Start your SFIA Self AssessmentEnter your full name.Ratan Adhikari

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Start your SFIA Self AssessmentEnter your full name.Ratan Adhikari

What is your highest IT qualification in Australia?Bachelor's In Information TechnologyHow many years of experience do you have in IT field?I have experience as an intern only. (Less than a year)

What is your current IT role?WEB DEVELOPMENTIT MANAGEMENT SERVICESCOMPUTER REPAIRING DIGITAL MARKETING

Is this role your employment or internship?InternshipHow long have you been with your current organisation?Since two months.

Can you provide a summary of your current role outlining your responsibilites, as well as an overview of key projects that you have been involved in?In my role at NKINFOTECH PTY LTD during my internship, my main responsibilities encompass a diverse set of tasks related to web development, IT management services, computer repairing, and digital marketing. Some of my key responsibilities include assisting in the development and maintenance of websites and web applications, participating in IT management tasks such as system monitoring and troubleshooting, providing support for computer repairs and maintenance, and contributing to digital marketing efforts, which involve tasks like social media management and content creation. Additionally, I am involved in various collaborative projects with the team, allowing me to gain practical experience and develop my skills in these crucial areas of the IT industry. This multifaceted role has provided me with a well-rounded perspective on the IT field and allowed me to make meaningful contributions to the company's operations.

What software or hardware tools do you use in your daily work and how do they help you accomplish your tasks?In my daily work at NKINFOTECH PTY LTD, I utilize a range of software and hardware tools to effectively accomplish my tasks across web development, IT management services, computer repairing, and digital marketing. For web development, I use programming languages like HTML, CSS, JavaScript, and frameworks such as React and Angular, along with text editors like Visual Studio Code. These tools facilitate website creation and maintenance, enabling me to code, debug, and optimize web applications efficiently.In digital marketing, I rely on platforms like Adobe Creative Cloud for graphic design and content creation, social media management tools like Hootsuite or Buffer, and analytics tools such as Google Analytics to track the performance of marketing campaigns. These tools collectively help me streamline my tasks, enhance productivity, and contribute effectively to the company's objectives across these diverse areas of responsibility.

What kind of IT documentation and maintenance tasks do you undertake in your current role?Documentation: I maintain detailed records of hardware and software inventory, configurations, and licenses. This documentation helps in tracking assets, managing licenses, and planning for future upgrades or replacements.System Monitoring: I regularly monitor our IT systems using tools like Nagios or Zabbix to track performance metrics and identify any potential issues or bottlenecks. This proactive monitoring allows us to address problems before they escalate.Backup and Recovery: I set up and manage regular data backups to ensure data integrity and availability. In case of system failures or data loss, I play a key role in data recovery processes.Security Patching: I apply security patches and updates to operating systems and software to safeguard against vulnerabilities and potential security breaches.Hardware Maintenance: I perform routine hardware maintenance tasks, such as cleaning and ensuring proper ventilation, to extend the lifespan of our equipment and minimize the risk of hardware failures.User Support: I provide technical support to end-users, addressing their IT-related issues and inquiries promptly to ensure minimal disruptions to their work.Network Configuration: I assist in network configuration tasks, including setting up routers, switches, and firewalls, to maintain a secure and efficient network infrastructure.Documentation Compliance: I ensure that our IT documentation is up-to-date and compliant with industry standards and regulations, which is critical for audits and regulatory requirements.Overall, these IT documentation and maintenance tasks are essential in maintaining the reliability, security, and performance of our IT systems, ultimately contributing to the efficiency of our organization's operations.

Have you had any previous IT roles? If so, could you briefly describe them?No, I don't have. This is my first internship.

SFIA levels Description

Provide specific examples from your IT experience for all selected skills highlighting the key projects in which you have demonstrated those skills.Systems Design (DESN) - Level 2:In my role, I actively contribute to Systems Design (DESN) tasks at a Level 2 proficiency. I collaborate closely with the team to assist in designing systems that meet our organization's requirements. This involves applying foundational design principles and domain-specific knowledge to ensure that our system designs align with established processes and standards. My role in Systems Design (DESN) contributes to the effective planning and development of IT solutions within the company.System Software (SYSP) - Level 3:Within the domain of System Software (SYSP), I operate at a Level 3 proficiency. I am responsible for managing and maintaining critical software components that are essential for our organization's operations. This includes applying software updates, patches, and ensuring the overall stability and functionality of our software systems. My Level 3 proficiency enables me to make informed decisions and contribute significantly to the stability and efficiency of our IT infrastructure.Systems Installation and Removal (HSIN) - Level 3:I play a pivotal role in Systems Installation and Removal (HSIN) tasks within the organization at a Level 3 proficiency. In this capacity, I take a proactive approach to plan and execute the installation and removal of hardware and software components. This involves making strategic decisions to minimize disruptions and optimize efficiency during these processes. My Level 3 expertise ensures that our systems are effectively managed, updated, and streamlined, contributing to the overall productivity of our IT environment.

Analyse the level of your skillsLevel 2 (Assist): Works under routine direction and interacts with immediate colleagues in varied work environments. Has domain specific knowledge and can communicate effectively with colleagues and internal users/customers.:

Systems designDESN

Level 3(Apply):Works under general direction and can influence colleagues. Communicates well with stakeholders. Has necessary knowledge to perform effectively, gained from recognized sources and organizational data.:

System softwareSYSP

Systems installation and removalHSIN

Facilitating Learning Through Play in Early Childhood Settings

Introduction

Welcome to Module 3: Facilitating Learning Through Play in Early Childhood Settings. As you will read in this week's reading, professionals who work with young children can agree that play has many benefits for children's learning and development. In this module, we will look at the power and importance of play and explore why it must be used in eary childhood education and care. We will discuss the differentdefinitionsandtypesof play and explore different learning environments in early childhood settings. This module will ask you to reflect on your own memories of play and critically examine your beliefs and understandings of a play-based pedagogy. This module's content will also form the basis of your Assessment Task 1: Pitch your play-based pedagogy.It is advised that you read this week's reading prior to completing the activities below.

