EDUC06021 2022 Children's Play and Pedagogy

General Details

Full Title

Children's Play and Pedagogy

Transcript Title

Children's Play

Code

EDUC06021

Attendance

80 %

Subject Area

EDUC - Education

Department

SOCS - Social Sciences

Level

06 - NFQ Level 6

Credit

05 - 05 Credits

Duration

Semester

Fee

€

Start Term

2022 - Full Academic Year 2022-23

End Term

9999 - The End of Time

Author(s)

Anna Fewer-Hamilton, Kate Brown, Maureen Haran, Aoife Cooney

Programme Membership

SG_EEARL_H08 202200 Bachelor of Education (Honours) in Early Education and Care SG_EEARL_B07 202400 Bachelor of Education in Early Education and Care (exit)

Description

The aim of this module is to foster students understandings of children's learning through the use of pedagogy which supports playing, thinking, doing and, innovating. To support this learning students will examine theories of play, creativity and play as a catalyst for learning, opportunities for play, opportunities that foster children's creativity, aesthetic awareness, meaning making and imagination. Embracing play and creative behaviours will be highlighted throughout. The development of a practice that fosters creativity in children will be emphasised. Students will examine the value of play and of creativity as an area of learning in early childhood learning experiences Students, as creative educators, will investigate the importance of play and play-based learning and the nurturing of children's dispositions, attitudes, values, knowledge and understanding. The content of this module extends from the Nurturing Creativity and Playfulness Module earlier in the same semester and a shared critical reflective assessment interlinking the synergy of these two modules is reflective of these shared experiences. In fostering the early development of the students as the creative educator, during week 7 and at different points throughout the module, ECEC settings will have the opportunity to bring children on campus and students will connect with children through a range of experiences and interactions. Through this, they will begin to evaluate the significance of listening to and respectfully capturing the voice of the child.

Learning Outcomes

On completion of this module the learner will/should be able to;

Play with children to stimulate their health, wellbeing, learning and development.

Listen to children's perspectives of play, ensuring the voice of each child is heard, listened to and acted upon.

Research children's play and pedagogy in order to enhance play experiences through the planning, creation, maintaining and evaluation of environments for children to ensure they are safe, stimulating, engaging, child-centred learning environments for young children which stimulate their health, wellbeing, learning and development.

Share perspectives of play with others, modelling leadership in innovative practice, within a rights based approach.

Reflect on their understandings of play, creativity and pedagogy in the context of promoting ethical, rights-based, inclusive and participatory practice.

Teaching and Learning Strategies

This module will begin with the student engaging in play with young children. The student will then share their learning from these experiences with classmates and lecturers. This new learning will be further supported by the student researching academic literature and artworks created by, for and with children.

During this module students will engage with the Aistear Siolta Practice Guide with a specific focus on the Curriculum Pillar of Play. Play as a key Principle in both Aistear and Siolta will be highlighted as will Play as the 6th Standard of Siolta. Pedagogy as another principle of Siolta will also be explored.

Module Assessment Strategies

Assessment One: Children’s Play Group Project (40%)

Students will work collaboratively with children to create an artefact e.g. poster, artwork etc. It will represent children's voices about play. Students will demonstrate an understanding of the importance of the voice of the child. They will connect their learning to relevant academic literature and artworks created by with and for children. The artefact will illustrate their shared experience and learning.

Assessment Two: Learning Report (60%)- Students will individually examine their interactions with children in connection with theories of play and models of creativity. This will be added to the digital ePortfolio from the Nurturing Creativity and Playfulness module. This will scaffold student learning and will serve as a repository of the students’ reflective contribution, underpinning theory and showcasing professional growth. Feed forward will be a part of this assessment. This will be supported through the VLE Moodle page.

Students will receive formative feedback for learning from both peers and the teaching team at different points in the module and will be provided with clear and timely notification of assessment requirements. Criteria for success will be shared when the assessment brief is published.

Repeat Assessments

The repeat assessment strategy will be dependent on overall grades and will be decided and documented at the Progression and Award Boards. Repeat submissions are capped at 40%.

