Play and Pedagogies in Early Childhood Education TCHR5001
- Subject Code :
TCHR5001
TCHR5001: Play and Pedagogies in Early Childhood Education Assessment Brief 2
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Item |
Assessment2:DesignTask |
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Due |
Thursday,17thApril2025,11:59pmAEDT(endofWeek6) |
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Length |
1500words(10%leeway+/-) |
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Weight |
50% |
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Submission |
TemplateforAssessmentTwosubmittedtoTurnitin |
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Resubmission |
Assessmentresubmissionsarenotpermittedinthisunit. |
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AcademicIntegrity |
Inthisassessmenttask,theuseofGenAIispermittedwithrestrictions SeebelowfortherestrictiveuseofGenAI. |
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UnitLearningOutcomes |
You will demonstrate the following Unit Learning Outcomes on the successful completion of this task: ULO1:identifyandanalysetheroleofplayinlearningandexaminethe challenges pertaining to play and pedagogies. ULO2: discuss the diversity of approaches to pedagogies utilised in early childhood education and care, and howthey position children, teachers,andparents/carers. ULO3: analyse the relationships between philosophy, theory, and pedagogytothelearningenvironmentforallyoungchildren(birth5 years). ULO4:criticallyreflectonpersonalphilosophytoplayandpedagogies forlearningandteachingasanearlychildhoodprofessional. |
Rationale
AsanEarlyChildhoodTeacher,acriticalpartofyourroleistocreatelearningenvironments thatareinclusiveofdiverseperspectives,responsivetochildren'sinterestsandneeds,and provideplayexperiencesthatsupportthelearning,development,andwellbeingofall.Your decisionsandactionsshouldbeunderpinnedbyrelevantearlychildhoodresearch,theory, andpolicydocuments.Thisassessmenttaskoffersanopportunityforinformeddecision- making.
TaskInstructions
ThistaskrequiresstudentstoreflectonModules1-6materialanddesignalearningspace (PartA),aplay-basedlearningexperience(PartB)andaplay-basedresource(PartC)for childrenaged0-5years.Eachdesignwillbesupportedbyawrittenstatement.Atemplate willbe provided.
PartA:PlaySpaceDesign
You are asked to design an entire indoor or outdoor play space ora cornerof the indoor/outdoorspaceforanagegroupofyourchoice(0-6months,6months-1year,1-2 years,2-3years,or3-4years,4-5years).Considerelementssuchasthelayoutandavailable resources,howtheyareused,andtheirpurposes.Youmayuseanycomputerprogramto createthedesign,oritcanbehand-drawn.Yourdesignmustbeinsertedintothetemplate provided on the Blackboard site and clearly labelled. Provide a 300-word statement explaininghowyourpersonalphilosophyonplay-basedpedagogyhasinformedyourdesign for this particular age group.
PartB:LearningExperiencePlan
Usingtheprovidedlearningexperienceplantemplate,planasmallgroupplay-based learningexperienceforyourchosenagegroup(0-6months,6months-1year,1-2years,2-3 years,or3-4years,4-5years).ThesameagegroupofchildrenshouldbeusedagaininthisdesignofPartBandalsoinPartC.Youneedtoprovidethedetailsoftheplay-based learningexperiencein600words(thetablewithdetailsisprovidedinthetemplate).Ensure yourlearningexperienceincludesobjectivesbasedontheEarlyYearsLearningFramework LearningOutcomes.Then,writea300-wordstatementexplainingthetheoretical perspectivesthatunderpinyourlearningexperience.
PartC:Play-BasedResourceDesign
Design a resource that engages the same chosen age group of children (0-6 months, 6 months year, 1-2 years, 2-3 years, or 3-4 years, 4-5 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.
Yourtaskmustbesupportedandinformedby:
- Arangeoftheoreticalperspectives
- 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
theChild,CodeofEthics,DevelopmentalMilestones,andEarlyChildhood Australias Statement on Play.
Referencing
APAreferencingisrequiredforthisassignment.Sourcesshouldincluderelevantandcurrent academic sources, professional sources and early childhood policy.A minimum of 6 references must be included.Please refer to the APA 7th edition, see theSCU LibraryGuidesfordetailedinstructions onAPA formatting.
Submissions
Followthestepstocompletethetask:
- 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.
AcademicIntegrity
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 SCUsacademicintegritypoliciesandguidesfordetailedinformation onwhat constitutesabreach, and the consequences involved.
YouarepermittedtouseGenerativeArtificialIntelligence(GenAI)toolsresponsiblyand ethically to complete components of this assignment. Please do not post confidential, private,personal,orotherwisesensitiveinformationintoGenAItools.Ifyouusethesetools, youmustbeawareoftheirlimitations,biases,andpropensityforfabrication.
Allstudents mustdeclareiftheyhaveorhavenotusedGenAItoassistwithassessment completion (for example, brainstorming, understanding concepts, generating examples, summarisingreadings, proofreadingtext).
