edec3006 ede392 pedagogical contexts for play openunis sp 2,...

Acknowledgement of Country We respectfully acknowledge the Indigenous Elders, custodians, their descendants and kin of this land past and present.

Unit study package code: EDEC3006

Mode of study: Area External

Credit Value: 25.0

Pre-requisite units: EDEC2015 (v.0) EDE222 Professional Studies in Teaching and Assessment in Junior Primary or any previous version

Co-requisite units: Nil

Anti-requisite units: Nil

Result type: Grade/Mark

Approved incidental fees: Information about approved incidental fees can be obtained from our website. Visit fees.curtin.edu.au/incidental_fees.cfm for details.

Unit coordinator: Title: MsName: Jane MerewetherPhone: +618 9266 2254Email: [email protected]: Building: 501 - Room: Level 4

Teaching Staff:

Administrative contact: Name: OUA General EnquiriesPhone: +61 8 9266 7590Email: [email protected]: Building: Building 501, Bentley Campus Monday to

Friday 8:30am - 4:30pm (WST)

Learning Management System: Blackboard (lms.curtin.edu.au)

Unit Outline

EDEC3006 EDE392 Pedagogical Contexts for Play OpenUnis SP 2, 2016

DVC EducationOUA Programs

EDEC3006 EDE392 Pedagogical Contexts for PlayOUA 20 May 2016 OUA Programs, DVC Education

Page: 1 of 19CRICOS Provider Code 00301J

The only authoritative version of this Unit Outline is to be found online in OASIS

http://fees.curtin.edu.au/incidental_fees.cfm

http://lms.curtin.edu.au/

Syllabus This unit examines the value of play in early childhood pedagogy, and invites students to become advocates for children’s right to play. The unit explores historical and current theoretical perspectives on pedagogy and play, and offers opportunities to discuss examples of current local, national, and international play-based curriculum in learning settings from birth - 8 years. The unit emphasises planning of physical environments for play and includes a focus on the outdoors as a pedagogical space. Students will learn to plan with intent, observe, interpret, and assess children’s learning through play. Students will critically review contemporary issues impacting on time and opportunity for play, and explore possibilities for and approaches to establishing shared understandings between educators and families on the value of play in children’s learning.

Introduction Welcome to the unit Pedagogical Contexts for Play.

This unit contributes to your experience of becoming a teacher by developing your knowledge on play-based pedagogies and refining your skills in designing play-based learning experiences. Through the practical assessment tasks you will have the opportunity to apply your understanding of this unit in conversing with families about the value of play and in designing welcoming play-based environments for children, thus contributing valuable skills to your experience of being a teacher.

Through your engagement with the unit materials and assessment tasks, you will become able to: defend and apply play-based approaches to curriculum design; interpret views on the relationship between play and learning; analyse and explain historical and current pedagogical assumptions, perspectives, and practices in play-based learning; and design environments for play.

You will be invited to become an advocate for children’s right to play, and you will be offered opportunities to discuss examples of current local, national, and international play-based curriculum in learning settings from birth - 8 years. The unit emphasises planning of physical environments for play and includes a focus on the outdoors as a pedagogical space. You will learn to plan with intent, observe, interpret, and assess children’s learning through play, and you will critically review contemporary issues impacting on time and opportunity for play. You will have the opportunity to explore possibilities for and approaches to establishing shared understandings between educators and families on the value of play in children’s learning.

The assessment tasks are designed to engage strongly with the content and learning experiences of the unit and will afford you opportunities to enact research processes by exploring parents’ views on play and advocate for play-based pedagogies and to apply your knowledge and understanding of play-based learning to design a welcoming indoor and outdoor environment that supports children’s right to play. We hope that you will view these highly practical tasks as a valuable learning opportunity and beneficial preparation for your encounters with children and families in learning settings.

We are delighted to support your learning in this unit and we look forward to enriched discussions about young children, their learning, and the welcoming and supportive learning environments that you can provide for them and with them in your experience as an early childhood teacher.

We wish you a rewarding and joyful study experience,

The unit team.

Unit Learning Outcomes

DVC Education OUA Programs




All graduates of Curtin University achieve a set of nine graduate attributes during their course of study. These tell an employer that, through your studies, you have acquired discipline knowledge and a range of other skills and attributes which employers say would be useful in a professional setting. Each unit in your course addresses the graduate attributes through a clearly identified set of learning outcomes. They form a vital part in the process referred to as assurance of learning. The learning outcomes tell you what you are expected to know, understand or be able to do in order to be successful in this unit. Each assessment for this unit is carefully designed to test your achievement of one or more of the unit learning outcomes. On successfully completing all of the assessments you will have achieved all of these learning outcomes.

Your course has been designed so that on graduating we can say you will have achieved all of Curtin's Graduate Attributes through the assurance of learning process in each unit.

