Play and Pedagogies in Early Childhood Education Assessment TCHR5001
- Subject Code :
TCHR5001
- University :
Southern Cross University Exam Question Bank is not sponsored or endorsed by this college or university.
- Country :
India
TCHR5001: Play and Pedagogies in Early Childhood Education Assessment Brief 2
Item |
Assessment 2: Design Task |
Due |
Thursday 17th April 2025, 11:59 pm AEDT (end of Week 6) |
Length |
1500 words (10% leeway +/-) |
Weight |
50% |
Submission |
Template for Assessment Two submitted to Turnitin |
Resubmission |
Assessment resubmissions are not permitted in this unit. |
Academic Integrity |
In this assessment task, the use of GenAI is permitted with restrictions See below for the restrictive use of GenAI. |
Unit Learning Outcomes |
You will demonstrate the following Unit Learning Outcomes on the successful completion of this task: ULO1: identify and analyse the role of play in learning and examine the challenges pertaining to play and pedagogies. ULO2: discuss the diversity of approaches to pedagogies utilised in early childhood education and care, and how they position children, teachers, and parents/carers. ULO3: analyse the relationships between philosophy, theory, and pedagogy to the learning environment for all young children (birth 5 years). ULO4: critically reflect on personal philosophy to play and pedagogies for learning and teaching as an early childhood professional. |
Rationale
As an Early Childhood Teacher, a critical part of your role is to create learning environments that are inclusive of diverse perspectives, responsive to children's interests and needs, and provide play experiences that support the learning, development, and wellbeing of all. Your decisions and actions should be underpinned by relevant early childhood research, theory, and policy documents. This assessment task offers an opportunity for informed decision- making.
Task Instructions
This task requires students to reflect on Modules 1-6 material and design a learning space (Part A), a play-based learning experience (Part B) and a play-based resource (Part C) for children aged 0-4 years. Each design will be supported by a written statement. A template will be provided.
Part A: Play Space Design
You are asked to design an entire indoor or outdoor play space for an age group of your choice (0-6 months, 6 months-1 year, 1-2 years, 2-3 years, or 3-4 years). Consider elements such as the layout and available resources, how they are used, and their purposes. You may use any computer program to create the design, or it can be hand-drawn. Your design must be inserted into the template provided on the Blackboard site and clearly labelled. Provide a 300-word written statement explaining how your personal philosophy on play-based pedagogy has informed your design for this particular age group.
Part B: Learning Experience Plan
Using the provided learning experience plan template, plan a small group play-based learning experience for your chosen age group (0-6 months, 6 months-1 year, 1-2 years, 2-3 years, or 3-4 years). You need to provide the details of the play-based learning experience in 600 words (the table with details is provided in the template). Ensure your learning experience includes objectives based on the Early Years Learning Framework Learning Outcomes. Then, write a 300-word statement explaining the theoretical perspectives that underpin your learning experience.
Part C: Play-Based Resource Design
Desing a resource that engages the chosen age group of children (0-6 months, 6 months-1 year, 1-2 years, 2-3 years, or 3-4 years) in play-based learning. The resource should encourage learning through play and can take various forms, such as a toy, game, activity kit, or interactive digital resource. It can be something you create yourself or build on an existing resource (Please ensure you appropriately acknowledge, reference, and cite the resource you drew upon). Then, write a 300-word statement explaining the resources intended use and how it supports childrens learning, development, and wellbeing.
Your task must be supported and informed by:
- A range of theoretical perspectives
- Academic sources such as peer-reviewed literature including readings, journal articles, book chapters, etc.
- Professional sources and ECEC policies including the Early Years Learning Framework, National ?uality Standard, United Nations Convention on the Rights of the Child, Code of Ethics, Developmental Milestones, and Early Childhood Australias Statement on Play.
Referencing
APA referencing is required for this assignment. Sources should include relevant and current academic sources, professional sources and early childhood policy. A minimum of 6 references must be included. Please refer to the APA 7th edition, see the SCU Library Guides for detailed instructions on APA formatting.
Submissions
Follow the steps to complete the task:
- Download the Assessment 2 Template provided on the Blackboard
- Save the document with the unit code, Assessment title, initials, your surname, and Student
- For example: TCHR5001_DesignTask_InitialSURNAME_ID12345
- Insert your play space design, learning experience, resource and three (3) written statements into the template.
- Add one reference list at the end of the template. Ensure your reference list is in alphabetical order and adheres to APA7th Referencing
- Once complete, submit the Microsoft Word document to Turnitin located in the Assessment and Submission section of the Blackboard site.
Academic Integrity
Adherence to SCU's academic integrity policies is mandatory. Breaches may result in severe penalties, including failing the assessment or the unit. Examples of academic misconduct include plagiarism, collusion, and the use of unauthorised tools or materials. Refer to SCUs academic integrity policies and guides for detailed information on what constitutes a breach, and the consequences involved.