Module purpose

By the end of this module you will be able to:

Identify the types and categories of play

Identify elements of a high quality environment

Analyse the relationship between theory and pedagogy in relation to learning environments.

Reading

Treasure, T., (2018). Chapter 1: What is play? In Robinson, C., Treasure, T., O'Connor, D., Neylon, G., Harrison, C., Wynne, S. (eds.)Learning Through Play.Oxford University Press

Robinson, C. & Neylon, G. (2018). Chapter 4: The indoor environment. In Robinson, C., Treasure, T., O'Connor, D., Neylon, G., Harrison, C., Wynne, S. (eds.)Learning Through Play.Oxford University Press

3.1 The Power of Play

Play is a very broad term for a variety of activities and experiences that can be observed in humans of all ages, yet understandings and beliefs about play vary (Treasure, 2018). You will read some of the many defintions of play in this week's reading.

The EYLF describes play as a context for learning that:

allows for the expression of personality and uniqueness;

enhances dispositions such as curiosity and creativity;

enables children to make connections between prior experiences and new learning;

assists children to develop relationships and concepts;

stimulates a sense of wellbeing.

Let's begin by reflecting on our own memories of play:

What are your early memories of playing?

Where did it take place?

Who were you with?

Why do you remember it?

Play has been a central element of early childhood education and care for a long time. Article 31 of the United Nations'Convention on the Rights of the Child(United Nations, 1989) highlights children's right to play and there is a plethora of literature outlining the benefits of a play-based pedagogy. Play can provide authentic and engaging learning experiences that promote children's wellbeing, later academic outcomes and attitudes towards future learning (Tal et al, 2008; Benabou & Tirole, 2003; Han et al., 2010).

Watch

In this video, a mother talks about the importance of learning through play, and how quality learning draws on a wide-range of experiences for her son's learning and development.

3.2 Types of Play

Mildred Parten (1933) identified six categories of children's play from the age of 2, to the age of five. The image below demonstrates each category of play. Click on the red icon for a definition of each.

Furthermore, there are many different types of play. You will read about these in depth, in this week's reading (page 14 of the textbook). The types of play include, but are not limited to:

Contruction play -building cubby houses, stacking blocks, creating sandcastles, putting together a train track, box construction, building with LEGO or DUPLO.

Rough and tumble play -vigourous activities such as jumping, chasing, tumbling, swinging, play fighting.

Large-motor play -trampolining, riding scooters and bikes, hopscotch, dancing, climbing.

Dramatic play -re-enacting every day activities such as going to the doctor, supermarket or vet.

Socio-dramatic play -dramatic play that involves 2 or more people, a combination of social play and dramatic play.

Exploration play -sensory play such as using playdough, clay, water beads, sand, interacting with materials and exploring their properties.

Role play - involves exploring ways of being, although not normally of an intense personal, social, domestic or interpersonal nature. For example, a child may sweep with a broom or drive a toy car during play.

Language/ communication play -telling jokes, singing songs, creating rhymes, using gestures, making sounds and noises.

Small-motor play -threading, puzzles, using tweezers and chopsticks, sorting objects, using scissors.

Digital play -using beebots, creating videos on ipads, taking photos, digital games.

Have a look at the image below. What types of play do you think are evident in this experience?

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Activity: Crossword

3.3 Learning Environments

While learning environments are much more than just physical buildings and playgrounds, the physical indoor environment is often considered central to the effectiveness of a play-based pedagogy. A play-based approach relies on the construction of an environment that is intentional.

The EYLF states that learning environments are welcoming spaces when they reflect and enrich the the lives and identities of the children and families participating in the setting, and respond to their interests and needs (DET, 2019, p. 15). With this statement in mind, what does this mean for the setting up of spaces and selection of resources? Who is usually involved? Whoshouldbe involved?

Learning environments that support learning are vibrant and flexible spaces that are responsive to the interests and abilities of each child. They cater for different learning capacities and learning styles and invite children and families to contribute ideas, interests and questions.Indoor and outdoor environments support all aspects of children's learning and invite conversations between children, early childhood educators, families and the broader community. They promote opportunities for sustained shared thinking and collaborative learning.

The National Quality Framework (NQF) provides a national approach to regulation, assessment and quality improvement for early childhood education and care and outside school hours care services across Australia. Click on this link to explore the NQF.

What does the National Quality Framework say about learning environments?

Quality Area 3 focuses on the physical environment and ensuring that it is safe, suitable and provides a rich and diverse range of experiences that promote children's learning and development. Read through the table below:

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The ACECQA Blog 'We Hear You' contains feature articles and guest posts from a variety of early childhood professionals offering different perspectives about ECEC. Read this post about physical environments:

https://www.acecqa.gov.au/latest-news/blog/physical-environmentWatch

In this video, Anne Stonehouse from the ECA Learning Hub takes you through the standards in Quality Area 3.

Ep. 4-Quality Area #3fromECA Learning HubonVimeo.

As you will read in this week's reading, a key feature of an EC indoor environment is the use of learning centres. Learning centre is used as a general term to refer to an area or space designated for a particular activity or play-based learning (Wilson, 2015). Think about the types of resources and the way you could arrange your play spaces in relation to the following areas:

Manipulatives and construction play

Dramatic area

Investigation table

Writing/ drawing area

Arts/ craft/ painting area

Book area

Music area

Digital play

Write down some ideas for each and bring them to your tutorial.

What do the theorists tell us about play-based learning environments?

