Course overview
This course aims to investigate the importance of play in early childhood through content that focused on theoretical perspectives and the co-construction of learning through constructivist pedagogies
- The History of Play and What is Play?
- A Play-Based Curriculum, Pedagogies & Theoretical Perspectives
- The Educators’ Role in a Play-Based Curriculum
- Making Learning Through Play Visible
- Environment and Resources
- Risky Play
- Anti-Bias Curriculum & Play
- Environment and Resources
- [Placeholder]
- The Importance of Reviewing & Reflecting & Assessment Two Preparation
Course learning outcomes
- Critically examine multiple perspectives of play and its value and benefits.
- Critically analyse adults’ roles in children’s play, considering Australian and international perspectives about play in the curriculum and the relationship between play, development, learning and wellbeing.
- Apply practical knowledge and theoretical understanding of play-based pedagogy to plan diverse and balanced programs for children birth to 8 years.
- Use observation, listening and documentation pedagogies in planning and assessing play-based pedagogy that acknowledges children’s competence and voice in co-constructed meaning in play.
- Critically examine what it means to be a ‘novice’ learner in comparison to an ‘expert’. (Knowledge of and skill in the related implications for practice).
- Demonstrate knowledge of the most efficient an effective process of knowledge acquisition in the brain, including the function of memory and the concept of cognitive overload.
- Demonstrate knowledge of the process that occurs in a novice brain during progression towards mastery. (Knowledge of and skill in the need to adjust practice in response).
- Critically examine neuromyths and brain development and explain how these influence learning.
Degree list
The following degrees include this course