TCHR5001 PLAY AND PEDAGOGIES IN EARLY CHILDHOOD EDUCATION
Summary
Title
Assessment
2: Design Task
Type
Design
Task
Due Date
Monday,
9th October 11:59 pm AEST (start of Week 7)
Length
2000
words
Weighting
50%
Academic Integrity
GenAI May Not be Used
Generative Artificial
Intelligence (GenAI) tools, such as ChatGPT, may not be used for this Assessment Task. You are required to demonstrate
if you have developed the unit’s skills and knowledge without the support of
GenAI. If you use GenAI tools in your assessment task, it may result in an
academic integrity breach against you as described in the Student Academic and Non–Academic Misconduct Rules, Section 3.
Submission
1 word
document with reference list uploaded to the Assessment Tasks and Submission
area of the unit site.
Unit Learning
Outcomes
This
assessment task maps to the following ULOs:
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 the philosophy, theory and pedagogy to 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
Part of your role as an Early Childhood Teacher is to plan and implement learning environments and experiences that support children’s learning and development through play. These decisions must be underpinned by relevant early childhood research, theory and policy documents.
Task Description
This task requires students to reflect upon key issues presented in Modules 1-6 and design a play space and learning experience for children 0-5 years, supported by a written statement.
Task Instructions
1. You are to design an indoor and/or outdoor play space for an age group of your choice. You can choose from birth-2 years, 2-3 years or 3-5 years. Your design may be created using any computer program you wish, or it can be hand drawn. Consider the layout of and resources in your play space. Your design must be inserted into the template (word document) provided and it must be clearly labelled. Your play space design will need to demonstrate the knowledge and understanding you have gained throughout the unit. Your design choices must be supported by the theories, curriculum and policy documents, and unit content we have explored.
2. Using the learning experience template provided, you are to plan a small group play-based learning experience for your chosen age group that could take place in your designed play space (approximately. 500 words). Your learning experience will need to demonstrate the knowledge and understanding you have gained throughout the unit. It must be underpinned by the theories, curriculum and policy documents, and unit content we have explored.
3. Your play space design and your play-based learning experience must be supported by a written statement (1500 words), justifying your choices for the design and learning experience. You must make clear links to the Early Years Learning Framework (AGDE, 2022) and relevant early childhood theories, research and literature, including the unit textbook.
Follow the steps to complete the task:
• Open the Design Task Template on the unit site and save it with your surname and initials and the assessment task’s name. E.g: MillsA_assessment2_designtask
• Edit the cover page with the following details:
o Student name and Student ID o Unit code and name o Unit Assessor and Tutor names o Date submitted
• Insert your play space design, learning experience and written statement into the template.
• Complete one reference list on word document
• Once complete, submit task via the Turnitin link in the Assessment and Submission section of the unit site.
Referencing
APA7th referencing format is required with a minimum of 5 references. Sources should include relevant early childhood policy and peer-reviewed literature. Students must use the unit textbook.
Resources
• Australian Government Department of Education. (2022) Belonging, being and becoming: The early years learning framework for Australia (V2.0).
• Australian Children’s Education & Care Quality Authority (n.d.). Developmental milestones and the Early Years Learning Framework and the National Quality Standards.
• Robinson, C., Treasure, T.,O’Connor, D., Neylon, G., Harrison, C., Wynne, S. (2018). Learning through play. Oxford University Press.
Task Submission
Assessments should be submitted using the Turnitin link on the Assessments Tasks & Submissionsection on the Blackboard site. Only Microsoft Word documents submitted via the Turnitin portal on Blackboard will be accepted. You must label your submission with your surname and initials and the assessment task’s name.
Academic Integrity
At Southern Cross University academic integrity means behaving with the values of honesty, fairness, trustworthiness, courage, responsibility, and respect in relation to academic work.
The Southern Cross University Academic Integrity Framework aims to develop a holistic, systematic, and consistent approach to addressing academic integrity across the entire University. For more information see the SCU Academic Integrity Framework
NOTE: Academic Integrity breaches includepoor referencing, not identifying direct quotations correctly, close paraphrasing, plagiarism, recycling, misrepresentation, collusion, cheating, contract cheating, fabricating information.
GenAI May Not be Used
Generative Artificial Intelligence (GenAI) tools, such as ChatGPT, may not be used for this Assessment Task. You are required to demonstrate if you have developed the unit’s skills and knowledge without the support of GenAI. If you use GenAI tools in your assessment task, it may result in an academic integrity breach against you as described in the Student Academic and Non-Academic Misconduct Rules, Section 3.
Special Consideration
Students wishing to request special consideration to extend the due date of an assessment task 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.
Please refer to the Special Consideration section of Policy https://policies.scu.edu.au/document/view-current.php?id=140
Late Submissions & 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 in the due date
• 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 zero.”
Please refer to the Late Submission & Penalties section of Policy https://policies.scu.edu.au/view.current.php?id=00255
Grades & Feedback
Assessments that have been submitted by the due date will receive an SCU grade. Grades and feedback will be posted to the ‘Grades and Feedback’ section on the Blackboard unit site. Please allow 7-10 days for marks to be posted.
