Module Details

Module Code: CRTV
Module Title: Play-based Pedagogy
Title: Play-based Pedagogy
Module Level:: 6
Credits:: 5
Module Coordinator: Janette Davies
Module Author:: Lillian Byrne
Domains:  
Module Description: This module aims to encourage learners to know, understand and reflect on the role of play in the ongoing learning and development of babies, toddlers and young children. Learners come to understand the importance of observation, interactions, language and dispositions in supporting play activities. Play activities will be investigated in a simulated practice setting in preparation for Supervised Practice, all in the context of Aistear and Siolta.
 
Learning Outcomes
On successful completion of this module the learner will be able to:
# Learning Outcome Description
LO1 Outline the history of play as theory and practice.
LO2 Explain the role of observation, interactions, language, and dispositions in supporting play activities.
LO3 Discuss the role of EC Educators, parents, and others in support of play.
LO4 Prepare an appropriate environment for babies, toddlers, and young children in line with Aistear and Siolta
Dependencies
Module Recommendations

This is prior learning (or a practical skill) that is recommended before enrolment in this module.
No recommendations listed
Co-requisite Modules
No Co-requisite modules listed
Additional Requisite Information
No Co Requisites listed
 
Indicative Content
History of Play: theory and practice
• The Right to Play • Characteristics and Features of Play • Dewey, Froebel, Elkind, • A playful childhood • Outdoor Play – Margaret MacMillan • Paul Ramchandani - PEDAL
Observation, interactions, language, and dispositions
• Classifications of play, Hutt’s Taxonomy of play • Different types of play – observing and identifying. • The role of the educator in developing a pedagogy of play • The role of interaction – a pedagogy of listening for the 100 languages of children. • The role of language in supporting play and the development of dispositions. • Sharing with parents and others the role and possibilities of play for their children
Preparing environments that support play
• Environments that support the play of babies – the secure base • The influence of Reggio Emilia and Te Whariki in supporting play • Freedom, movement, materials and activities indoors and outdoors • Supporting the development of pretend and social play with Young Children • Being Playful – the adult learners devising and playing with materials and activities – leading to reflection • The use of observation (using video clips) to come to an understanding of play.
Module Content & Assessment
Assessment Breakdown%
Continuous Assessment100.00%

Assessments

Full Time

Continuous Assessment
Assessment Type Presentation % of Total Mark 100
Timing n/a Learning Outcomes 1,2,3,4
Non-marked No
Assessment Description
The learner will identify an aspect of play, give a rationale for its selection and prepare an analysis of it, this will be linked to the preparation of a play activity which will be presented to a small group and a reflection will be written later.
No Project
No Practical
No End of Module Formal Examination
Reassessment Requirement
Exam Board
It is at the discretion of the Examination Board as to what the qualifying criteria are.

SETU Carlow Campus reserves the right to alter the nature and timings of assessment

 

Module Workload

Workload: Full Time
Workload Type Workload Category Contact Type Workload Description Frequency Average Weekly Learner Workload Hours
Lecture Contact No Description 12 Weeks per Stage 2.00 24
Independent Learning Time Non Contact No Description 15 Weeks per Stage 6.73 101
Total Weekly Contact Hours 2.00
Workload: Part Time
Workload Type Workload Category Contact Type Workload Description Frequency Average Weekly Learner Workload Hours
Lecture Contact No Description 12 Weeks per Stage 1.50 18
Independent Learning Time Non Contact No Description 15 Weeks per Stage 7.13 107
Total Weekly Contact Hours 1.50
 
Module Resources
Recommended Book Resources
  • Avril Brock, Pam Jarvis Yinka Olusoga. (2019), Perspectives on Play: Learning for Life, 3rd. Routledge, Abingdon, Oxen, [ISBN: 0815367112].
  • Sue Gascoyne. (2019), Messy Play in the Early Years: Supporting Learning Through Material Engagements, Routledge, Abingdon, Oxen, [ISBN: 0815377142].
  • Colette Gray Sean MacBlain. (2015), Learning Theories in Childhood, 2nd. Sage, London, [ISBN: 1473906466].
  • Máire Mhic Mhathúna, Mark Taylor. (2012), Early Childhood Education and Care: An introduction for students in Ireland, Gill Education, Ireland.
  • National Council for Curriculum and Assessment. (2009), The Aistear Siolta Practice Guide, ongoing. NCCA, Dublin.
  • National Council for Curriculum and Development. (2009), Early Childhood; How Aistear Was Developed. Research Papers, NCCA, Dublin.
Recommended Article/Paper Resources
  • Relevant and recent journal research articles in the area accessed through the Institute’s Library Service..
  • Conference, Conference proceedings from recent relevant local, national and international conferences.
Other Resources
  • National Council for Curriculum and Assessment. Aistear Siolta Practice Guide and supports, Dublin, National Council for Curriculum and Assessment,
    https://www.aistearsiolta.ie/en/
  • Siren Films. Siren Films: Understanding Childhood, Newcastle-upon-Tyne,
    https://www.sirenfilms.co.uk/
  • International Journal of Emerging Issues in Early Childhood Education.
  • Early Childhood Education Journal.
  • European Early Childhood Education Research Association..
  • International Journal of Child Care and Education Policy,.
  • All relevant journals held by ITCarlow Library Services.
Discussion Note: