MODULE SPECIFICATION FORM
Module Title:
Play in Early Childhood
Module code:
ECSF 508
Existing/New:
Semester(s) in which to
be offered:
New
Originating Subject:
Module duration
(contact hours/
directed/directed
private study:
Title of module being
replaced (if any):
FdA The Learning and
development of Babies
and Young Children
5
Credit Value:
One
With effect
from:
20
Sept 2011
None
Module
Leader:
Notional 200 hours:
30 Direct Taught Time
30 Work-based Learning
80 Private Study
60 Directed Study
Percentage taught by Subjects other than
originating Subject (please name other
Subjects):
Level:
Ben Tawil
Status:
core/option/
elective
(identify
programme
where
appropriate)
:
Core Module
None
Programme(s) in which to be
offered:
Pre-requisites per
programme (between levels):
Co-requisites per programme
(within a level):
Foundation Degree in Early
Childhood, Care and
Education
None
None
Module Aims:
This module will enable students to:


Reflect on and explore the role of the practitioner and setting in relation to enhancing
the provision of play.
Investigate the importance of play to the child.
Expected Learning Outcomes
At the end of this module, students should be able to:
1. Analyse the different meanings and applications of play in different contexts through a
review of legislation, policy, literature and research.
2. Establish an understanding and appreciation of their own experience of and attitudes
towards play and assess how this may influence the role of a childcare practitioner.
3. Critically review the definitions of play and exploration in the context of a setting,
acknowledging the influence of the practitioner and applicable policy and legislation.
4. Review current issues and contemporary research regarding play in order to explore
its future application including the use of technology and start to make judgements on
the implications for enhancing provision.
Transferable/Key Skills and other attributes:







Evaluation and reflection
Sharing ideas
Communication of ideas and different perspectives
Improving own Learning and Performance
Observation
Interpretation and analysis of information
Analytical and problem solving skills
Assessment: please indicate the type(s) of assessment (eg examination, oral, coursework,
project) and the weighting of each (%). Details of indicative assessment tasks must be
included.
1) “It’s great that children are allowed to play but when do they start to learn?”
Critically discuss the above statement drawing on evidence from current legislation, theory
and research to justify your own stance with regard to the position of play within your setting.
Assessment
Learning
Outcomes to
be met
Type of assessment
Weighting
Duration
(if exam)
Word count
or equivalent
if appropriate
1.
1,2,3,4,
Essay
100%
N/A
4000
Learning and Teaching Strategies:
This module is delivered through taught classroom sessions. This will involve working alone,
in groups, with peers, tutors and colleagues.
Sessions will comprise of the presentation of information, reading, practical activities and
discussion. Work-based learning and self-directed tasks form a large part of this module and
are used to inform the assessments and the materials used in the classroom or online.
Work-based learning:
During this module students will be expected carry out the following tasks within the workplace:




Reflect on current practice in light of learning from this module.
Observe the different types of play taking place within a setting.
Consider the strengths and weaknesses of play with a setting
Review the use of planning to influence play within a setting.
Syllabus outline:
Below is an overview of the module syllabus in a rough order of delivery, please note that
each area may cover more than one session.
1. Gain an overview of the different purposes of play as they are represented in different
2.
3.
4.
5.
6.
types of setting i.e. educational, playground, therapeutic.
Briefly explore the theory of play.
Explore play in a childcare/educational context.
Examine the effect of learning frameworks on the role of play in the setting.
Explore the role of the practitioner in using play to support a child’s learning journey.
Review the literature and research which surrounds play with a view to exploring how
to enhance play provision within a setting.
Bibliography
(please submit in Harvard referencing format)
Essential reading:
Griffiths, C., Goodall, D. and Santer, J. (2007), Free Play in Early Childhood: A Literature
Review. London: National Children’s Bureau
Lester, S. and Russell, W. (2008) Play for a Change. London: National Children’s Bureau
Macleod-Brudnell, I. and Kay, J. (2008), Advanced Early Years. Harlow: Heinemann
Moyles, J. (ed.) (2007), The excellence of play. Buckingam: Open University Press
Other indicative reading:
Bilton, H. (2002), Outdoor Play in the Early Years: Management and Innovation. London:
Fulton
Forbes, R., (2004), Beginning to Play. Milton Keynes: Open University Press
Lindon, J. (2001), Understanding children’s play. Cheltenham: Nelson Thornes.
Manning Morton, J. and Thorp, M. (2003), Key Times for Play, The first Three Years. Milton
Keynes: Open University Press
Sheridan, M. (1992), Spontaneous play in early childhood. Windsor: National Foundation for
Educational research.
Slade, P. (1995), Child Play, its importance for human development. London: Kingsley
Tassoni, P. and Hucker, K. (2005), Planning Play in the Early Years. Oxford: Heinemann
Wood, E. and Attfield, J. (2005) Play, Learning and the Early Childhood Curriculum. London :
Sage
Journals:
Child Development – Society for Research in Child Development. Oxford: Wiley-Blackwell
Child: Care Health and Development. Oxford: Wiley-Blackwell
Early Years Educator. MA Education Limited www.earlyyearseducator.co.uk
Early Years – An International Journal of Research and Development. Oxon: Routledge
www.tactyc.org.uk
Journal of Early Childhood Research. London: Sage
Nursery World. www.nurseryworld.co.uk