Let's discuss what the theorists tell us about learning environments. We are going to focus on the Reggio Emilia approach and will explore some more in this week's tutorial. Read the following excerpts from Neylon & Treasure (2017).

The Reggio Emilia approach was developed after the Second World War and takes its name from the town of Reggio Emilia in northern Italy. This approach arose when Loris Malaguzzi (192094), a visionary teacher, saw that in a small village called Villa Cella, near Reggio Emilia, a group of women had decided to build and run a school for young children (Dahlberg & Moss, 2007). Malaguzzi threw his support behind this preschool movement and expanded the original project.Reflecting a socio-contructivist view and drawing from Dewey, Piaget, Vygotsky and Bruner, Malaguzzi recognised that children are active and constructive beings but also emphasised that societal and cultural contexts influence learning and development (Nolan & Raban, 2015). This is reflected in the Reggio Emilia approach, where children construct their own meaning within a social context and environment, with relationships and social interactions with peers and adults seen as essential to the learning process. Malaguzzi viewed children as competent, actively social from birth and full of potential, curiosity and wonder. This is reflected in the approach, with Reggio Emilia educators understanding that each child is full of knowledge of the world around them and able to construct their own knowledge (Gandini, 2010). Parents, families, children and educators are viewed as partners throughout the educational process and the approach also recognises the importance of connecting with the wider community.

A key principle of the Reggio Emilia approach is that learning and play are not separated, and the belief that children learn in many different ways and show their understanding ensures that they are offered different means for learning and expression (e.g. through talking and writing, drawing and sculpting, painting and clay modelling, pretend play and dancing, music and movement, and representing with recyclable, manufactured or natural materials). The emphasis is on offering children a hundred ways to communicate their thinking through different means and symbolic systems (Fernndez & Feliu Torruella, 2017).

A significant element of the Reggio Emilia approach is the environment, which is recognised for its potential to inspire children, and therefore great attention is given to the look and feel of the room. Malaguzzi stressed that the environment plays a central role in the process of making learning meaningful and he emphasised this notion by defining the environment as the third teacher (Gandini, 2011). The indoor and outdoor buildings and environments are designed to enhance a variety of play experiences, allowing for exploration within the childrens natural environment and opening up opportunities for problem-solving, creative thinking and rich language experiences. The environment respects children as capable by providing them with authentic materials and tools. Reggio Emilia rooms are filled with natural light, order and beauty as, like Montessori, Malaguzzi believed beauty helps with concentration and therefore the setting should be aesthetically pleasing. Space is valued as an essential element in the design and encourages collaboration, communication and exploration while supporting children to explore and investigate their interests. Each centre has anatelierand all rooms in the centre open onto a large centralpiazzafor childrens activities and meetings with parents and the community.

It is important to note that the Reggio Emilia approach is not a formal model with defined methods, such as Montessori. Reggio Emilia educators maintain that their schools do not present a model to imitate or copy but, rather, it needs to be re-created or reinvented in each particular sociocultural, political and historical context (Baxter, 2007; Gardner, 1998). Today, the Reggio Emilia approach has been adopted in Australia, New Zealand, Sweden, the UK, the USA and many other countries. Many Australian schools and EC centres use aspects of the Reggio Emilia approach and attribute their philosophy and practice to this approach. Acknowledging that this approach is contextually appropriate for Italy and recognising what it has to offer within Australia, the term Reggio inspired is used by centres and schools that have adopted characteristics/features of this approach.

See below, images of Reggio inspired learning environments.

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Further activities:

Explore the links between the Reggio Emilia approach and Gardners multiple intelligences theory.

The beliefs held by the educator on the value of play and its role in the room are brought to life through the construction of the environment. What are your beliefs in relation to the learning environment?

Critical Self-reflection

The following questions may assist your thinking about the 'big ideas' presented in Module 3 and serve as great preparation for your assessment task. Write down your responses to each of the questions below and bring your notes to our tutorial to discuss.

1. What is your definition of play?

2. Some parents will be concerned that their child spends most of their time in early childhood settings playing. How could you address this concern? Where do these concerns come from?

3. How might our values/beliefs shape the learning environment we provide?

Summary

"A successful play space is a place in its own right, specially designed for its location, in such a way as to provide as much play value as possible"(Shackell et al., 2008, p. 16)

A pink tarpaulin tent provided a focal point for interaction. Gary and Hamish particularly enjoyed its sensory properties, running underneath it, through the pink glow, the fabric rustling and floating around them. The game developed, with one following the other like a shadow, under the tent and around the back to go under again, occasionally laughing or glancing at each other.

Staff commented that these children dont usually get along and never play together.

(McIntyre, 2007, p. 24)

In this module, we have explored the power of play, the types and categories of play, and learning environments. We will delve deeper into each of these topics in the tutorial, so make sure you attend or watch the recording.

If you would like to read more about the Reggio Emilia approach, explore the Reggio Emilia Australian Information Exchange (REAIE) website:https://reggioaustralia.org.au/.

Module 1Foundational Theories of Play and Pedagogies

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Introduction

Welcome to Module 1. In this module we will explore the key terms and ideas in relation to early childhood education and care (ECEC), introduce the foundational theorists and take a look at ECEC in the Australian context. In this unit, we will utiliseThe Early Years Learning Framework V2.0regularly, so please ensure you have a copy of this readily available.

Module Purpose

By the end of this module you will be able to:

Understand and define key terminology and concepts related to ECEC

Identify some of the foundational theories and views of play, pedagogies and childhood

Identify what constitutes the current Australian context of ECEC

Module 1 will encourage you to identify and analyse the role of play in learning and examine the challenges pertaining to play and pedagogies.You will also be invited to critically reflect on your personal philosophy to play for learning and teaching as an early childhood professional.

Reflect and write down some ideas: What are your views, beliefs, and experiences of play? What informs your ideas of play? What is play philosophy? Please bring your ideas to our first tutorial for discussion.

