes, so you didn't. Finally, identify the age group. Make a note if you can. You shouldn't keep this, it needs to be written. Early in your region component which is would get targeted and with the focus on language and communication that's you need to use the 100 languages of children. So again, like you did in your first assignment, what was the artistic language form storytelling, which might not be possible here. Think about it, which could be what element you could bring. You know how children could use that space at the same time they're telling stories like which element you could. Yes. So you you try to bring that up. So when you first storytelling, you can think about storytelling, children can engage with that material and maybe come up with this story to tell to their friend next to them in Beijing. That's fine. So you're going to think from a child's what could come out with those materials. You should have the possibility of linking with the artistic material, artistic language. For example, if you are using paint paintings. Now I can imagine what. If you have musical instruments that imagine what can come. Yeah. So those things. So try to put those resources so we can see a direct link to the artistic language of children that we want children to use. One invitation must be set up by you with real materials that you would use with children, and this must be presented in class for in person for all of us. So if you're going to set up anything painting influence other. It is. Not like, you know, OK, there's something here, but then getting a virtual. OK, you've got paper print. OK, imagine they're saying this is red and no, we want real materials and you can use the materials. We also have some. So you must provide the concept plan for the other invitation. So the so the other invitation is only like a concept development development. You're not going to do a real set providing a real written rationale including a graphic representation, sketches, diagrams, photographs, including stock images of specific materials. Invitation. No. Don't get them confused, which says a video minute, minute would be people who would be taking classes classes. So you don't need to take a video presentation will be your other presentation. It's only like a little conceptual. Thinking you're going to write to write rational you're. And then and then. So you're drawing. What the what the plan? Also use images from the but that e-mail shouldn't be about the whole setup. You can. You cannot say OK children, you know you cannot. Find it all. Through that e-mail and e-mail and say OK this. But if it's a competition, if you want to use that. Maybe like, maybe like, maybe like, OK, putting, you know, dictation, like patient, like you've got blackboard, blackboard, blackboard. Now you want your your your comments comments. The top, the top, OK, OK, so something I would use, I would use and then put it there. Maybe I'm just too. You can just take a big piece of paper and then OK, this is the table. What this is what which is what we are here. You can do, you can do what you can find what you can find what you can find and then put it and then I can put like an image. Do. You are assuming this assuming this is actually. What? A big, a big not, yeah, a big rock. Maybe it has got aboriginal, you know, symbols or anything. Right here. Get here and you make that arrangement attached. Attach it. Attach it. Like you feel like that's the better way because to do another way to do that is fine. We should be, we should be painted in Aboriginal. From the then you then you know customizing it and then creating and another image using tables that picture you are going to. No. Well, maybe might do something, Do something. Do you want to? Do you want to? Do you want to? Do you want to? Do you want to Do you want to use? Yeah. Yeah. You want to mix. I want to watch what you watch, what you watch, what best is best. Aye aye, plus 5 killed your build, your build, your build, your build, your plan plan. You're not, you're not explaining, but you're set up like like your mind map, your sketch, whatever you'll be using. OK. And in another picture, you're going to the engagement. Thinking maybe there's a mind map. Yeah, so don't be afraid to put multiple images. That's fine. So we should meet on Saturday includes all of this, all of this experiences. Yes. So you are not you're doing the living the performance part for the class. OK, so there's only one invitation. Otherwise, you're just going to have you can use, you know, drawings in the computer itself. Whichever you yeah. It's after you use the more you the row visuals you put, it's going to be better because it is language development. And if you don't put anything like that, like if there are no any visuals, then also consider how children would feel. You know how you're making it very inviting how children would go there and what things are available. We will have our place and everyone else will engage and we stand no like all of you will be spending on your table and how many tables we have and present. But I was just no, I think. Maybe. Well, you don't you? You don't need to know. You don't even need to unless it is required. Last talk. And they have different. Yes, yeah. Remember, remember. Then we interacted like, ohh, we don't explain. You don't. Yeah, because I already know. I would have known. And I'll explain. Yes. Itself. yes you said up movies