Indicative Syllabus

LO 1) Play with children to stimulate their health, wellbeing, learning and development.

engage in opportunities to play and be creative with children
value opportunities for play and creativity as essential for children
acknowledge the power dynamic in inter and intra generational play practices
consider issues that can arise in play
examine the role of the adult in play
investigate invitations to play
co-construct play – engaging with children as active learners - play partners
develop practitioner dispositions, skills and abilities in line with Aistear
practice ethically
the creative educator.
embrace creative behaviours.
engage with the natural environment

LO 2) Listen to children's perspectives of play, ensuring the voice of each child is heard, listened to and acted upon.

listen and scaffold for creative independence.
explore Creativity, Play and Culture.
critically explore the concepts of Play, Creativity and Pedagogy and the relationship between them
examine the benefits for children of engaging in play and creative opportunities
become familiar with the role of play for children's knowledge, understanding, attitudes, values and dispositions
practice ethically

LO 3) Research children's play and pedagogy in order to enhance play experiences through the planning, creation, maintaining and evaluation of environments for children to ensure they are safe, stimulating, engaging, child-centred learning environments for young children which stimulate their health, wellbeing, learning and development.

explore definitions of play
discuss types of play e.g Creative, Physical, Games with Rules, Pretend and Language – Aistear
examine characteristics of play – Active, Adventurous and risky, Communicative, Sociable and active, Meaningful, Therapeutic, Voluntary, Symbolic, Involved and Enjoyable - Aistear
explore social stages of play – Solitary, Parallel, Spectator, Partnership/Associative and Co-operative
investigate the play continuum - free play – child led approach - structured play – adult led and adult initiated approach
analyse play theories and the development of play – classical theories vs contemporary theories
research play through engagement with academic literature created by, for and with children
analyse a variety of perspectives on the role of play and creativity in the ECEC environment e.g. how psychotherapists use play when they work with adults and children
research play in artworks created by, for and with children e.g visual art, children's literature and children's theatre
explore the concept of schemas in play – Athey, Nutbrown and Sylva
examine the concept of affordances and loose parts - Organising environment, Resourcing Environment, Time and Space

LO 4) Share perspectives of play with others, modelling leadership in innovative practice, within a rights-based approach.

discuss inclusive play – including children ‘on the margins’, positive relationships, respecting similarities and differences, belonging and identity
discuss constructs of low quality and high quality play – 12 features of free flow play (Tina Bruce)
value Creativity as a catalyst for learning.
discuss play in different cultures e.g Anji Play
critically explore the concepts of Play, Creativity and Pedagogy and the relationship between them
explore the concept of scaffolding – enhancing and extending children’s learning through play

LO 5) Reflect on their understandings of play, creativity and pedagogy in the context of promoting ethical, rights-based, inclusive and participatory practice.

explore the concept of choice and voluntary play
examine the rights of the child e.g Right to Play
explore the principles of playing and learning indoors and outdoors
consider the role of risk in play
manage risks and hazards
define pedagogy
examine pedagogical strategies
value creativity in early childhood learning experiences
critically reflect

Coursework & Assessment Breakdown

Coursework & Continuous Assessment

100 %

Coursework Assessment

	Title	Type	Form	Percent	Week	Learning Outcomes Assessed
1	Learning Report	Coursework Assessment	Assignment	60 %	Week 15	5
2	Children's Play	Project	Group Project	40 %	Week 11	1,2,3,4

Full Time Mode Workload

Type	Location	Description	Hours	Frequency	Avg Workload
Lecture	Flat Classroom	Lecture	2	Weekly	2.00
Tutorial	Flat Classroom	Tutorial	1	Weekly	1.00
Independent Learning	Not Specified	Independent Learning	3	Weekly	3.00

Total Full Time Average Weekly Learner Contact Time 3.00 Hours

Required & Recommended Book List

Required Reading
2020 Children's Empowerment in Play Routledge
ISBN 1138322296 ISBN-13 9781138322295

Children's Empowerment in Play is an accessible insight into the vital place of play in children's development. The book focuses on three main themes of participation, voice and ownership, and explores ways to positively and naturally develop play in early years settings. Drawing on primary research and presenting in-depth case studies of children in a range of play scenarios, Canning offers a framework for understanding play and its relationship with children's empowerment, and highlights play patterns and the ways in which practitioners can identify these. Chapters also cover: The research context for empowerment in play The significance of play and empowerment in the lives of children The power play can have, and indicators of empowering behaviour Observing empowerment in play and the challenges of celebrating it Written for all those working with young children and students on early childhood courses, this book will transform how you understand and engage with children's experiences and learning.

Recommended Reading
2021-04-22 Discover Creativity with Babies Routledge
ISBN 0367367866 ISBN-13 9780367367862

This book explores creative development in babies and shows how practitioners can support even the youngest child's natural curiosity and help them to develop their ideas, thoughts and feelings. It provides engaging, cost-effective and achievable activity ideas to support the developing creative mind, covering the outdoors; communication and language; and personal, social, emotional and physical development. Including discussion boxes, case studies and reflective points in every chapter, Day offers guidance and insight into key topics and well-known theories, including how and why to facilitate creativity, adult-baby relationships and attachment, the environment and resources that enable creativity and outdoor exploration and play. Discover Creativity with Babies is a wonderful guide for early years practitioners looking to support and cultivate the curious and creative side to every child, however they may choose to express it.