Reading

Australian Government Deparment of Education [AGDE] (2022).Belonging, being and becoming: Early years learning framework for AustraliaV2.0.Open this document with ReadSpeaker docReader[Read pages 4-26].

Bergen, D. (2014). Foundation of Play Theory. In L. Brooker, M. Blaise, & S. Edwards (Eds.),SAGE Handbook of Play and Learning in Early Childhood. SAGE Publications, Limited.http://ebookcentral.proquest.com/lib/scu/detail.action?docID=1712668Treasure, T., (2018). Chapter 3: Why play is the way in early childhood contexts. In Robinson, C., Treasure, T., O'Connor, D., Neylon, G., Harrison, C., Wynne, S. (eds.), Learning through play. (pp.43-67). Oxford University Press

Additional Reading:

Jackson-Barrett. E. B., & Lee-Hammond L. (2018). Strengthening identities and involvement of Aboriginal children through learning on country.The Australian Journal of Teacher Education,43(6), 86104.https://doi.org/10.14221/ajte.2018v43n6.6Nolan, A & Raban, B. (2007).Theories into practice: Understanding and rethinking our work with young children and the EYLF.Teaching Solutions

Rogoff, B. (2003). The cultural nature of human development. Oxford University Press.

1.1 Understanding and Defining Key Terms and Ideas

Like many professions, teaching has a plethora of context specific words and acronyms. In this unit, we will be referring toBelonging, Being and Becoming:The Early Years Learning Framework for Australia, more commonly known as the EYLF as the primary source of concepts, terminology and resources.

As many of you would already know, the EYLF is Australia's first national curriculum framework for early years educators. This document provides guidelines for the education and care of children aged birth to five years and thus, itinformsthe work of educators. It has a specific focus on play-based learning, therefore, it is particularly relevant to this unit. It provides the foundation for high quality, consistent and rigorous teaching in ECEC.So, regardless of the Australian state or territory you choose to work in, you will be referring to this document, along with the National Quality Framework (NQF) when planning, teaching and assessing.

It is essential, that by the end of your degree, you have a comprehensive understanding of the principles, practices, outcomes, language, concepts and expectations set out in the EYLF. You will do that by engaging in a range of units within your degree. Let's begin this important unit by unpacking some key terms and concepts.

Read this article about language and key terms in ECEC:How-to-talk-about-ECEC.pdf (earlychildhoodaustralia.org.au)Activity

1.2 Foundational Theorists

In ECEC, the term 'theory' can be defined as a group of ideas that explain a certain topic within the domain of children's learning and development (Nolan & Raban, 2015, p. 5).The term 'foundational' is used to describesome, but not all, of the theories and philosophies underpinning contemporary understandings of children, play and pedagogy. The EYLF (AGDE, 2022) explains that different theories about early childhood education inform approaches to children's learning and development. Early childhood educators draw on a range of perspectives in their work. It is from a range of theories, that ideas around how young children learn and develop are formed, and this influences how educators think, act and shape their pedagogy (Raban et al., 2007).

When reading about the foundational theorists below, ask yourself if any of these theorist's ideas resonate with you. This is important for your Assessment Task 1: Pitch your play-based pedagogy, as it must be supported and informed by at leastonefoundationaltheory.

From the earliest of times, great philosophers such asPlato(423-348 BC) have been considering the same questions you will encounter during this unit. Plato, like his mentor Socrates, spent a lot of time thinking and writing about teaching and learning. Plato emphasised the outcomes of education, suggesting a play-based approach as advantageous. He believed the correct way to educate children was to allow them to engage in play that promoted the growth of their abilities, and this would result in adults who were able to use their abilities effectively (Bergen, 2014). Plato was a philosopher who expounded the virtues of play as a pedagogical device but did not create any specific theoretical or practical approach.

John Amos Comenius(1592-1670) was a Czech educational reformer and religious leader. He believed that universal laws or stages applied to the growth and development of a child and as such, could be developed into a universal teaching system or method. He emphasised that children's playful activity had educational meaning (Bergen, 2014). He was arguably the first philosopher to associate the concept of play with fun.

John Locke(1632-1704) was an English philosopher who developed a theory of development referred to in the literature as the Theory of Ideas. Prior to Locke, many philosophers claimed that some ideas, such as mathematical truths and beliefs in God, were innate. Meaning humans werebornwith these ideas. However, Locke refuted this notion, stating children are born astabulae rasae(blank slates) and that whatever comes into the mind, comes from and is shaped by the environment. He believed that ideas are learned. For Locke, the main goal of education was self-control and that excellent citizens were formed through positive, playful experiences involving repetition, modelling and rewards rather than punishment.

Jean-Jacques Rousseau(1712-1778) was a Swiss-born French philosopher. He initiated a romantic stream of thinking, based on biological metaphors of health and growth. Challenging contemporary ideas of the time of Original Sin, he asserted humans are innately good. Rousseau saw the purpose of education as enabling this inherent goodness to unfold. He believed children should be given the freedom to play with little or no adult interference. He was also the first to theorise child development as a series ofstages, claiming nature as the hidden tutor, prompting the child to develop different capacities at different stages of growth. His ideas formed the basis of what we now know as child-centred education.

Mary Wollstonecraft (1759-1797) was a British writer, philosopher, and advocate of women's rights.Mary argued for the liberal principles of equality, freedom, and rationality for women and was very critical of Rousseaus sentimental portrayal of women and his assumptions about the natural differences between thesexes. She played a crucial role in challenging the views and position of women in society, which had significant consequences for redefining the status of women and children in society and early childhood education.