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 findouthowtoreferencegenerativeAIinyourwork,consultthereferencingstyleforyour unitviathelibraryreferencingguides.
PermitteduseofGenAI
StudentsarepermittedtouseGenAIto:
- Provide you with feedback on your writing for academic tone, written expression, grammar and punctuation,
- Clarify concepts, theories, ideas, , discussed in class, and
- Generate preliminaryideasfor
ProhibiteduseofGenAI
StudentsarenotpermittedtouseGenAIto:
- 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.
LateSubmissionsCPenalties
Except when special consideration is awarded, late submission of assessment tasks will leadautomaticallytotheimpositionofapenalty.Penaltieswillbeincurredassoonasthe 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
GradesCFeedback
Assignments submitted by the due date will receive an SCU Letter Grade, a Turnitin originalityreport,an assessmentrubricevaluatingperformanceagainstspecifiedcriteria andstandards,andwrittenfeedbackfromtheassignmentmarker.Gradesandfeedbackwill bepostedtotheGradesCFeedbacksectiononthelearningsite.Pleaseallowuptoseven business days for marks to be posted.
GradingCriteriaCStandards
Workssubmitted bythe duedatewill beevaluatedagainstthe gradingcriteriaandstandards outlinedbelowandsummarisedintheAssessmentRubric.Formoreinformationregarding SCU grades and standards, visitFinal Grades.
DescriptionofSCUGrades
HighDistinction:
Thestudentsperformance,inadditiontosatisfyingallofthebasiclearningrequirements, demonstratesdistinctiveinsightandabilityinresearching,analysingandapplyingrelevant skills and concepts, and shows exceptional ability to synthesise, integrate and evaluate knowledge.Thestudentsperformancecouldbedescribedasoutstandinginrelationtothe learning requirements specified.
Distinction:
Thestudentsperformance,inadditiontosatisfyingallofthebasiclearningrequirements, demonstratesdistinctiveinsightandabilityinresearching,analysingandapplyingrelevant 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:
Thestudentsperformance,inadditiontosatisfyingallofthebasiclearningrequirements specified,demonstratesinsightandabilityinresearching,analysingandapplyingrelevant skillsandconcepts.Thestudentsperformancecouldbedescribedascompetentinrelation 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 requirementsspecified.
Fail:The students performance fails to satisfy the learning requirements specified.
Assessment Rubric
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MarkingCriteriaand% allocation |
HighDistinction + 100% |
HighDistinction 85%-100% |
Distinction 75%-84% |
Credit 65%-74% |
Pass 50%-64% |
MarginalFail 35%-49% |
Fail 1%-34% |
NotAddressed0% |
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PartA Play-space designand written statement30% |
Exemplar |
Highlydistinctiveplay-space design that is creative and appropriatetotheselectedage group. Chosenresourcesandlayout demonstrateanoutstanding understandingofplay-based pedagogyandsafety considerations. Insightfuljustificationof connectionbetweenthe personalphilosophyonplay- based pedagogy and the play- spacedesignandresourcewell- articulated. Extensive use of relevantacademicandprofessional sources. |
Distinctiveplay-spacedesign that is creative,and appropriatefortheselected agegroup. Chosenresourcesandlayout showa very good understandingofplay-based pedagogyandsafety considerations. Distinctivejustificationof connectionbetweenthe personalphilosophyonplay- basedpedagogyandtheplay- spacedesignandresourceis clearlyarticulated. Comprehensiveuseofrelevantacademic and professional sources. |
Credibleplay-spacedesign thatiscreativeandsuitable fortheselectedagegroup. Chosenresourcesand layout showa good understandingofplay- basedpedagogyandsafety considerations. Crediblejustificationof connectionbetweenthe personalphilosophyon play-basedpedagogyand theplay-spacedesignand resourceisarticulated. Good use of relevantacademicandprofessionalsources. |
Soundplay-spacedesign that is suitable for the selectedagegroup. Chosenresourcesand layout showa passable understandingofplay- basedpedagogyandsafety considerations. Soundjustificationof connectionbetweenthe personalphilosophyon play-basedpedagogyand theplay-spacedesignand resourceisdiscussed. Some use of relevantacademicand/orprofessionalsources. |
Limited play-space design.Unclearor inappropriateforthe selectedagegroup. Chosenresourcesand/or layoutindicatespoor understandingofplay- basedpedagogy. Limitedconnection betweenthepersonal philosophyonplay-based pedagogy and theplay- spacedesignand resource. Limiteduseofrelevant sources. |
Fails tomeet criteria Thedesignisincomplete ormissingandispoorly suitedtochosenage group. Chosenresourcesand/or layoutindicatevery limitedtono understandingofplay- basedpedagogy. Theconnectionbetween thepersonalphilosophy onplay-basedpedagogy and the design is poorly articulatedor unsupportedbyexamples andrelevantsources. |
N/A |
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PartB Play-based learning experience andwritten statement30% |
Exemplar |