Module Resources

Non ISBN Literary Resources

Module Booklist and Required Reading may evolve or change and updated reading lists will be circulated at the start of the module or in response to ongoing learning activities.

Broadhead, P., Howard, J. and Wood, E. (2010) Play and learning in the Early Years : from research to practice : [electronic book]. Sage Publications. Available at: https://search.ebscohost.com/login.aspx?direct=true&AuthType=ip,sso&db=cat05656a&AN=its.269633&site=eds-live&scope=site&custid=s7813921

Brock, A. (2009) Perspectives on play : learning for life. Pearson/Longman. Available at: https://search.ebscohost.com/login.aspx?direct=true&AuthType=ip,sso&db=cat05656a&AN=its.55020&site=eds-live&scope=site&custid=s7813921

Bruce, T. (2001). Learning Through Play. London: Hodder Arnold

Bruce. T. (1996). Helping young child to play. London. Hodder & Stoughton

Craft, A. (2002) Creativity and Early Years Education: A Lifewide Foundation. Continuum Studies

Craft, A. (2010) Creativity and Education Futures: Learning in a Digital Age. Trentham Books Limited

CECDE (2006) Síolta Research Digest, Standard 1 - Rights of the Child. Dublin. Available online: http://siolta.ie/media/pdfs/Research%20Digest%20-%20Rights%20of%20the%20child.pdf

Curtis. A. & M. O'Hagan (2009). Care and education in early childhood. A student's guide to theory and practice. 2^nd Edition. London: Routledge.

Department of Education and Skills. (2017). Síolta, the National Quality Framework for Early Childhood Education. Dublin: Departmetn of Education and Skills.

Duncan, J. & Lockwood, M. (2009). Learning through play: a work-based approach for the early years. London: Continuum International Pub. Group.

Forbes. R (2004) Beginning to Play. Buckingham: Open University Press (Debating Play Series). Available at: https://search.ebscohost.com/login.aspx?direct=true&AuthType=ip,sso&db=nlebk&AN=233927&site=eds-live&scope=site

Geldard K., Geldard D., Yin Foo, R. (2013) Counselling Children A Practical Introduction Fourth Edition, UK, Sage

Grieshaber, S. and McArdle, F. (2010) The trouble with play. Open University Press. Available at: https://search.ebscohost.com/login.aspx?direct=true&AuthType=ip,sso&db=cat05656a&AN=its.56378&site=eds-live&scope=site&custid=s7813921

Gussin Paley, V. (2003) You Can’t Say You Can’t Play, Harvard University Press, Cambridge, Massachusetts, and London, England. ISBN 9780674965904

Gussin Paley, V. (2009) A Child's Work: The Importance of Fantasy Play, The University of Chicago Press, Chicago, London. ISBN: 978-0226644899

Hayes, N. (2010), Early Childhood An Introductory Text. Dublin: Gill & MacMillan.

Lindon, J. (2001). Understanding children's play. Cheltnam: Nelson Thornes.

Manning-Morton, J. and Thorp, M. (2003) Key times for play : the first three years. Open University Press (Debating play series). Available at: https://search.ebscohost.com/login.aspx?direct=true&AuthType=ip,sso&db=cat05656a&AN=its.48273&site=eds-live&scope=site&custid=s7813921

Mhic Mhathuna, M. & Taylor, M. (2011). Early Childhood Education & Care: An Introduction for Students in Ireland. Dublin:Gill & Macmillan Ltd

Moyles. J, (2015) The Excellence of Play. Maidenhead, Berkshire: Open University Press. Available at: https://search.ebscohost.com/login.aspx?direct=true&AuthType=ip,sso&db=nlebk&AN=1099349&site=eds-live&scope=site

Murdock, K. (2015) The Power of Inquiry: Teaching and Learning with Curiosity, Creativity, and Purpose in the Contemporary Classroom. Seastar Education

NCCA. (2009). Aistear The Early Chidhood Curriculum Framework. Dublin: NCCA.