Johan Pestalozzi(1746-1827) was a Swizz educational reformer who advocated education of the poor and developed teaching methods aimed at strengthening children's own abilities. Following Comenius, Pestalozzi emphasised the importance of play but added objects that could be manipulated and used in a sensory approach towards curriculum. He designed an educational system based on the theory that children should be free to explore their environment through play and that the teacher's role was to observe and reflect on how to help them learn (Bergen, 2014). He also emphasised group activities structured around children's abilities rather than their age.

Friedrich Froebel(1782-1852), the designer of the 'kindergarten' (children's garden) provided a set of 'gifts' (toys) for children designed to extend their learning as they played through a set of activities (Bergen, 2014). His curriculum was based on the theory that play is not trivial but was considered theworkof the child. He believed that through play, the seeds of later life are sown. Interestingly, he was the first to train women as teachers.

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Critical Questions and Reflection

After reading the textbook chapter on foundational theories and the summary of some key theoretical ideas above, please reflect on the following questions:

How do you feel about these ideas? Do any of these theories resonate (or not) with you?

If/How have these theories shaped our ECEC policies and practices? Any examples?

What and whose theoretical perspectives or knowledges are missing from these so-called foundational theories in your opinion, and why?

Don't forget to bring your notes to the workshop and tutorial for an in-depth discussion!

1.3 Education and Care: The Australian Context

Australia has a complex history of Early Childhood Education and Care. Watch the video below for a chronological journey of the early years sector narrated by Dr Tess Boyle.

Activity: Watch and write notes on the history of ECE

User:n/a- Added:16/12/21

Watch and write notes on the history of ECE.

What does the history of early childhood education (ECE) tell us about the attitudes towards children, ECE, and teachers in the past and present?

What has changed (or not)?

Critical Self-reflection

The following questions may assist your thinking about the 'big ideas' presented in Module 1. Write down your responses to each of the questions below and bring your notes to our tutorial to discuss.

1. If/Why is it important/necessary for early year's educators to have a common understanding of key terms and concepts of play and pedagogy?

2. Why might it be considered essential for early year's educators to have a deep knowledge and understanding of theory?

3. How has the current context of education and care in Australia been influenced by the past?

Summary

In this module, you have explored the common key terms and concepts associated with ECEC, been introduced to some foundational theorists related to play and pedagogy and viewed the complex history of education and care in Australia. You were invited to critically analyse and question some of the ideas underpinning ECEC pedagogies and views of play in a contemporary ECEC context, such as in Australia. The content within this module will be helpful as you begin working on your first assessment task, as you must choose at least one foundational theory to underpin your 'pitch'.

R

Module 2Contemporary Theoretical Perspectives of Play and Pedagogies

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Introduction

Welcome to Module 2: Contemporary Theoretical Perspectives of Play and Pedagogies. This module will explore a number of different theoretical perspectives, most notablyDevelopmental Theory,Sociocultural TheoryandCritical Theory. You will be given a brief introduction to many theorists and their ideas around children, play and pedagogy. This module will assist you with your Assessment Task 1: Pitch your play-based pedagogy as your task requires you to explain what theoretical perspectives underpin your play-based pedagogy.

The Early Years Learning Framework (EYLF) (AGDE, 2022) states:

Different theories about early childhood inform approaches to children's learning and development. Early childhood educators draw upon a range of perspectives in their work which may include:

developmental theoriesthat focus on describing and understanding the process of change in children's learning and development over time;

socio-cultural theoriesthat emphasise the central role that families and cultural groups play in children's learning and the importance of respectful relationships and provide insight into social and cultural contexts of learning and development;

socio-behaviourist theoriesthat focus on the on the role of experiences in shaping children's behaviour;

critical theoriesthat invite early childhood educators to challenge assumptions about curriculum, and consider how their decisions may affect children differently;

post-structuralist theoriesthat offer insights into issues of power, equity and social justice in early childhood settings.

Drawing on a range of perspectives and theories can challenge traditional ways of seeing children, teaching and learning, and encourage educators, as individuals and with colleagues, to:

investigate why they act in the ways that they do;

discuss and debate theories to identify strengths and limitations;

recognise how the theories and beliefs that they use to make sense of their work enable but also limit their actions and thoughts;

consider the consequences of their actions for children's experiences;

find new ways or working fairly and justly.

Module Purpose

By the end of this module you will be able to:

Discuss the main ideas of Developmental Theory, Sociocultural Theory and Critical Theory in relation to early childhood, play and pedagogies

Understand how different theoretical perspectives position children, teachers and families

Analyse the relationship between theory and pedagogy

Critically reflect on the theoretical perspectives that underpin your personal philosophy.

When we understand and reflect on a number of theoretical perspectives to explain play, learning and development, we can make informed choices that create supportive environments for children. Reflect and write down some ideas:

How do you believe children learn? Does children's play always have to be related to/ lead to learning in ECEC?

Bring your ideas to this week's tutorial.

Reading

Treasure, T., (2018). Chapter 2: Theories of play: Historical to contemporary. In Robinson, C., Treasure, T., O'Connor, D., Neylon, G., Harrison, C., Wynne, S. (eds.)Learning through play.Oxford University Press

Additional Reading:

Kilderry, A. (2004). Critical pedagogy: A useful frame for early childhood curricula decision making.Australian Journal of Early Childhood,29(4), 3337

Van Oers, B. (2017). Cultural-historical perspectives on play: Central Ideas. In Brooker, L., Blaise, M. & Edwards, S. (eds.)Sage Handbook of play and learning in early childhood.Sage Publications

Australian Education Research Association (2023). Introduction: Play-based learning and intentionality. Retrieved fromhereOpen this document with ReadSpeaker docReader

1.1 Developmental Theories

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Developmental theories arose from the idea that there is a predictable pathway to development and learning for all children (Nolan & Raban, 2015). Some developmental theories view development as adiscontinuousprocess (Piaget & Montessori), that is there is a distinct and separate stage with different kinds of behaviours at each stage. Others view development as acontinuousprocess (Erikson & Gardner) that involves gradual and ongoing changes throughout the lifespan.