must see So your one invitation should focus on supporting language diversity and English as additional language. How you be supporting that through your actions? This is even better. You have you have that question, so you don't need to think about a lot of things. English as additional language. You have. Go to people who already have those scenarios. You could even use this in your. Very good right? So you have some children who speak in different languages at all. You have children and you are going to focus to support their language diversity. Something from that? Yes, it's not like it's not. It can be any you're focusing to see how you can if not improve their. Speech or vocabulary. What you're what is what is your you're fluency. What's your formatting? You're not that you all of it in one area. You need to narrow it down to what are you focusing on. Cavalry, are you focusing on making two sentences? Are you focusing on making like 3 or 4 words together? What What is your focus that needs to be? In your experience, did you understand everyone? Katie, did you understand what I said? Yes, you need to narrow. You will know. OK. And your second example participate, OK, should we know how to do that? Example like from yesterday, like Hurricane said she has a couple of students, I mean children names are center which speak the whole language and that's telling us like that classroom is very diverse. We have students who speak more than one language. Now, how is the teacher in higher support? You know, she has some children who speaks manually and how she's going to plan to support children who speak Mandarin and English. Yes, English and additional language problems. Now what should be her now what she already knows about that children that also makes. They are in terms of language development or the languages. What was their comments like that? So you can think about resources depending on which artistic language form you are trying to use. For instance, music. Now you know when you need to talk about. So when you are exploring music and you want to support children's linguistic diversity, and maybe you can. That could be really relevant. That could have you know specific words and that can come up with don't know, you can put that in the background. Maybe, yeah, not the main thing, not the main thing. So yeah, otherwise it would be like a very high expectation, right? In the. Like Christmas music? And then what could we do more like? Understand that culture a little more better and then try try to have that representation of the table. And maybe you have come across any books or any stories that could be relevant to both the languages? See if you can come across any. That could do a lot of talking about that language. And then we have some characters that you have, you know, made and then you want to put it there. So you need to, it's a little tricky, especially because it's language and you are not allowed to use it and you are not allowed to straight. But I think most of the other girls who this war and they didn't get the point that they wouldn't be involved. So it was more like a teacher guided. But still for children. So there's a little a little confusing for them. But yeah, one of the things we can do. Maybe you could use art as a medium. Like how about think about using the paint? How could you use paint to explain or to the column children to speak? And here. Remember, we're not only trying to encourage their verbal in their verbal language. We're also looking at the expressive language, so that's something you need to do. So when you look at the second focus, one invitation to focus on supporting the development and expressive spoken or assigned language, this is easier. The first one would be election language diversity. Additional language learners, you can also do this. This is saying supporting. So you can also do this by creating something that would, you know, connect to their phone. They're on there, so you're supporting them. He said supporting OHH. Time for them to be not something that's like, ohh, well, it engages with their culture. Yeah, it should engage with their culture and. Culture they might feel like. And they might come up with, you know as well, but we are also not focusing. We are focusing but not again, telling them to speak. We want them to engage, but then we don't want them to only speak. You know for example, there are lots of elements on the table that reflects my poncho and if I'm someone that you can find a four year old and I can see something on the table that I already know. Ohh, this is stupid. Do you know this is stupid? This is from my my my and I'm already I'm already telling that what it is, right? So you see you did nothing but then I'm talking and so I'm so excited. I just want to play and I see there's a musical instruments from my homeland. I know how to play this and yeah, and maybe in the background I can hear music that reminds me of my culture. I'm making some movement. I'm dancing. You see what you can put on the table for that experience. Yeah. And you see small red envelopes on the table, which I feel like, ohh, that's like my special red envelope. That's my mother, like she and maybe some currencies, some money, like to reflect my culture. And then I'm. I feel like, ohh, yeah. My home language support, right? I'm talking about that. I'm feeling proud about that. Yeah. You can see how you can make it really engaged like you can, you can bring children and you can also make them engaged with that experience. If you're having already envelope some pencils over there to draw, maybe some pens for children to explore. Maybe some cultural music playing on the back? What else? Yeah, so think about that. But again, the biggest mistake for you not to do is having. You know an idea and understanding that all the more is better, sometimes less is more. So don't try to make everything on the table, it might confuse children. Outcomes should be. Do you keep in your mind that that that resource it children should be able to use it on their own way? That's what open-ended. Yeah, for example. Yeah, for example, this something. Church and in a certain in a certain way that's not opening it like forgiving them forgiving. This is how you know, you know, calligraphy looks like and we're just calling it now. That's very close ended. Yeah. But rather than that, if you have a, if you have a provocation to show that what Chinese Telegraph. Putting A-Team like the Chinese reading and then you have then you have there, there celebrate celebratory