Highlydistinctivelearning experienceplanthatiscreative and engagingand provides excellentopportunitiesfor learningthroughplay.Theplan offers very detailed steps and considerationsfor implementation.Thewritten statementprovidesaninsightful explanationofthetheoretical perspectivesunderpinningthe learningexperience.Highlydistinctive use of examples. Extensive use of relevantacademicandprofessionalsources. |
Distinctivelearning experienceplanthat is creative and engagingand providesverygood opportunitiesforlearning throughplay.Theplanoffers clearstepsand considerationsfor implementation.Thewritten statement provides a strong explanationofthetheoretical perspectives. Distinctive use of examples.Comprehensiveuseofrelevantacademic and professionalsources. |
Crediblelearningexperiencethat is creative andengagingandprovides goodopportunitiesfor learning throughplay. The plan offers good steps and considerationsfor implementation.Thewritten statement provides a good explanationofthe theoreticalperspectives. Credible use of examples.Good use of relevantacademicandprofessionalsources. |
Passablelearning experiencethat shows a basic level of creativity and engagement,with opportunityforlearning throughplay.Theplanoffers stepsandconsiderationsfor implementation.Thewritten statementprovidesasound explanationofthe theoreticalperspectives. Passable use of examples.Some use of relevantacademicand/orprofessionalsources. |
Limitedlearning experienceshowsavague descriptionandminimal opportunitiesforlearning throughplay.Limited detailprovidedfor implementation.The writtenstatement providesalimited explanationofthe theoreticalperspectives. Few examples that arevagueareprovided.Limitedlinks to relevant academicand/orprofessionalsources. |
Failstomeetthecriteria Thelearningexperience providesverylimitedtono opportunityforlearning through play. Theplan lacks clarity in the steps forimplementation.Fails tomeetthecriteriaVery limitedorincompletewritten statement. Verylimited or incomplete examples.No linkstorelevantacademic andprofessionalsources. |
N/A |
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PartC Play-based resource andwritten statement30% |
Exemplar |
Theresourceisengaging,age- appropriateandprovides outstandingsupportfor children'slearning, development,andwellbeing. Thewrittenstatementishighly distinctive,clearandthorough, providingadeepandinsightful explanationofthe resources intended use and how it supportschildren'slearning, development,andwellbeing with clear links to a range of developmentaldomains.Highlydistinctive use of examples. Extensive use of relevantacademicandprofessionalsources. |
Theresourceisengaging,age- appropriateandprovides distinctivesupportfor children'slearning, development,andwellbeing. Thewrittenstatementisclear andcomprehensive,providing a strong explanation of the resources intended useand how it supports children's learning,development,and wellbeingwithclearlinkstoat leastthreedevelopmental domains.Comprehensive useof relevant academic andprofessionalsources. |
Theresourceisage- appropriateandprovides very good support for children'slearning, development,andwellbeing.Thewritten statement is clearand detailed,providing a good explanationofthe resourcesintendeduseand how it supports childrens learning,development,and wellbeing, with links to at leasttwodevelopmental domains. Good use ofrelevant academic andprofessionalsources. |
Theresourceprovidesbasic supportforchildren's learning,development,and wellbeing.Thewritten statementisclear,providing a basic explanation of the resourcesintendeduseand how it supports childrens learning,development,and wellbeing, with links to a developmentaldomain. Some use of relevantacademicand/orprofessionalsources. |
Theresourcesprovide limitedsupportchildrens learning,development andwellbeing.Thewritten statementlacksclarity anddetail, providingan inadequateexplanationof theresourcesintended use and how is supports children'slearning, development,and wellbeing, with few links todevelopmental domains.Limited links torelevant academic and/orprofessionalsources. |
Failstomeetthecriteria Verylimitedorincomplete resource has minimalto nosupport forchildren's learning,development, and wellbeing. Fails to meet the criteria Very limitedorincomplete writtenstatement.No linkstorelevantacademic andprofessionalsources. |
N/A |
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Academic Literacy10% |
Exemplar |
OutstandingAcademicLiteracy, including ALL or MOST of the following:Correctwordcount(+/- 10%),correctwritingconventions, includingspellingand grammar, correctlyformattedreferencelist usingAPA7. |
DistinctiveAcademicLiteracy, includingMOSTofthefollowing: Correctwordcount(+/-10%), correctwritingconventions, includingspellingandgrammar, correctlyformattedreferencelist usingAPA7. |
CredibleAcademicLiteracy, includingMOSTorSOMEofthe following: Correctword count (+/-10%),correctwriting conventions,includingspelling andgrammar,correctly formatted reference list using APA7. |
SoundAcademicLiteracy, includingSOMEofthefollowing: Correctwordcount(+/-10%), correctwritingconventions, includingspellingandgrammar, correctlyformattedreference list using APA7. |
AcademicLiteracy,including FEWorNONEofthefollowing: Correctwordcount(+/-10%), correctwritingconventions, includingspellingand grammar,correctlyformatted reference list using APA 7. |
Failstomeetthecriteria Verylimitedorincomplete |
N/A |