Assessment Rubric
Marking Criteria and %
allocation
High Distinction + 100%
High Distinction (85–99%)
Distinction (75–84%)
Credit (65–74%)
Pass (50–64%)
Marginal Fail
(35-49%)
Fail
(1-34%)
Not
Addresse
d
(0%)
Knowledge
and understanding of theoretical perspectives of play-based pedagogy. 20%
Achieves
all criteria for High Distinction with no errors.
Shows an
outstanding understanding of the theoretical underpinnings of a play-based
pedagogy, drawing on a range of theoretical perspectives. Includes an element
of critical reflection when discussing theoretical perspectives.
Shows an
insightful understanding of the theoretical underpinnings of a play-based
pedagogy, drawing on a range of theoretical perspectives.
Shows a
competent understanding of the theoretical underpinnings of a play-based
pedagogy, drawing on a minimum of two theoretical perspectives.
Shows an
adequate understanding of the theoretical underpinnings of play-based
pedagogy, drawing at least one theoretical perspective.
Limited
understanding of the theoretical underpinnings of play-based pedagogy.
No
understanding demonstrated of the theoretical underpinnings of play-based
pedagogy.
Knowledge and understanding of the role of play in
children’s
learning and development. 20%
Achieves
all criteria for High Distinction with no errors.
Shows an
outstanding knowledge and understanding of the role of play in children’s
learning and development in a number of developmental domains. E.g. physical,
social and emotional, cognitive etc.
Shows an
insightful knowledge and understanding of the role of play in children’s
learning and development with reference to number of developmental domains.
E.g. physical, social and emotional, cognitive etc.
Shows a
competent knowledge and understanding of the role of play in children’s
learning and development with reference to developmental domains. E.g
physical, social and emotional, cognitive etc.
Shows an
adequate knowledge and understanding of the role of play in children’s learning
and development with reference to developmental domains.
Little knowledge and understanding of the role of
play in
children’s learning and development. No developmental domains are discussed.
No
knowledge and understanding of the role of play in children’s learning and
development. No developmental domains are discussed.
Knowledge and understanding of the link between the
EYLF (AGDE, 2022) and play. 20%
Achieves
all criteria for High Distinction with no errors.
Outstanding
knowledge and understanding of the links between the EYLF and play.
Insightful links made throughout pitch.
Very good
knowledge and understanding of the links between the EYLF and play.
Insightful links made throughout pitch
Competent
knowledge and understanding of the links between the EYLF and play.
Links made
between the EYLF and play.
Inconsistent links made between the EYLF and play
No links
made between the EYLF and play.
Supporting
evidence includes a range of relevant early childhood policy, research and
literature.
20%
Achieves
all criteria for High Distinction with no errors.
Outstanding
use of sources as supporting evidence. Includes outstanding use of readings
from the unit and academic sources beyond those provided in the unit.
Insightful
use of sources as supporting evidence. Includes use of readings from the unit
and academic sources beyond those provided in the unit.
A
competent use of sources as supporting evidence. Minimum: reference to
relevant unit readings and some
evidence of wider academic reading.
An
adequate use of sources as supporting evidence. Minimum: reference to
relevant unit readings. Sources from wider reading are not relevant/
suitable.
Supporting sources are inappropriate/ non-academic.
No
academic sources used as supporting evidence.
Design of play space. 10%
Achieves
all criteria for High Distinction with no errors.
Design is
of a professional standard. It is clear, organized and labelled effectively.
Includes title and key.
Design is
of a professional standard. It is clear, organized and labelled
effectively.
Design is
neat, clear to read and labelled.
Design is
somewhat neat, clear to read and labelled.
Design is
not clear, some labels added.
Design is
not clear, no labels added.
Academic writing conventions, including APA 7th
referencing. 10%
Achieves
all criteria for High Distinction with no errors.
An
outstanding level of academic writing is present. No errors noted with
referencing, spelling, punctuation or grammar.
Academic
writing is cohesive and shows clarity. No suggestions to improve academic
writing have been made.
A high
level of academic writing is present. No errors noted with referencing,
spelling, punctuation or grammar. Academic writing is cohesive and shows
clarity.
A good
level of academic writing is present. A few minor errors are noted with
referencing, spelling, punctuation or grammar. Academic writing is cohesive
and shows clarity.
A basic
level of academic writing is present. A few errors noted with referencing,
spelling, punctuation and grammar.
Academic
writing is relatively cohesive and clear.
Poor
academic writing, including errors with referencing, spelling, punctuation
and grammar. Academic writing lacks cohesion and clarity.
Academic
writing is not readable and includes
errors
with, spelling, punctuation and grammar. No reference list.
Description of SCU Grades
High Distinction:
The student’s 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 student’s performance could be described as outstanding in relation to the learning requirements specified.
Distinction:
The student’s 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 student’s performance could be described as distinguished in relation to the learning requirements specified.
Credit:
The student’s 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 student’s performance could be described as competent in relation to the learning requirements specified.
Pass:
The student’s 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 student’s performance could be described as satisfactory in relation to the learning requirements specified.
Fail:
The student’s performance fails to satisfy the learning requirements specified.