kind of music is brown background. Yeah, yeah. And so I don't know. So I don't know. So you're decorating the table. Meaning Ming have something to represent, but they're really really. Like these like appreciating their culture. So that's another thing. But give them. Give them. This is. OK, let's see what other things? Ohh, not to complicate the task. Consideration of this. Try to do this. Try to do this. Talk to you the way you want to. You know how you know how to The First Nations language wasn't considered as a as a as another language. This doesn't. And. So forth. Invitations to play will include a title that that that's the Egyptian to play rationale. You don't even have to introduce. So rational. What is this? Ohh, OK, OK. Yeah. Focus statewide. Yeah. #3 use of unit resources and while you're. It also says also this must be referenced credit to original office of creators and showing you chances are evidence based result in a breach of definitely definitely yes because. Yeah. also to keep pretty
You don't need to go elsewhere. If you find resources from another source, another article or another thing, then you will be getting through. So you must refer the sessional readings that's given. The article, the chapters that we have here, you should look there also. Select. One of your invitation to play the setup you know that practical setup will be. Plus you set up for one of the invitations to play materials during explicit instructions. Children cannot read, so you must not use any written signs, flash cards, alphabet work, return translations or anything else that children. So you cannot say you know. For example, in Nokia they're groups presentation yesterday in that setup it was really nice that you have pictures, but they did also have word. But for tomorrow set up, you're not going to put any words you assuming that children they cannot. Yeah, preschool children, they cannot read that. Ohh they can my my prescription this is this is a scenario. OK, so this includes children's picture books. This can only be included if you make it. That children will not read the book, but if you can have picture books. And will not have them be to them as part of the play context. Like you are putting a book on the table and the expectation is like children will be using that to rein in Taylor story. So that's not a realistic expectation. So that's what we want go for, OK. And and no, not even teachers are reading the book, so no one is. What you can do instead is maybe play an auditor. Then think about using audio, Audio, video. You must not use coloring in sheets. You must not use cue cards. Material exploration offering should include unlimited number of materials that might be used together. It should be open-ended process. Yes, and please do not use a lot of resources to confuse children. Imagine if you have a lot of things on the table the children will like ohh what am I going to do with it? Maybe you need to reflect back to your setup. Once we did last time you know some of the tables were very busy with a lot resources and you have to like if you were a child you should have a proper way to set up your play area and it needs to be very well defined depending on how you are putting your resources and why. Accessible to all children learning. What is the expectation? How do you want to use that resource? Also depending on what number of resources you have on the table. So that should tell like is is it for a big group of children or is it for a small group of you should be able to put a little practicality over there. Like think those who are already working the child care center, I think they will know better because they've already done this a lot of times. The material storage should operate should include a limited number of materials that can be. We didn't we're gonna put little parts should be open-ended process. Do not provide any models for children to copy or to promote prompted by so it's telling you if it is not so it's asking you not to put a model for the surprise. On this is to avoid for example. We're not giving you examples. Yeah, like, but it isn't when you're in classroom, maybe you can come up with a little bit of engaged. Reading. But here for this assessment. Maybe putting a book that I'm using characters from would be that we wouldn't consider that as no you can you can put a book is another thing would be like but if it is like any Aqua or if it is like. Then it says do not. So that's all. This is what we don't know how to do this. Actually. This activity is similar to the one you did yourself in task one, but instead of table able to do it independently. Remember how you engaged within the period. If if you had so much fun and you found a lot of things, now this is for children. Let them have fun. Engage. Now play must be independent, must not require any adult supervision or explanation. You can assume some prior teaching, like reading a particular book, teaching how to use a particular tool. Not. Only outcome 5 Communication and the main. Very easy and. Now you should directly go to Outcome 5.123. I don't know which one. What would be your first? It's like from there five point OHS, OK. And from there that's yes, OK. Lighting, wrong prescriptions, What materials, how are they presented? Their names are offered basket glass jars for translation in rational why you chose these and arrange these as you did Yes. Now when you put these in your sketches like your real setup, you can talk. For example, if you're deliberately choosing it to be an outdoor. Because of all these details. Like it's just more in our sketch. Yeah, yeah, yeah. This information is for you to design your YEAH in your sketch. OK, enjoy. You have read the context instructor about walk and have. Include yourself in the photographs. Not required for you. We'll be doing it here for you. Play present. Tablet. Live in last session and that's it. See. You can see the rubric in our section of Thursday. we should do our for funny and
