CRPR06008 2017 Experiential Learning: Models of Play in Irish Settings
Full Title
Experiential Learning: Models of Play in Irish Settings
Transcript Title
Experiential Learning:
Code
CRPR06008
Attendance
N/A %
Subject Area
CRPR - Creative Practice
Department
SOCS - Social Sciences
Level
06 - NFQ Level 6
Credit
05 - 05 Credits
Duration
Semester
Fee
€
Start Term
2017 - Full Academic Year 2017-18
End Term
9999 - The End of Time
Author(s)
Breda McTaggart, Kate Brown, Suzanne Collery, Aoife Cooney
Programme Membership
SG_GPLAY_N06 201700 Certificate in Applied Arts in Playwork: Practice and Provision
Description
Learners will explore the state of play and playwork in Ireland and Northern Ireland. Examining the long-standing role of play in children and young people's learning. They will investigate educational philosophies in early childhood care and education. They will also be introduced to playwork across various contexts, for example: youth work and formal educational settings.
Learning Outcomes
On completion of this module the learner will/should be able to;
1.
Explore traditional and contemporary perceptions of play
2.
Compare the state of playwork in Ireland and the UK in community and formal educational contexts
3.
Investigate some of the educational philosophies in ECCE and how they influence play in Irish settings
4.
Design an aspirational playwork model for a specific context
Teaching and Learning Strategies
The pedagogy employed will reflect the needs of the module and will include both a play based pedagogy and a more traditional based pedagogy. This will meet the needs of diverse learners and learning styles.
This will be delivered through a blended learning methdology;
6 hours online: One hour alternate weeks.
24 hours face- to- face: Two onsite residentials.
Module Assessment Strategies
Module assessment strategies are aligned to the intended programme learning outcomes and module learning outcomes. It intends to promote and supports effective learning. This integrated learning concludes with a capstone project.
This takes the form of a research project.
The process commences with an agreed proposal with the teaching team. The student will then undertake empirical research and write and present the research report to their peers. This is a paired and shared assessment.
Repeat Assessments
Repeat Project will be determined based on student failed components.
Module Dependencies
Prerequisites
CRPR06006 201700 Play and Playwork: Theory and Practice
Indicative Syllabus
1) Explore traditional and contemporary perceptions of play.
The Learner will examine key debates about the place of play in children’s lives.
2) Compare the state of playwork in Ireland and the UK in community and formal educational contexts.
The Learner will review and appraise playwork in Ireland and the UK in community and formal educational contexts. Demonstrating an awareness of the context in which practice is located.
3) Investigate some of the educational philosophies in ECCE and how they influence play in Irish settings.
The Learner will be introduced to and investigate play within different educational philosophies, for example: Montessori, High Scope and Steiner
4) Design an aspirational playwork model for a specific context
Learners will combine programme knowledge and skills to research existing playwork models, in order to design/create their own aspirational model for a specific context, such as community or formal educational contexts. The Learner will identify personal needs and develop learn to develop individual strengths.
Coursework & Assessment Breakdown
Coursework & Continuous Assessment
100 %
Coursework Assessment
| Title | Type | Form | Percent | Week | Learning Outcomes Assessed | |
|---|---|---|---|---|---|---|
| 1 | Cap Stone | Project | Project | 100 % | Week 12 | 1,2,3,4 |
Part Time Mode Workload
| Type | Location | Description | Hours | Frequency | Avg Workload |
|---|---|---|---|---|---|
| Workshop / Seminar | Flat Classroom | Workshop | 12 | Twice Per Semester | 1.60 |
Total Part Time Average Weekly Learner Contact Time 1.60 Hours
Distance Learning Mode Workload
| Type | Location | Description | Hours | Frequency | Avg Workload |
|---|---|---|---|---|---|
| Online Lecture | Distance Learning Suite | Online Lecture | 1 | Fortnightly | 0.50 |
Total Distance Learning Average Weekly Learner Contact Time 0.50 Hours
Required & Recommended Book List
Recommended Reading
2011 Designing for Play Routledge
2011 Designing for Play Routledge
Architects, landscape designers, builders, gardeners and teachers have all at some time been called upon to design a play area. Unfortunately, this diversity has not resulted in a similar diversity of design solutions for this very problematic task. Despite a proliferation of 'how to' books on this subject, playgrounds have remained virtually the same throughout the world since their creation over a century ago. This is not a 'how to' design book. Instead, based on thirty years' experience as a specialist play area designer, Barbara Hendricks details a radically new approach, applying cutting-edge thinking from child development and child psychology to find innovative design solutions, challenging the established notions of play provision. Covering key sociological, public policy, environmental and design issues, this book provides designers with an exploration of and guide to, designing from a 'child's eye' view of the world. Beautifully crafted and copiously illustrated with numerous examples of recently designed playgrounds, this book is not only stimulating and informative, but fun to read and seriously playful in itself. This second edition brings the text up to date from 2001 to 2010 with added discussion about new ideas for play area designs and what has not worked in the past decade.
Module Resources
Non ISBN Literary Resources
Additional Information
A handbook of resources will be supplied to the students on commencement of their programme.