CYP4013 - Play and Early Learning

Objectives:

Assessment tasks are designed to enable students to demonstrate the Learning and Employability outcomes for the relevant level of study. Level Learning Outcomes are embedded in the assessment task(s) at that level. This enables a more integrated view of overall student performance at each level.

Content:

This module introduces you to a range of relevant theory related to play and how to advocate for young children’s rights and participation. The theories of observing children will be applied to practice, and you will plan effective early learning activities to support children’s wellbeing, holistic learning, progression and independence. You will observe, support and extend young children’s learning, through following their needs and interests in an enabling environment, taking account for transitions and holistic wellbeing.

The module will include:
• Theories of play, and how play based learning supports children’s development both indoors and outdoors, and during child led and adult led activities
• Debating, justifying and apply into practice, knowledge of how young children develop including different theoretical perspectives when planning for young children’s development
• The value of partnerships with parents and the home learning environment
• Observations of play and how observations can inform all areas of learning
• Planning activities to support a child’s social, personal, physical, technological and language development, as well as the real world use of literacy and mathematical concepts
• How to provide nurturing activities and build relationships with a diverse range of young children and their families, including those with disabilities and/or English as an additional language
• How to support children to respect each other, by providing opportunities for their participation, decision making, independence and next steps

Learning on this module will be in the context of the current legislation such as Statutory Framework for the Early Years Foundation Stage; Childcare Act.

There will be close engagement with cultural differences, appreciating equitable and ethical approaches to children and families from different social, economic, ethnic, racial and religious groups. Where relevant, factors that promote and impede holistic development or make positive outcomes harder to achieve will be demonstrated, such as individual or family circumstances, adverse childhood experiences, attachments and relationships.

Learning and Teaching Information:

Formal scheduled teaching and learning activities. This module will be taught using a mixture of lectures, seminars, workshops and tutorials, some of which will be student-led. Formative assessment by self and peers will be integrated into the sessions.
Hours: 50
Intended Group Size: 45

Guided independent study
Students will be expected to prepare for the sessions by reading set texts and completion of tasks set in class or via the VLE and will be expected to take part in a wide range of learning activities.Students may be required to prepare and present brief presentations as the basis for discussion in seminars or workshops.
Hours: 250

Further details relating to assessment
Formative and Early assessment to take place task by task to help unpack the assessment details for the first assignment as well as guide and inform student preparation in line with the University grading system.

Portfolio assessment to include observations of young child(ren), with play based support to extend all areas of their learning, including independence and next steps. The Integrated Assessment will include a series of blogs across a sequence of topics related to early childhood, policy, practice, culture and language. Wall chart assessment will be run simultaneously within Play module, submission date to be agreed by tutors and further details included within the Module Handbook.

Assessment:

001 Portfolio of evidence; 4,500 words; formative assessment to take place task by task; summative assessment end of sem 2 75%
002 Integrated assessment; 1,500 words; two week assessment block end of semester 2 25%

Fact File

Module Coordinator - Cathryn Keighley
Level - 4
Credit Value - 30
Pre-Requisites - NONE
Semester(s) Offered - 4YL

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