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