Curtin's Graduate Attributes

Learning Activities The readings and learning experiences in the unit are carefully selected and curated to strike a balance between theoretical depth and practical applications: you will be exposed to rigorous theory on play and learning, while being guided to understand how to apply the theory in encounters with young children and their families in learning settings. The unit includes a rich selection of visual material (in the readings and online learning tasks) to enable you to observe and interpret children’s behaviour and learning. You will also have the opportunity to talk with families about the value of play for one of your assessment tasks, better preparing you for the challenges of advocating for play-based pedagogies with the families you will encounter as a teacher in your professional experiences. You should complete all the required weekly readings and, whenever possible, refer to the extended reading list to follow up particular areas of interest and to enhance your performance on assessment tasks. You should respond to weekly focus questions to assess your understanding of the readings, you should view all the videos and follow all online links, and where possible you should engage with the activities for each weekly topic to consolidate your understanding of the content and apply your knowledge in preparation for assessment tasks.

Learning Resources Library Reserve

There are resources for this unit in the library Reserve collection. To access these resources, please click on the following link:

http://link.library.curtin.edu.au/primo/course?EDEC3006

On successful completion of this unit students can: Graduate Attributes addressed

1 Defend and apply play-based approaches to curriculum design

2 Interpret views on the relationship between play and learning

3 Analyse and explain historical and current pedagogical assumptions, perspectives, and practices in play-based learning

4 Design environments for play, demonstrating an increased level of personal literacy

5 Critically review contemporary issues impacting on children’s right to play

Apply discipline knowledge Thinking skills (use analytical skills to solve problems)

Information skills (confidence to investigate new ideas)

Communication skills Technology skillsLearning how to learn (apply principles learnt to new situations) (confidence to tackle unfamiliar problems)

International perspective (value the perspectives of others)

Cultural understanding (value the perspectives of others)

Professional Skills (work independently and as a team) (plan own work)

Find out more about Curtin's Graduate attributes at the Office of Teaching & Learning website: ctl.curtin.edu.au






http://ctl.curtin.edu.au/

Essential texts

The required textbook(s) for this unit are:

l Fleer, M. (2013). Play in the early years. New York: Cambridge University Press.

(ISBN/ISSN: 9781107640221)

l Curtis, D., & Carter, M. (2015). Designs for living and learning: Transforming early childhood environments (2nd ed.). St Paul, MN: Redleaf Press.

(ISBN/ISSN: 9781605543727)

Other resources

Arthur, L., Beecher, B., Death, E., Dockett, S., & Farmer, S. (2015). Programming and planning in early childhood settings. South Melbourne, VIC: Cengage.

Bruner, J. (2006). In search of pedagogy vol II: The selected works of Jerome S. Bruner. NY: Routledge.

Curtis, D., & Carter, M. (2015). Designs for living and learning: Transforming early childhood environments (2nd ed.). St Paul, MN: Redleaf Press.

Dau, E. (1999). I can be playful too: The adult's role in children's socio-dramatic play. In E. Dau (Ed.), Child's play: Revisiting play in early childhood settings. Rosebury, NSW: MacLennan & Petty.

Dau, E. (2005). Taking early childhood education outdoors. Melbourne: Tertiary Press.

Duncan, R. (Ed.). (2012). Playing with the Australian Curriculum: Meeting the standards through play-based pedagogies in pre-primary to Year 2. Osborne Park, WA: Association of Independent Schools of Western Australia.

Ebbeck, M., & Waniganayake, M. (Eds.). (2010). Play in early childhood education: Learning in diverse contexts. South Melbourne, VIC: Cambridge University Press.

Edminston, B. (2008). Forming ethical identities in early childhood play. Abingdon, Oxon: Routledge.

Edminston, B. (2011). 'We are hunters and gatherers of values': Dramatic play, early childhood pedagogy, and the formation of ethical identities. In S. Rogers (Ed.), Rethinking play and pedagogy in early childhood education. Abingdon, Oxon: Routledge.

Elliot, S. (2008). The outdoor play space naturally: For children birth to five years. Castle Hill, NSW: Pademelon Press.

Fasoli, L., Wunungmurra, A., Ecenarro, V., & Fleet, A. (2010). Playing as becoming: Sharing Australian Aboriginal voices on play. In M. Ebbeck & M. Waniganayake (Eds.), Play in early childhood education: Learning in diverse contexts. South Melbourne, VIC: Cambridge University Press.

Fleer, M. (2010). Early learning and development: Cultural-historical concepts in play. Port Melbourne, VIC: Cambridge University Press.

Fleer, M. (2013). Play in the early years. New York: Cambridge University Press.

Fleer, M. (2014). Theorising play in the early years. New York: Cambridge University Press.

Fleet, A., Patterson, C., & Robertson, J. (Eds.). (2006). Insights: Behind early childhood pedagogical documentation. Castel Hill, NSW: Pademelon Press.