If you incorporate a developmental perspective in your practice you would:

Make judgements relating to a child's development, often measuring against 'norms'

Believe young children need time to mature and develop knowledge and 'hurrying' children into formal instruction could be damaging

Support children's interests and personal styes of learning

Adopt a hands-off approach to children's learning and development, letting it naturally unfold

Provide a developmentally appropriate, child-centred curriculum

Emphasise discovery learning rather than adult directied teaching.

(Adapted from Nolan & Raban, 2015, p. 15 & 16)

We are going to explore three well-known developmental theorists and their theories: Jean Piaget's Stages and Ages Theory, Erik Erikson's Eight Ages of Man and John Bowlby's Attachment Theory.

Jean Piaget(1896 - 1980) was a Swiss psychologist whose theory of cognitive development was based on observations of children playing. He is the most prominant developmental theorist. His notion that children actively construct knowledge as they explore and manipulate the world around them is known asConstructivism.Piaget believed that children should be free to discover, problem solve and that learning should be appropriate for the child's level. He argued that intelligence develops in a series of linear and progressive stages related to age and each stage must be complete before the next stage can begin. Within each stage, the child forms a particular view of reality. The stages are:

Sensory-motor stage (birth-2 years)

Preoperational stage (2-7 years)

Concrete operational stage (7-11 years)

Formal operational stage (11-16 years and beyond)

Piaget's theory has given rise to what is known as 'developmentally appropriate practice' that is, learning experiences and activities should be geared to the child's current way of thinking. This has led to same- age groupings in ECEC and ideas around what are appropriate resources learning experiences for different age levels. Piaget theorised that children represent their world through play and these can also be classified into stages: functional play, symbolic play and games with rules. These stages of play development intertwine with Piaget's stages and ages theory. From a Piagetian perspective, children should have control over their learning and be offered open-ended activities in long, uninterrupted periods of play. It is in this way, that children will learn how to find out and construct knowledge for themselves (Nolan & Raban, 2015).

INCLUDEPICTURE "https://learn.scu.edu.au/bbcswebdav/pid-6394125-dt-content-rid-77069801_2/xid-77069801_2" * MERGEFORMATINET (Adapted from Van Hoorn et al., 2014, p. 33).

Watch

Watch this short, amusing video explaining Piaget's stages of play:

Erik Erikson's(1902 - 1994) theory called the 'eight ages of man' covers the entire lifespan. He was convinced that in the earliest years of life, patterns develop that regulate, or at least influence a person's actions and interactions for the rest of their life. Erikson believed that as people moved through each stage, they developed personality strengths or weaknesses. As they work through conflicts presented at each stage, the child/ adult seeks to answer the question "Who am I?" Erikson called this 'the identity crisis''.

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Watch

This video explains each stage of Erikson's Eight Ages of Man:

John Bowlby(1907 - 1990) was a British psychologist credited for the first theory of attachment, which was centered around an attachment between a mother and her child. It was speculated that his interest in this topic was initially motivated by his upper class childhood experiences of maternal attachment, which was in his case provided by his nanny. He used the word 'attachment' in a concious effort to move away from deficit terms such as 'dependency' and 'over-dependency', which was historically used (Ainsworth & Bell, 1970).

Later, Bowlby's work with delinquent children led to the theorisation of maternal deprivation. In summary, he believed children have an innate need to develop a close relationship with one main figure, usually (but not always) the mother. When this does not occur, it has negative consequences on development, causing a decline in intelligence, depression, aggression and affectionless psychopathy (Bowlby, 1969) resulting in an adult with an insecure attachment. We will discussattachment stylesin our tutorial.

Like other developmental theorists, Bowlby linked types of attachment to chronological ages, which he called stages. The phases are:

Pre-attachment;

Attachment in the making;

Clear-cut attachment;

Goal-corrected attachment.

Understanding attachment theory is important for your work in early childhood education and care. The first principle in the Early Years Learning Framework is "secure, respectful and reciprocal relationships" and attachement theory is the basis of understanding those relationships. Furthermore, Qualty Area 5 in the National Quality Standard (NQS) is focused on relationships stating "responsive and meaningful interactions build trusting relationships" (ACECQA, 2018, p. 93). Recent large-scale research has shown attachment between children and educators in early childhood education settings, and positive interactions that help form health attachments are vital to children's later educational outcomes (Melhuish et al., 2008).

Critical Questions and Reflection on Developmental Theories

Please provide your views on the following questions:

What are some key messages about children's learning conveyed by developmental theorists? What informed developmental theorists' view of children's learning?

What is problematic if we view, teach and assess all children in all diverse contexts and circumstances based on the same stages and ages of development, as put forward by developmental theorists?In addressing this question, think about the inclusion of children from diverse languages, cultural, and socio-economic backgrounds and abilities in ECEC.

1.2 Sociocultural Theory

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Sociocultural theory, also known as cultural-historical theory, emphasise the role of social and cultural contexts in children's development (Arthur et al., 2021). It focuses on the "social, historical and cultural dimensions of everyday activities (Fleer et al., 2004, p. 175). In recent times, socio-cultural theories have provided a tool for rethinking and challenging much of the practice of early childhood education. These theories draw heavily on the work of Lev Vygotsky and Barbara Rogoff. From a socio-cultural theoretical perspective, it is believed that "children develop and learn in multiple ways that are socially and culturally approved and constructed" (DET, 2015. p 56). Furthermore, social interaction with educators, families and other children is necessary for children to acquire new knowledge and ways of thinking and behaving. These ways of being reflect a child's culture or community (Nolan & Raban, 2015).

