KY111
Jan 2009
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Module Description
Title
Play as a Developmental Learning Process
Code
KY111
Level
1
Credit rating
(points)
Prerequisites
20 CATS points
Type of module
Taught
Aims
The aims for this module are set into the context of the QAA
Framework for Higher Education Qualifications and they relate to
the SEEC level descriptors for level 1 study.
None
This module aims to promote knowledge and understanding of play
as a fundamental and complex process of development and
learning in babies, toddlers and young children.
Learning outcomes
In relation to the QAA Framework for Higher Education
Qualifications and the SEEC level descriptors for level 1 study, by
the end of the module students should be able to:
1. describe theories of learning and play as a fundamental process
in development and learning 0-5 years;
2. describe the role of adults in children's play;
3. describe various forms of play which contribute to spiritual,
social, emotional cognitive and physical development;
4. demonstrate skills in observing children, recognising learning
opportunities promoted through play, and analysing and
interpreting young children's play;
5. demonstrate how the learning environment needs to support
play effectively.
KY111
Jan 2009
Content
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To include:
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Learning and teaching
strategies
Definitions and forms of play both inside and outdoors
Theories of how young children learn and the contribution of
play as a fundamental learning process
Ideologies, historical perspectives on play as a learning process
Current research into play and learning
Areas and stages of young children's development in relation to
play
Play and spiritual, moral, social and cultural development
The role of adults in children's play
Resources for promoting learning through play in the early years
environment
Skills in observing, analysing and interpreting the learning
process in young children's play
Leading and supporting an effective play environment
Contact Time:
Tutor-led seminars
Feedback on set material and fieldwork
A range of directed tasks to be undertaken in the workplace
Video analysis and work with children
A visit to a Foundation Stage setting of excellence
Non-contact Time:
Background reading
Follow-up from and preparation for taught sessions
Preparation for and analysis of observations in Foundation Stage
settings
Contribution to the studentcentral discussion forum
Use of the Learning Journal for critical commentary
KY111
Jan 2009
Learning support
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Books:
Booth, T., Ainscow, M. & Kingston, D. (2006) Index for Inclusion:
developing learning, participation and play in early years
Bristol: CSIE
Broadhead, P. (2004) Early Years Play and Learning: developing
social skills and co-operation London: RoutledgeFalmer
Bruce T. (2001) Learning through play: babies, toddlers and the
foundation years London: Hodder & Stoughton
Carnall, C. (2007) Managing Change in Organisations (5th ed),
Harlow: Prentice Hall
Drake, J. (2001) Planning Children’s Play & Learning in the
Foundation Stage London: David Fulton Publishers
Forbes, R. (2004) Beginning to Play: young children from birth to
three years Maidenhead: OUP
Glenn, A., Cousins, J. & Help, A. (2006) Tried and Tested
Strategies: an inclusive approach: play and learning in the
early years London: David Fulton
Hall, N. & Robinson, A. (2003) Play in the Primary Curriculum
London: David Fulton
Hendy, L. & Toon, L. (2001) Supporting drama and imaginative
play in the early years Buckingham: OUP
Holland, P. (2003) We don’t play with guns here: War, weapon and
superhero play in the early years Maidenhead: OUP
Leicester, M. (2006) Early Years Stories for the Foundation Stage:
ideas and inspiration for active learning New York: Routledge
MacIntyre, C. (2001) Enhancing Learning through Play: a
developmental perspective for early years settings London:
David Fulton
Manning-Morton, J. & Thorp, M. (2003) Key Times for Play: the
first three years Maidenhead: OUP
Moyles, J. (2005) The Excellence of Play [2nd Ed.] Maidenhead:
Open University Press
Tucker, K. (2005) Mathematics through Play in the Early Years:
activities and ideas London: Paul Chapman Publishing
Journals:
Child Development
Early Education
European Early Childhood Education Research Journal
Infant Projects
International Journal of Early Years Education
Journal of Early Childhood Research
Under Five Contact
Electronic Sources: (accessed Jan 2009)
From studentcentral, follow the link to: Online library
Select: Browse by Subject
Choose: Education
Choose: Teacher Education
And follow the links to the section on Early Years
KY111
Jan 2009
Assessment task
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Assessment will be in the context of the University of Brighton
Assessment Policy and the Faculty Code of Practice in
Assessment, and students will be required to complete the following
task:
Students will plan and set up a play/role-play area, with regard to
children’s interests and learning opportunities, writing a critical
evaluation of the children’s responses and ways forward.
(2,500 words)
This assignment will be marked on a percentage basis.
Referral: Rework original assignment
Assessment criteria
General criteria for assessment are framed by the SEEC descriptors
for level 1. Against specific criteria, credit will be awarded for:
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knowledge and understanding of play as a fundamental process
for babies, toddlers and young children's development and
learning (LO1, LO2);
the ability to use observations of children's play purposefully to
identify learning opportunities and evaluate learning processes
(LO4);
knowledge and understanding of different forms of play with an
emphasis on the type of play evaluated in the assignment
(LO3);
the ability to relate theory to practice and to create an effective
learning environment reflecting knowledge of the Early Years
Foundation Stage Principles (LO5).
All learning outcomes must be achieved in order to pass the module
at the threshold level.
Brief description of
module content and/or
aims for publicity
This module provides a foundation for the study of the role of play
and its significance in children's development and learning. Its aim,
through the consideration of forms of play, is to promote knowledge
and understanding of play as a fundamental and complex process.
The knowledge, and skills developed through observation and
evaluation, will enable students to utilise and extend their
understanding of play in this, and later modules.
Area examination board
to which module relates
Module team/authors/coordinator
Normal duration
Early Years Care and Education
Site where delivered
Falmer
Date of first approval
January 2009
Date of last revision
N/A
Barbara Murray and Denise Kingston
One semester (2)
KY111
Jan 2009
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Date of approval of this
version
Version number
January 2009
Replacement for previous
module
Route for which module is
acceptable and status in
that Route
Course(s) which module
is acceptable and status
in course
School home
KY104 (for cohort starting April 2009 or later)
External examiner(s)
TBA
1
FdA Early Years Care and Education – required
FdA Early Years Care and Education – required
School of Education