Fleet, A., Patterson, C., & Robertson, J. (Eds.). (2012). Conversations: Behind early childhood pedagogical documentation. Mt Victoria, NSW: Pademelon Press.

Fleet, A., & Robertson, J. (2004). Overlooked curriculum: Seeing everyday possibilities. Canberra, ACT: Early Childhood Australia.

Forbes, R. (2004). Beginning to play. Maidenhead, Berkshire: Open University Press.

Freeburn, T., & Giugni, M. (2008). Girls can't be Batman: Gender, Aboriginality and multiculturalism in early childhood education. Every Child, 14(1), 32-33.

Giamminuti, S. (2013). Dancing with Reggio Emilia: Metaphors for quality. Mt Victoria, NSW: Pademelon Press.

Holland, P. (2003). We don't play with guns here: War, weapon and superhero play in the early years. NY: Open University Press.






Lim, M. S. (2010). Reconsidering the play-work dichotomy in pedagogy. In M. Ebbeck & M. Waniganayake (Eds.), Play in early childhood education: Learning in diverse contexts. South Melbourne, VIC: Cambridge University Press.

Little, H. (2015). Mothers' beliefs about risk and risk-taking in children's outdoor play. Journal of Adventure Education & Outdoor Learning, 15(1), 24-39.

Little, H., & Swiller, N. (2014). Affordances for risk-taking and physical activity in Australian early childhood education settings. Early Childhood Education Journal.

MacNaughton, G. (1996). Is Barbie to blame: Reconsidering how children learn gender. Australian Journal of Early Childhood, 21(4), 18-24.

McLachlan, J. (2006). No, it's not okay: Drawing a line in the sand. In A. Fleet, C. Patterson & J. Robertson (Eds.), Insights: Behind early childhood pedagogical documentation. Castle Hill, NSW: Pademelon Press.

Millikan, J., & Giamminuti, S. (2014). Documentation and the Early Years Learning Framework: Researching in Reggio Emilia and Australia. Mt Victoria, NSW: Pademelon Press.

Moyles, J. R. (Ed.). (1994). The excellence of play. Buckingham: Open University Press.

New, R. S. (1994). Child's play - una cosa naturale: An Italian perspective. In J. L. Roopnarine, J. E. Johnson & F. H. Hooper (Eds.), Children's play in diverse cultures. Albany: State University of New York Press.

Rogers, S. (Ed.). (2011). Rethinking play and pedagogy in early childhood education: concepts, contexts and cultures. Abingdon, Oxon: Routledge.

Rogoff, B., Mosier, C., Jayanthi, M., & Goncu, A. (1998). Toddlers' guided participation with their caregivers in cultural activity. In M. Woodhead, D. Faulkner & K. Littleton (Eds.), Cultural worlds of early childhood. Abingdon, Oxon: Routledge.

Salahuddeen, D. (2012). Going bush in Year 2/3. In R. Duncan (Ed.), Playing with the Australian Curriculum: Meeting the standards through play-based pedagogies in pre-primary to Year 2. Osborne Park, WA: Association of Independent Schools of Western Australia.

Smith, M. (2014). Barbie for boys? The gendered tyranny of the toy store. The Conversation.

Toffoletti, K. (2014). Leave Barbie alone - so we can talk about how kids actually play. The Conversation.

Wilson, R. (2008). Nature and young children: Encouraging creative play in natural environments. Abingdon, Oxon: Routledge.

Wyver, S., Tranter, P., Naughton, G., Little, H., Sandseter, E. B. H., & Bundy, A. (2010). Ten ways to restrict children's freedom to play: The problem of surplus safety. Contemporary Issues in Early Childhood, 11(3), 263-277.

Assessment Assessment schedule

Detailed information on assessment tasks

1. Investigation: Family perspectives on children’s play 2000 words (+/- 10%)

Individual Task – 45%

Task Value % Date DueUnit Learning Outcome(s)

Assessed

1

Investigation 45 percent Week: . Day: Monday, 27 June Time: 23:59

2,3,5

2

Essay 55 percent Week: . Day: Friday, 12 August Time: 23:59

1,2,4





Assignment Task: l Interview two family members (parents, grandparents or caregivers) of young children (age

0-8) about their perspectives on children’s play and their own memories of play. Your participants should ideally be from different families. If you do not know any family members of children in that age group, you can interview families of older children and ask them to recall their perspectives on their children’s play from when they were younger.

l Before you interview your participants, you are required to gain their signed consent. An example of a consent letter will be available on Blackboard, however you must produce your own ‘informed consent form’ and you must ask each participant to sign it before he/she agrees to be interviewed. Remember to reassure participants that you will use pseudonyms and that therefore their identities will be protected.

l Informed by the key perspectives on play from a societal, academic and professional standpoint, develop a list of maximum 10 questions that you will ask your participants in the interview. For each question, consider: Why is this an important question to ask families? What could you learn from the participants’ response? Is this an ‘open’ question that invites the participant to share his/her views openly with you? Ensure your questions are relevant, that they assist you in gathering the information you require, and that they are open enough for participants to share their own views and experiences.