If you incorporate a socio-cultural perspective into your work you would:

View children as competent, capable, active and constructive beings;

Value relationships as central to learning;

Encourage children of varying abilities to work together;

Engage children in a range of rich language-based experiences that encourage questioning;

Encourage family involvement in the program and exchange information regularly between home and the early chilldhood setting;

Be aware of the 'nested' structures between the child, family and surrounding community and culture.

(Adapted from Nolan & Raban, 2015, p. 29-30).

Lev Vygotsky(1896 - 1934) sadly passed away very young (at 37) and his work was not translated from Russian into English until after his death. It was not widely read in the West until the 1980s. He studied child development and the significant role of culture and personal interaction. He observer how higher mental functions developed through these interactions as children were initiated into the culture of their family and wider community (Nolan & Raban, 2015). Vygotksy also believed that learning takes place when children play. Vygotsky's theories impact educators' practice through the use ofsupported learning,sustained shared thinkingandmake believe play.

Vygotsky created the termzone of proximal development(ZPD) to describe the range of activities that a child is in the process of learning to reach a complete understanding. He believed with the support of a more knowledgeable other (teacher or peer), the child is able to learn to do things that go beyond what their current developmental level is. He referred to this assistance asscaffolding(Garhart Mooney, 2000). This is in contrast to what developmental theorists believe as in this case, development always follows the child's potential to learn rather than learning following development.

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Vygotsky also wrote about the power of children's symbolic play - themake-believe playthat emerges in toddlerhood and that flourishes during the preschool years, evolving into sociodramatic scenarios with peers involving complex rules and roles (Berk & Meyers, 2013). "In play, the child always behaves above his average age, above his daily behaviour; in play it is as though he were a head taller than himself" (Vygotsky, 1933, p. 102).

Read the following excerpt from Berk & Meyers (2013, p. 99 - 100): INCLUDEPICTURE "https://learn.scu.edu.au/bbcswebdav/pid-6394130-dt-content-rid-77069838_2/xid-77069838_2" * MERGEFORMATINET Barabara Rogoff(1950 - ) built on Vygotsky's theory of zone of proximal development and developed a theory ofguided participation.Rogoff sees learning as occuring as children and adults share and engage in conversation through recounting, elaborating, listening, practicing and playing. She observed young children in the Pacific Islands as they watched and copied what the adults did in their daily lives. Rogoff uses the idea of acommunity of learnerswhich places an emphasis on learning through shared activities and participation. For educators, this means collaborating with children and involving them in shared, purposeful activities. From this perspectives, children should be given the chance to lead and educators are to decide when guidance is needed through observation. "Children are expected to learn to take responsibilty for their contribution to their own learning and to the group's functioning" (Rogoff, 1994, p. 214).

Watch

Watch this 9-minute presentation by Barbara Rogoff about the importance of children collaborating.

Critical Questions and Reflection on Socio-cultural Perspectives

Please provide your views on the following questions:

What are some important messages about children and their learning conveyed by socio-cultural theorists? How do these views differ from those of developmental theorists?

1.3 Critical and Poststructuralist Theory

Early childhood educators can have set views and beliefs that underpin their practice. A critical theoretical perspective assists educators in questioning these often taken-for-granted beliefs, prompting educators to think about how what they do affects children and uncovering who may be treated unfairly or unjustly. Using critical theory, education can be seen as a way of transforming the world rather than just upholding the status quo (Nolan & Raban, 2015).

If you incorporate a critical perspective in your practice, you would:

Take time to critically reflect on your practice;

Ask questions about why things are conducted in certain ways and why.

Listen to children and families and acknowledge their agency in the program;

Include children and families in decision-making processes;

Hold meetings with colleagues challenging issues of practice;

Explore different ways of implementing the program, routines and assessment processes, asking yourself 'whose needs are really being met by how we do these things?

Paulo Freire(1921 - 1997) worked with poor, illiterate people in Brazil and is famous for his ideas on the pedagogy oftransformation.He saw traditional forms of education as oppressive and maintaining the status quo. By working with uneducated groups, he realised that they were not 'empty vessels' to be filled with knowledge but rather have different world views and experiences (Nolan & Raban, 2015). Freire developed a new form ofemancipatoryeducation in which both the teacher and student have much to learn from each other. He also expected educators to rethink their ways of working and continually re-examine themselves and their roles to enable liberation (Freire, 1970, p. 60).

Gaile Cannella(1965 - ) is a teacher and academic whose work has focused on deconstructing early childhood education. Canella points out that the development of universal theories of thinking by white middle-class Western men has meant that other ways of thinking (from minority groups) have been overlooked and devalued (Nolan & Raban, 2015). Cannella warns against judging children's differences from adults as inadequacies or weaknesses rather than as alternative ways of knowing and thinking about the world.

Working from a critical theoretical perspective allows educators to rethink the commonly held assumptions about children and childhood. It highlights that children offer different ways of knowing, and these ways can be understood by interacting with families and the community. From a critical standpoint, educators do not view themselves as the expert but will work with the child to understand their world-view and learn from one another.

ThisChallenging Aspects of Practice Quizwill help you reflect on the contemporary theoretical perspectives that we have explored in this module. Work through the questions and see what theories align with your ideas and beliefs.

Click on this link to access the quiz:https://www.essentialresources.com.au/Store/Quiz/Index/TS0280Post your results in the Discussion Board.

Critical Self-reflection

The following questions may assist you in thinking about the 'big ideas' presented in Module 2. Please write down your responses to each question below and bring your questions and notes to our tutorial for discussion.

1. How might developmental theories enable/ constrain educators' perspectives of children/ childhood?

2. How can you use a play-based approach to ECEC in ways that incorporate aspects of each child's life?

3. How can you cater to different ways children think, learn, see and experience the world?

4. Are play and learning universal concepts? With t the theoretical knowledge you learnt in Module 2, how would you define children's play and learning in ECEC?