You are permitted to use Generative Artificial Intelligence (GenAI) tools responsibly and ethically to complete components of this assignment. Please do not post confidential, private, personal, or otherwise sensitive information into Gen AI tools. If you use these tools, you must be aware of their limitations, biases, and propensity for fabrication.
All students must declare if they have or have not used GenAI to assist with assessment completion (for example, brainstorming, understanding concepts, generating examples, summarising readings, proofreading text).
Your use of AI tools must adhere to the SCU Academic Integrity Framework, which includes upholding honesty, ethics, professionalism, and academic integrity. All use of Gen AI must be explicitly documented and acknowledged in your submission. If you use generative AI tools without acknowledgment, it may result in an academic integrity breach against you, as described in the Student Academic and Non-Academic Misconduct Rules, Section 3. To find out how to reference generative AI in your work, consult the referencing style for your unit via the library referencing guides.
Permitted use of GenAI
Students are permitted to use GenAI to:
- Provide you with feedback on your writing for academic tone, written expression, grammar and punctuation,
- Clarify concepts, theories, ideas, , discussed in class, and
- Generate preliminary ideas for
Prohibited use of GenAI
Students are not permitted to use GenAI to:
- Generate definitions or writing used in their final ,
- Produce arguments or refine thinking on their final submission, and
- Read and summarise research and supporting evidence for the assessment that will be used in final submission.
Any of these actions will constitute and be treated as a breach of academic integrity.
Special Considerations
Students wishing to request special consideration must submit a Request for Special Consideration form via their MyEnrolment page as early as possible and prior to the original due date for that assessment task, along with any accompanying documents, such as medical certificates.
Late Submissions C Penalties
Except when special consideration is awarded, late submission of assessment tasks will lead automatically to the imposition of a penalty. Penalties will be incurred as soon as the deadline is reached.
- A penalty of 5% of the available marks will be deducted from the actual mark at one minute after the time listed on the due
- A further penalty of 5% of the available mark will be deducted from the actual mark achieved on each subsequent calendar day until the mark reaches
Grades C Feedback
Assignments submitted by the due date will receive an SCU Letter Grade, a Turnitin originality report, an assessment rubric evaluating performance against specified criteria and standards, and written feedback from the assignment marker. Grades and feedback will be posted to the Grades C Feedback section on the learning site. Please allow up to seven business days for marks to be posted.
Grading Criteria C Standards
Works submitted by the due date will be evaluated against the grading criteria and standards outlined below and summarised in the Assessment Rubric. For more information regarding SCU grades and standards, visit Final Grades.
Description of SCU Grades
High Distinction:
The students performance, in addition to satisfying all of the basic learning requirements, demonstrates distinctive insight and ability in researching, analysing and applying relevant skills and concepts, and shows exceptional ability to synthesise, integrate and evaluate knowledge. The students performance could be described as outstanding in relation to the learning requirements specified.
Distinction:
The students performance, in addition to satisfying all of the basic learning requirements, demonstrates distinctive insight and ability in researching, analysing and applying relevant skills and concepts, and shows a well-developed ability to synthesise, integrate and evaluate knowledge. The students performance could be described as distinguished in relation to the learning requirements specified.
Credit:
The students performance, in addition to satisfying all of the basic learning requirements specified, demonstrates insight and ability in researching, analysing and applying relevant skills and concepts. The students performance could be described as competent in relation to the learning requirements specified.
Pass:
The students performance satisfies all of the basic learning requirements specified and provides a sound basis for proceeding to higher-level studies in the subject area. The students performance could be described as satisfactory in relation to the learning requirements specified.
Fail: The students performance fails to satisfy the learning requirements specified.