l Set up your interviews in a comfortable, familiar and welcoming space and thank your participants for their time and their contribution to your studies. You are not interrogating them, you are learning from them.

l When your interviews are completed, transcribe them. l Then you need to analyse your participants’ responses, looking for commonalities AND/OR

contradictions. In 2000 words:

l Discuss and explain your participants’ views on play. l Discuss and explain your participants’ experiences of play. l Consider your participants’ responses. Do their views on play reflect particular views or

theories of play (e.g. classical; grand; developmental; post-developmental; critical; feminist poststructuralist; cultural historical)?

l Conclude: Do your participants value play? When is play considered valuable, to what purpose, and in which contexts?

l Discuss: How would you further encourage families to value the role of play in learning? Substantiate your argument with references to the role of play in communities, classrooms and centres.

Remember: l Include excerpts of your participants’ responses (full transcriptions can be included as an

Appendix). You should aim to tell their story of play, their point of view on play. l Use pseudonyms in the report. l The signed consent letter must be submitted with your assignment as an appendix: if it is

not, your assignment will not be marked. l This assignment aims to develop and assess your understanding of the unit readings and

learning materials; therefore your discussion and analysis must indicate a sound understanding of the theoretical perspectives addressed in the unit. You are expected to back up your interpretations with references to theory/readings and brief explanations of





the assumptions and limitations of the theories you are discussing. l The word limit is 2000 words. References (in text and end text) are not part of the word

limit. Assignments that are more than 10% over the word count will have to be resubmitted.





2. Essay*: Design an environment for play

2500 words (+/- 10%)

Partner Task – 55%

* The format for this task is an ‘essay’, however this is flexible to accommodate visual data (photos) and the format may be adapted to be suitable to your needs.

Assignment task:

Seek 5-8 year-old children’s perspectives and use their ideas to design an environment to support their play. You should defend play-based learning approaches by assessing your design and arguing how the play-based environment supports high-order thinking.

For this assignment:

· Select a partner and work collaboratively to design the environment and compose your assignment. You will submit ONE assignment and you will each earn the same mark as a result. Given you will earn the same mark, you are advised to select your partner carefully and to ensure you both have similar expectations for your achievement in the unit. Collaborative work can be both rewarding and challenging: if you experience any tensions or difficulties with your partner please ensure you advise your lecturer promptly and well in advance of the assignment due date.

· Obtain signed parental consent to have a conversation with one or two children aged 5-8 years to seek their ideas on environments for play. You will need to specify in your letter to the families that you will be using photos and audio recording equipment (refer to and adapt the sample consent letter available on the unit Blackboard site). The signed consent letter must be submitted with your assignment as an appendix: if it is not, your assignment will not be marked.

· Have a brief and informal conversation with the child/children to seek their ideas about environments for play. Ideally, you should have the conversation with the child/children together with your partner – you may consider using Skype. Refer to chapter 11 of the textbook Designs for Living and Learning and to Chapter 2 of the Play in the Early Years textbook for guidance on what questions to ask the child/children, and to understand the information that you should be looking for. You can invite the child/children to draw their ideas, or show you photographs of places they value for play…

· Consider readings from Module 2 & Module 3. In particular, consider the insights offered by your textbook Designs for Living and Learning.

· Design and justify, making strong use of unit readings, a play-based learning environment that:

- Takes account of the ideas of the children you interviewed. Make sure you add to these ideas to develop something unique, which reflects your understanding of the unit content. You should include excerpts of your conversation with the child/children, and scanned drawings if relevant.

- Is welcoming and creates a sense of belonging.

- Is flexible and open-ended.

- Engages children’s senses.

- Provokes wonder, curiosity and intellectual challenge.

- Engages children in symbolic representations, literacy and the visual arts.

- Addresses barriers and quality standards that are relevant to your context (i.e. the





National Quality Standard for Australia).

· Use the ‘Tools for Assessing your Environment’ (Appendix A, Designs for Living and Learning) to write a brief final statement ‘defending’ the value of the environment you have designed. You must argue for its quality and for the opportunities it offers children to learn and thrive. Refer to your readings to develop a strong rationale/assessment of your design.

Please note:

l The assignment format is flexible, and you are welcome to include diagrams, drawings (your drawings or the children's), floor plans and photographs. Be creative and interesting. Ensure the file is less than 20MB or you will not be able to upload it (please compress your images

l The word limit is 2500 words. References (in text and end text) are not part of the word limit. Assignments that are more than 10% over the word count will have to be resubmitted.

l Save your file with the surnames of the partners in the title, the unit name, assignment number and year: for example, Partner1_Partner2_EDE392_Assignment 2_2016

l Only submit ONE assignment per partnership. One partner will upload the actual assignment (please include names and student numbers of both students in the header), and the other partner uploads a Word document stating 'this assignment has been completed in partnership with [student name and surname] and the document has been uploaded by [student name and surname]. This helps avoid issues with Turnitin.