Summary

This module has given you a brief introduction to a number of contemporary theories of play and pedagogies. We will continue to reflect on these theoretical perspectives throughout the unit. It is important to note that you will draw upon a range of these theories in your practice, rather than just one. You are encouraged to explore the additional readings as they will assist you with your Assessment Task 1.

TCHR5001 Assessment 1: Template

Instructions

In the table, please describe the key point(s) in no more than 200 words for each slide. You can have 15 slides maximum, preferably less than that. Please add in-text citations to support the points. Please also ensure references used in the presentation are listed on the last page of this template.

You may adjust the table below as needed.

Slide # Slide Heading Key Points on the slide with in-text citations

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15

References

[Insert reference list below using APA7th conventions].

These are few questions and answers which will help in doing assessment 1

Q: Do I need to submit my written script?

A: No, you only need to upload the Assessment 1 Pitch Template, a short (200 words max) description of each slide and a reference list and your presentation via Voice thread

Q: Can I use another program other that PowerPoint to create my presentation?

A: Yes, you can use any program that you like

Q: How long does my presentation need to be?

A: 10 minutes (give or take1 to 2 minutes; 8 minutes minimum; 12 minutes maximum).

Q: Do I need to use in-text citations in my presentation?

A: Yes, where needed, cite the text that appears on your slides e.g. (Robinson, 2018).In your voice over/script you do not need to include citations, however all references you useMUSTbe included in your reference list.

Q: How many references do I need?

A: At least 8 references are needed to supportyour ideas. A good guide is to include 1 reference for every 100 words that you say.

Q: Can I talk in first person?

A: As you are taking on the role of an educator sharing your expertise with a parent/ carer audience, yes you can use first person. You may also use third person.

Q: What should be the tone of my presentation?

The tone of your presentation should be professional, as you are addressing parents who, while not all may be from the Early Childhood (EC) sector, are nonetheless knowledgeable adults. As a professional EC educator, your presentation should convey a deep understanding of the work and the philosophy of play. This is not the casual conversation one might have during child drop-off or pick-up times. It is crucial to employ professional language to elevate the professionalism of Early Childhood Education (ECE). This helps society at large recognise that ECE is not merely 'babysitting', a common misconception. Instead, ECE is an intellectually demanding profession that necessitates specialised knowledge, and your presentation should mirror this reality.

Q: Who is considered theorist and what are theoretical perspectives?

A: You may use ideas from any theorists and theories discussed in workshops and tutorials:

Plato

John Amos Comenius

John Locke

Jean-Jacques Rousseau

Johan Pestalozzi

Fredrich Froebel

Piaget

Vygotsky

Indigenous perspectives

and this list is not complete.There are many other theorists and theories discussed in tutorials and workshops that you may wish to include in your presentation.

Q: How do I reference images I have used in my presentation?

A: Add a reference below an image and to your reference list. Your image reference will look like this:

Author(s) - Last name, initial - use & for multiple authors. (Year).Title - italicised. [Image description]. Site name. Web address

E.g:

The University of Queensland. (n.d.). [Photograph of baby koala in tree].https://www.uq.edu.au/news/article/2020/01/new-umbrella%E2%80%99-species-would-massively-improve-conservation

Q: I have used stock images in my presentation, do I need to reference them?

A: If the image says 'no attribution required' you don't need to reference the image. BeFunky is a great website to use for stock images.

Q: Can I include videos in my presentation?

A: Yes, you can include a video that you have recorded, or it can be a snippet of children playing. It cannot be a video found on YouTube etc that gives information about play.

Q: Do I need to upload my PowerPoint to Turnitin?

A: No, you do not need to submit your PowerPoint. Please submit your presentation via Voice thread and your pitch template via Turnitin. Please see the announcements page where it was announced that you no longer need to submit the slides, the new Assessment Brief reflecting this has also been uploaded.

Q: What do I need to submit?

A: You need to submit your Pitch Template through Turnitin submission and your presentation through VoiceThread

Q: Do I need to include a video of myself speaking on my presentation?

A: It is not compulsory to show your face while speaking, however it is strongly recommended to achieve a higher grade for presentation skills.

Q: Do I need to use the Pitch template?

A: Yes, you MUST use the pitch template provided and fill out all areas. You need to submit this through Turnitin. Remember there is amaximumof 200 words to describe each slide. You do not need to include the whole 200 words on each, i.e. your introduction slide will not need 200 words to explain.

Q: How many slides can I use?

A: You have amaximumof 15 slides that you can include. (This includes an introduction slide and farewell slide). You do not need to include 15 slides if you are spending 1 min on each slide and have 10 slides that is perfect, 15 is the MAXIMUM you are able to include though.

Q: What if I have Special Consideration?

A: Special Consideration email MUST be included in your Pitch Template (page after the Cover Page please). If you submit after your SC date you will receive one day late penalty for each day it is late i.e. if you have a SC from the 18th of September and submit on the 20th you will receive a 2-day late penalty.

Q: In our Pitch template do I have to use 200 words for each slide?

A: You have amaximumof 200 words description for each slide (these are the rows within the template). Therefore, there is no set word count here as your word count will be different if you choose to use 10 slides than a colleague who uses 15 slides).

Q: Is there an example presentation we can view?

A: Yes, you were given an example presentation link in Tutorial 1

Q: Is there a template for our slides (PowerPoint or otherwise?)

A: No, we encourage you to use your creativity. Please see the Assessment brief for the points that you need to cover in your pitch though to ensure you are staying on topic.

Q: How many theoretical perspectives do I need to include?

A: A minimum of one perspective must be included, see the Assessment brief and rubric

Q: It states I need to introduce the service in the introduction, is this a made-up service or a real one?

A: This is a made-up service - get creative with the name :)