Stacey, S. (2018) Inquiry-Based Early Learning Environments : Creating, Supporting, and Collaborating. St. Paul, MN: Redleaf Press. Available at: https://search.ebscohost.com/login.aspx?direct=true&AuthType=ip,sso&db=nlebk&AN=1879434&site=eds-live&scope=site

Thomas, A. and McInnes, K. (2018) Teaching early years : Theory and practice. SAGE. Available at: https://search.ebscohost.com/login.aspx?direct=true&AuthType=ip,sso&db=cat05656a&AN=its.268181&site=eds-live&scope=site

Wood, E. & Attfield, J. (2005), Play, learning and the early childhood curriculum, 2nd edn, PCP, London; Thousand Oaks, CA

Journal Resources

Beattie, A. E. (2015) ‘A Young Child’s Perspectives on Outdoor Play: A Case Study from Vancouver, British Columbia’, International Journal of Early Childhood Environmental Education, 3(1), pp. 38–53. Available at: https://search.ebscohost.com/login.aspx?direct=true&AuthType=ip,sso&db=eric&AN=EJ1108378&site=eds-live&scope=site&custid=s7813921

Canning, N. (2007).Children's empowerment in play. European EarlyChildhood Education Research Journal, 15(2), 227-236.doi:10.1080/13502930701320966

Ceglowski, D. A., & Bacigalupa, C. (2007)."[I] play a lot": Children's perceptions of child care.Journal of Research in Childhood Education, 22(2), 173-188.doi:10.1080/02568540709594620

Chesworth, L. (2016) ‘A funds of knowledge approach to examining play interests: listening to children’s and parents’ perspectives’, International Journal of Early Years Education, 24(3), pp. 294–308. doi: 10.1080/09669760.2016.1188370.

Grieshaber, S. (2016), Play and Policy in Early Childhood Education in the Asia Pacific Region, Asia-Pacific Journal of Research in Early Childhood Education, Vol.10, No.2, May 2016, pp.7-28

Howard, J. (2002). Eliciting young children's perceptions of play, work andlearning using the activity apperception story procedure. Early ChildDevelopment and Care, 172(5), 489-502. doi:10.1080/03004430214548

Hunter, T., & Walsh, G. (2014). From policy to practice?: The reality of play inprimary school classes in northern ireland.International Journal of Early YearsEducation, 22(1), 19-36. doi:10.1080/09669760.2013.830561

King, P. and Newstead, S. (2020) ‘Re-Defining the Play Cycle: An Empirical Study of Playworkers’ Understanding of Playwork Theory’, Journal of Early Childhood Research, 18(1), pp. 99–111. Available at: https://search.ebscohost.com/login.aspx?direct=true&AuthType=ip,sso&db=eric&AN=EJ1238884&site=eds-live&scope=site&custid=s7813921

McInnes, K., Howard, J., Crowley, K., & Miles, G. (2013).The nature of adult-child interaction in the early years classroom: Implications for children'sperceptions of play and subsequent learning behaviour.European EarlyChildhood Education Research Journal, 21(2), 268-282.doi:10.1080/1350293X.2013.7891947

McInnes, K., Howard, J., Miles, G., & Crowley, K. (2011).Differences inpractitioners' understanding of play and how this influences pedagogyandchildren's perceptions of play.Early Years, 31(2), 121-133.doi:10.1080/09575146.2011.572870

McInnes. K. (2019) Playful learning in the early years – through the eyes of children, Education 3-13, 47:7, 796-805, DOI: 10.1080/03004279.2019.1622495

Theobald, M. et al. (2015) ‘Children’s Perspectives of Play and Learning for Educational Practice’, Education Sciences, 5(4), pp. 345–362. Available at: https://search.ebscohost.com/login.aspx?direct=true&AuthType=ip,sso&db=eric&AN=EJ1117255&site=eds-live&scope=site&custid=s7813921

Walsh, G., Sproule, L., McGuinness, C., & Trew, K. (2011).Playful structure: Anovel image of early years pedagogy for primary school classrooms. EarlyYears, 31(2), 107-119. doi:10.1080/09575146.2011.579070

Walsh, G., Sproule, L., McGuinness, C., Trew, K., Rafferty, H., & Sheehy, N.(2006).An appropriate curriculum for 4-5-year-old children in northern ireland:Comparing play-based and formal approaches. Early Years, 26(2), 201-221.doi:10.1080/09575140600760003

Wiseman, N. et al. (2019) ‘“It’s like you are in the jungle”: Using the draw-and-tell method to explore preschool children’s play preferences and factors that shape their active play’, Health Promotion Journal of Australia, 30, pp. 85–94. Available at: https://search.ebscohost.com/login.aspx?direct=true&AuthType=ip,sso&db=s3h&AN=140853647&site=eds-live&scope=site&custid=s7813921

URL Resources

Other Resources

Centre for Early Childhood Development and Education (CECDE) (2017) Síolta The National Quality Framework for Early Childhood Education. CECDE, Dublin.

National Council for Curriculum and Assessment (NCCA) (2009) Aistear The Early Childhood Curriculum Framework, NCCA, Dublin. National Council for Curriculum and Assessment (NCCA) (2015) Aistear Síolta Practice Guide, NCCA, Dublin.

Additional Information