Pass requirements

In order to pass this unit, all assessment tasks must be submitted and an overall mark of 50% or more must be achieved. Assessments are not considered as submitted if any required sections are incomplete, or if the electronic file is unreadable. It is a student’s responsibility to ensure that assessments are complete and have been successfully uploaded in a readable format. A student who has received a Fail Grade (less than 50%) for an assessment, but achieves at least 40% of the possible mark for an assessment that was handed in on time, will be offered the opportunity to resubmit. The maximum a resubmission can be awarded is 50% of the possible mark and only one assessment resubmission per unit is possible. The resubmitted work must be received by the due date. Fair assessment through moderation

Moderation describes a quality assurance process to ensure that assessments are appropriate to the learning outcomes, and that student work is evaluated consistently by assessors. Minimum standards for the moderation of assessment are described in the Assessment and Student Progression Manual, available from policies.curtin.edu.au/policies/teachingandlearning.cfm

Late assessment policy

This ensures that the requirements for submission of assignments and other work to be assessed are fair, transparent, equitable, and that penalties are consistently applied.

1. All assessments students are required to submit will have a due date and time specified on this Unit Outline. 2. Students will be penalised by a deduction of ten percent per calendar day for a late assessment submission

(eg a mark equivalent to 10% of the total allocated for the assessment will be deducted from the marked value for every day that the assessment is late). This means that an assessment worth 20 marks will have two marks deducted per calendar day late. Hence if it was handed in three calendar days late and given a mark of 16/20, the student would receive 10/20. An assessment more than seven calendar days overdue will not be marked and will receive a mark of 0.





http://policies.curtin.edu.au/policies/teachingandlearning.cfm

Assessment extension

A student unable to complete an assessment task by/on the original published date/time (eg examinations, tests) or due date/time (eg assignments) must apply for an assessment extension using the Assessment Extension form (available from the Forms page at students.curtin.edu.au/administration/) as prescribed by the Academic Registrar. It is the responsibility of the student to demonstrate and provide evidence for exceptional circumstances beyond the student's control that prevent them from completing/submitting the assessment task.

The student will be expected to lodge the form and supporting documentation with the unit coordinator before the assessment date/time or due date/time. An application may be accepted up to five working days after the date or due date of the assessment task where the student is able to provide an acceptable explanation as to why he or she was not able to submit the application prior to the assessment date. An application for an assessment extension will not be accepted after the date of the Board of Examiners' meeting.

Deferred assessments

Supplementary assessments

Supplementary assessments, if granted by the Board of Examiners, will have a due date or be held between 17/10/2016 and 21/10/2016 . Notification to students will be made after the Board of Examiners’ meeting via the Official Communications Channel (OCC) in OASIS.

It is the responsibility of students to be available to complete the requirements of a supplementary assessment. If your results show that you have been granted a supplementary assessment you should immediately check OASIS for details.

Reasonable adjustments for students with disabilities/health circumstances likely to impact on studies

A Curtin Access Plan (CAP) is a document that outlines the type and level of support required by a student with a disability or health condition to have equitable access to their studies at Curtin. This support can include alternative exam or test arrangements, study materials in accessible formats, access to Curtin’s facilities and services or other support as discussed with an advisor from Disability Services (disability.curtin.edu.au). Documentation is required from your treating Health Professional to confirm your health circumstances.

If you think you may be eligible for a CAP, please contact Disability Services. If you already have a CAP please provide it to the Unit Coordinator at the beginning of each semester.

Referencing style

The referencing style for this unit is APA 6th Ed.

More information can be found on this style from the Library web site: http://libguides.library.curtin.edu.au/referencing.

Copyright © Curtin University. The course material for this unit is provided to you for your own research and study only. It is subject to copyright. It is a copyright infringement to make this material available on third party websites.

If your results show that you have been granted a deferred assessment you should immediately check OASIS for details.





http://students.curtin.edu.au/administration/

http://life.curtin.edu.au/health-and-wellbeing/CAP.htm

http://life.curtin.edu.au/health-and-wellbeing/disability_services.htm

http://life.curtin.edu.au/health-and-wellbeing/disablity_services_eligibility.htm#/health-and-wellbeing/10126.htm

http://life.curtin.edu.au/health-and-wellbeing/contact_disability_services.htm

http://libguides.library.curtin.edu.au/referencing

Academic Integrity (including plagiarism and cheating) Any conduct by a student that is dishonest or unfair in connection with any academic work is considered to be academic misconduct. Plagiarism and cheating are serious offences that will be investigated and may result in penalties such as reduced or zero grades, annulled units or even termination from the course.