Assessment Rubric
Marking Criteria and % allocation |
High Distinction + 100% |
High Distinction 85%-100% |
Distinction 75%-84% |
Credit 65%-74% |
Pass 50%-64% |
Marginal Fail 35%-49% |
Fail 1%-34% |
Not Addressed 0% |
Part A Play-space design and written statement 30% |
Exemplar |
Highly distinctive play-space design that is creative and appropriate to the selected age group. Chosen resources and layout demonstrate an outstanding understanding of play-based pedagogy and safety considerations. Insightful justification of connection between the personal philosophy on play- based pedagogy and the play- space design and resource well- articulated. Extensive use of relevant academic and professional sources. |
Distinctive play-space design that is creative, and appropriate for the selected age group. Chosen resources and layout show a very good understanding of play-based pedagogy and safety considerations. Distinctive justification of connection between the personal philosophy on play- based pedagogy and the play- space design and resource is clearly articulated. Comprehensive use of relevant academic and professional sources. |
Credible play-space design that is creative and suitable for the selected age group. Chosen resources and layout show a good understanding of play- based pedagogy and safety considerations. Credible justification of connection between the personal philosophy on play-based pedagogy and the play-space design and resource is articulated. Good use of relevant academic and professional sources. |
Sound play-space design that is suitable for the selected age group. Chosen resources and layout show a passable understanding of play- based pedagogy and safety considerations. Sound justification of connection between the personal philosophy on play-based pedagogy and the play-space design and resource is discussed. Some use of relevant academic and/or professional sources. |
Limited play-space design. Unclear or inappropriate for the selected age group. Chosen resources and/or layout indicates poor understanding of play- based pedagogy. Limited connection between the personal philosophy on play-based pedagogy and the play- space design and resource. Limited use of relevant sources. |
Fails to meet criteria The design is incomplete or missing and is poorly suited to chosen age group. Chosen resources and/or layout indicate very limited to no understanding of play- based pedagogy. The connection between the personal philosophy on play-based pedagogy and the design is poorly articulated or unsupported by examples and relevant sources. |
N/A |
Part B Play-based learning experience and written statement 30% |
Exemplar |
Highly distinctive learning experience plan that is creative and engaging and provides excellent opportunities for learning through play. The plan offers very detailed steps and considerations for implementation. The written statement provides an insightful explanation of the theoretical perspectives underpinning the learning experience. Highly distinctive use of examples. Extensive use of relevant academic and professional sources. |
Distinctive learning experience plan that is creative and engaging and provides very good opportunities for learning through play. The plan offers clear steps and considerations for implementation. The written statement provides a strong explanation of the theoretical perspectives. Distinctive use of examples. Comprehensive use of relevant academic and professional sources. |
Credible learning experience that is creative and engaging and provides good opportunities for learning through play. The plan offers good steps and considerations for implementation. The written statement provides a good explanation of the theoretical perspectives. Credible use of examples. Good use of relevant academic and professional sources. |
Passable learning experience that shows a basic level of creativity and engagement, with opportunity for learning through play. The plan offers steps and considerations for implementation. The written statement provides a sound explanation of the theoretical perspectives. Passable use of examples. Some use of relevant academic and/or professional sources. |
Limited learning experience shows a vague description and minimal opportunities for learning through play. Limited detail provided for implementation. The written statement provides a limited explanation of the theoretical perspectives. Few examples that are vague are provided. Limited links to relevant academic and/or professional sources. |
Fails to meet the criteria The learning experience provides very limited to no opportunity for learning through play. The plan lacks clarity in the steps for implementation. Fails to meet the criteria Very limited or incomplete written statement. Very limited or incomplete examples. No links to relevant academic and professional sources. |
N/A |
Part C Play-based resource and written statement 30% |
Exemplar |
The resource is engaging, age- appropriate and provides outstanding support for children's learning, development, and wellbeing. The written statement is highly distinctive, clear and thorough, providing a deep and insightful explanation of the resources intended use and how it supports children's learning, development, and wellbeing with clear links to a range of developmental domains. Highly distinctive use of examples. Extensive use of relevant academic and professional sources. |
The resource is engaging, age- appropriate and provides distinctive support for children's learning, development, and wellbeing. The written statement is clear and comprehensive, providing a strong explanation of the resources intended use and how it supports children's learning, development, and wellbeing with clear links to at least three developmental domains. Comprehensive use of relevant academic and professional sources. |
The resource is age- appropriate and provides very good support for children's learning, development, and wellbeing. The written statement is clear and detailed, providing a good explanation of the resources intended use and how it supports childrens learning, development, and wellbeing, with links to at least two developmental domains. Good use of relevant academic and professional sources. |
The resource provides basic support for children's learning, development, and wellbeing. The written statement is clear, providing a basic explanation of the resources intended use and how it supports childrens learning, development, and wellbeing, with links to a developmental domain. Some use of relevant academic and/or professional sources. |
The resources provide limited support childrens learning, development and wellbeing. The written statement lacks clarity and detail, providing an inadequate explanation of the resources intended use and how is supports children's learning, development, and wellbeing, with few links to developmental domains. Limited links to relevant academic and/or professional sources. |
Fails to meet the criteria Very limited or incomplete resource has minimal to no support for children's learning, development, and wellbeing. Fails to meet the criteria Very limited or incomplete written statement. No links to relevant academic and professional sources. |
N/A |
Academic Literacy 10% |
Exemplar |
Outstanding Academic Literacy, including ALL or MOST of the following: Correct word count (+/- 10%), correct writing conventions, including spelling and grammar, correctly formatted reference list using APA 7. |
Distinctive Academic Literacy, including MOST of the following: Correct word count (+/- 10%), correct writing conventions, including spelling and grammar, correctly formatted reference list using APA 7. |
Credible Academic Literacy, including MOST or SOME of the following: Correct word count (+/- 10%), correct writing conventions, including spelling and grammar, correctly formatted reference list using APA 7. |
Sound Academic Literacy, including SOME of the following: Correct word count (+/- 10%), correct writing conventions, including spelling and grammar, correctly formatted reference list using APA 7. |
Academic Literacy, including FEW or NONE of the following: Correct word count (+/- 10%), correct writing conventions, including spelling and grammar, correctly formatted reference list using APA 7. |
Fails to meet the criteria Very limited or incomplete |
N/A |