Plagiarism occurs when work or property of another person is presented as one's own, without appropriate acknowledgement or referencing. Submitting work which has been produced by someone else (e.g. allowing or contracting another person to do the work for which you claim authorship) is also plagiarism. Submitted work is subjected to a plagiarism detection process, which may include the use of text matching systems or interviews with students to determine authorship.

Cheating includes (but is not limited to) asking or paying someone to complete an assessment task for you or any use of unauthorised materials or assistance during an examination or test.

From Semester 1, 2016, all incoming coursework students are required to complete Curtin’s Academic Integrity Program (AIP). If a student does not pass the program by the end of their first study period of enrolment at Curtin, their marks will be withheld until they pass. More information about the AIP can be found at: https://academicintegrity.curtin.edu.au/students/AIP.cfm

Refer to the Academic Integrity tab in Blackboard or academicintegrity.curtin.edu.au for more information, including student guidelines for avoiding plagiarism.

Information and Communications Technology (ICT) Expectations Curtin students are expected to have reliable internet access in order to connect to OASIS email and learning systems such as Blackboard and Library Services.

You may also require a computer or mobile device for preparing and submitting your work.

For general ICT assistance, in the first instance please contact OASIS Student Support: oasisapps.curtin.edu.au/help/general/support.cfm

For specific assistance with any of the items listed below, please contact The Learning Centre: life.curtin.edu.au/learning-support/learning_centre.htm

l Using Blackboard, the I Drive and Back-Up files l Introduction to PowerPoint, Word and Excel





https://academicintegrity.curtin.edu.au/students/AIP.cfm

http://academicintegrity.curtin.edu.au/

https://oasisapps.curtin.edu.au/help/general/support.cfm

http://life.curtin.edu.au/learning-support/learning_centre.htm

Additional information

Curtin School of Education Assessment Extension

The Unit Coordinator is responsible for ensuring that the guidelines contained in the Curtin University Student Assessment and Progression policy are adhered to in their unit/s. The onus is on students to provide evidence that their inability to complete an assessment task by the due date can be accepted as being due to exceptional circumstances beyond the student’s control. Such exceptional circumstances that may warrant approval of an assessment extension include, but are not limited to:

l Injury, illness or medical condition l Family issues l Commitments to participate in elite sport l Commitments to assist with emergency service activities l Unavoidable and unexpected work commitments

These guidelines can be found in Curtin University’s Assessment and Student Progression manual. Students must apply for an Assessment Extension using the Assessment Extension form located at: http://students.curtin.edu.au/administration/forms.cfm . The form and any supporting documentation must be submitted to the Unit Coordinator or delegate (i.e., lecturer or tutor) before the assessment date/time or due/time. An application may be accepted up to five working days after the due date of the assessment task where the student is able to provide an acceptable explanation as to why he/she was unable to submit the application prior to the assessment date. Students will be notified of the outcome of their application for Assessment Extension within five working days of the application. For assignments or other submitted work, an extension will normally be granted up to seven days after the initial due date/time, unless the circumstances warrant a longer delay. If an application for Assessment Extension is rejected, the Unit Coordinator must provide reasons for her/his decision. Students have the right of appeal (to the Head of School).

Curtin School of Education Assessment Appeals

Any student who genuinely believes that assessed work has been unfairly or inaccurately marked or that their final unit grade is inappropriate, has the right to request a review of the mark or final result. If this review process is unable to resolve the issue, a formal assessment appeal may be lodged.

It is expected that most situations will be able to be resolved without the need for a formal appeal.

l Step 1 – Initial Request for Review by marker or Unit Co-ordinator. This informal review will be to check that marking was accurate and complete. The work is not completely re-assessed. Marks cannot be reviewed downwards as a result of this informal process.





http://students.curtin.edu.au/administration/forms.cfm

l Step 2 – Formal Appeal. If the appeal is upheld and the work re-assessed, this can then result in a mark that is higher, lower or the same as the original assessment.

Corrupted or Unreadable Files Assessments are not considered as submitted if the electronic file is not readable. It is a student’s responsibility to ensure that assessments have been successfully uploaded in a readable format. It is strongly recommended that students check all uploaded assessments by re-accessing Blackboard and attempting to open and read the uploaded file. If a lecturer or marker encounters a problem with a submitted file, the student will be notified and must provide a readable file within 48 hours of this notification, after which time it will be considered as a late submission. Students should check their Curtin student email daily during the assessment marking period.

Student Support

OUA students will find that most information they need can be found on our dedicated student support website: www.soecurtin.org/wp/

Some specific services offered to Curtin OUA students are as below:

Smarthinking through OUA

This service is designed to supplement students’ learning experiences while studying at Open Universities Australia. Students are linked to a service administered outside the Blackboard environment and independent of Curtin University and OUA. Smarthinking enables students to connect to a tutor 24 hours a day, 7 days a week. More information is available on Blackboard. Note that Smarthinking tutors do not have any details relating to assessment tasks and so the help they offer may not align with actual assessment requirements. To access Smarthinking: 1. Sign in to My study centre at Open Universities Australia http://www.open.edu.au/ 2. From My courses & units select the Current units tab

3. Click on the Smarthinking link, next to the list of units

For problems logging in, please contact the OUA Student Advisors by email [email protected] or by telephone +61 03 8628 2555. Curtin Learning Centre

Comprehensive support for many aspects of students’ learning is offered through face to face and online resources via the Learning Centre. http://unilife.curtin.edu.au/learning_support/learning_centre.htm

Curtin UniEnglish

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http://www.soecurtin.org/wp/

http://www.open.edu.au/

http://unilife.curtin.edu.au/learning_support/learning_centre.htm

University UniEnglish website contains English language resources, activities, support information, and links to diagnostic assessment tests. http://unilife.curtin.edu.au/learning_support/UniEnglish.htm

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It is your responsibility to ensure that your enrolment is correct - you can check your enrolment through the eStudent option on OASIS, where you can also print an Enrolment Advice.

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l the Student Charter l the University's Guiding Ethical Principles l the University's policy and statements on plagiarism and academic integrity l copyright principles and responsibilities l the University's policies on appropriate use of software and computer facilities

Information on all these things is available through the University's "Student Rights and Responsibilities" website at: students.curtin.edu.au/rights.

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It is important to note that the staff of the university may not be able to meet your needs if they are not informed of your individual circumstances so please get in touch with the appropriate service if you require assistance. For general wellbeing concerns or advice please contact Curtin's Student Wellbeing Advisory Service at: http://life.curtin.edu.au/health-and-wellbeing/student_wellbeing_service.htm





http://unilife.curtin.edu.au/learning_support/UniEnglish.htm

http://unilife.curtin.edu.au/health_wellbeing/counselling_services.htm

http://students.curtin.edu.au/rights/

mailto:[email protected]

http://eesj.curtin.edu.au/student_equity/index.cfm

http://www.disability.curtin.edu.au/

http://life.curtin.edu.au/health-and-wellbeing/about_multifaith_services.htm

http://life.curtin.edu.au/health-and-wellbeing/student_wellbeing_service.htm

Recent unit changes Students are encouraged to provide unit feedback through eVALUate, Curtin's online student feedback system. For more information about eVALUate, please refer to evaluate.curtin.edu.au/info/.

Recent changes to this unit include:

1. Assessments, including the marking rubrics, have been changed in response to student feedback and to prevent plagiarism. 2. Essential and recommended readings have been updated to ensure the unit reflects current knowledge in the field.

To view previous student feedback about this unit, search for the Unit Summary Report at https://evaluate.curtin.edu.au/student/unit_search.cfm. See https://evaluate.curtin.edu.au/info/dates.cfm to find out when you can eVALUate this unit.





http://evaluate.curtin.edu.au/info/index.cfm

https://evaluate.curtin.edu.au/student/unit_search.cfm

https://evaluate.curtin.edu.au/info/dates.cfm

Program calendar

Week Begin Date

Topic Readings Assessment

1. 30 May Topic 1:

Perspectives on play

Fleer, M. (2013). Play in the early years. New York: Cambridge University Press. [Chapter 1] [essential textbook]

Bruner, J. (2006). In search of pedagogy vol II: The selected works of Jerome S. Bruner. NY: Routledge. [Chapter 8] [available on e-reserve]

Identify potential participants and prepare informed consent letter (Assignment 2) Draft Assignment 1

2. 6 June Topic 2:

Theories about play and learning


Arthur, L., Beecher, B., Death, E., Dockett, S., & Farmer, S. (2015). Programming and planning in early childhood settings. South Melbourne, VIC: Cengage. [Chapter 3] [available on e-reserve]

Bruner, J. (2006). In search of pedagogy vol II: The selected works of Jerome S. Bruner. NY: Routledge. [Chapter 8] [available on e-reserve] - [revisit this reading from Topic 1]

Assignment 1 Interviews

3. 13 June

Topic 3:

Confronting assumptions about play

Holland, P. (2003). We don't play with guns here: War, weapon and superhero play in the early years. NY: Open University Press. [Chapter 6] [available on e-reserve]

MacNaughton, G. (1996). Is Barbie to blame: Reconsidering how children learn gender. Australian Journal of Early Childhood, 21(4), 18-24. [available on e-reserve]

Smith, M. (2014). Barbie for boys? The gendered tyranny of the toy store. The Conversation - http://theconversation.com/barb ie-for-boys-the-genderedtyranny-of-the-toy-store-34979

Toffoletti, K. (2014). Leave Barbie alone - so we can talk about how kids actually play. The Conversation - http://theconversation.com/leave -barbie-alone-so-we-can-talkabout-how-kids-actually-play- 34974

Freeburn, T., & Giugni, M. (2008). Girls can't be Batman: Gender, Aboriginality and multiculturalism in early childhood education. Every Child, 14(1), 32-33. [available on e-reserve]

Draft Assignment 1

4. 20 June

Topic 4:

Play and culture


Fleer, M. (2010). Early learning and development: Cultural-historical Obtain signed informed consent letter (Assignment 3)

Fasoli, L., Wunungmurra, A., Ecenarro, V., & Fleet, A.

Finalise Assignment 1





(2010). Playing as becoming: Sharing Australian Aboriginal voices on play. In M. Ebbeck & M. Waniganayake (Eds.), Play in early childhood education: Learning in diverse contexts. South Melbourne, VIC: Cambridge University Press. [available on e-reserve]

New, R. S. (1994). Child's play - una cosa naturale: An Italian perspective. In J. L. Roopnarine, J. E. Johnson & F. H. Hooper (Eds.), Children's play in diverse cultures. Albany: State University of New York Press. [available on e-reserve]

Rogoff, B., Mosier, C., Jayanthi, M., & Goncu, A. (1998). Toddlers' guided participation with their caregivers in cultural activity. In M. Woodhead, D. Faulkner & K. Littleton (Eds.), Cultural worlds of early childhood. Abingdon, Oxon: Routledge. [available on e-reserve]

5. 27 June

Topic 5:

Play-work dichotomy:

Continuity and transitions

Lim, M. S. (2010). Reconsidering the playwork dichotomy in pedagogy. In M. Ebbeck & M. Waniganayake (Eds.), Play in early childhood education: Learning in diverse contexts. South Melbourne, VIC: Cambridge University Press. [available on e-reserve]

Curtis, D., & Carter, M. (2015). Designs for living and learning: Transforming early childhood environments (2nd ed.). St Paul, MN: Redleaf Press. [Chapter 7] [essential textbook]

Salahuddeen, D. (2012). Going bush in Year 2/3. In R. Duncan (Ed.), Playing with the Australian Curriculum: Meeting the standards through play-based pedagogies in pre-primary to Year 2. Osborne Park, WA: Association of Independent Schools of Western Australia. [available on e-reserve]

Assessment 1

Investigation

Due: 27 June

Select a partner for Assignment 2 & Obtain signed

informed consent letter (Assignment

2)

Schedule Assignment 2 interviews

6. 4 July Topic 6:

Approaches to designing play-

based curriculum: Reflective practice

Fleer, M. (2013). Play in the early years. New York: Cambridge University Press. [Chapters 6 & 7] [essential textbook]

Curtis, D., & Carter, M. (2015). Designs for living and learning: Transforming early childhood environments (2nd ed.). St Paul, MN: Redleaf Press. [Chapters 1 & 2] [essential textbook]

Fleet, A., & Robertson, J. (2004). Overlooked curriculum: Seeing everyday possibilities. Canberra, ACT: Early Childhood Australia. [available on e-reserve]

Assignment 2 interviews

7. 11 July Topic 7:

Adult roles in children’s play:

Intentional teaching


Fleer, M. (2014). Theorising play in the early years. New York: Cambridge University Press. [Chapter 10]

Assignment 2 interviews





[available on e-reserve]


Dau, E. (1999). I can be playful too: The adult's role in children's sociodramatic play. In E. Dau (Ed.), Child's play: Revisiting play in early childhood settings. Rosebury, NSW: MacLennan & Petty. [available on e-reserve]

8. 18 July Topic 8:

Observing and documenting

play: Assessment for learning


Millikan, J., & Giamminuti, S. (2014). Documentation and the Early Years Learning Framework: Researching in Reggio Emilia and Australia. Mt Victoria, NSW: Pademelon Press. [Chapter 4] [available on e-reserve]

Giamminuti, S. (2013). Dancing with Reggio Emilia: Metaphors for quality. Mt Victoria, NSW: Pademelon Press. [Chapter 4] [available on e-reserve]


Develop assignment 2

9. 25 July Topic 9:

Contemporary issues impacting children’s right to

play

Little, H. (2015). Mothers' beliefs about risk and risk-taking in children's outdoor play. Journal of Adventure Education & Outdoor Learning, 15(1), 24-39. [available on e-reserve]

Wyver, S., Tranter, P., Naughton, G., Little, H., Sandseter, E. B. H., & Bundy, A. (2010). Ten ways to restrict children's freedom to play: The problem of surplus safety. Contemporary Issues in Early Childhood, 11(3), 263- 277. [available on e-reserve]

Little, H., & Swiller, N. (2014). Affordances for risk-taking and physical activity in Australian early childhood education settings. Early Childhood Education Journal. [available on e-reserve]


Refine Assignment 2

10. 1 August

Topic 10:

Designing environments for

play


Curtis, D., & Carter, M. (2015). Designs for living and learning: Transforming early childhood environments (2nd ed.). St Paul, MN: Redleaf Press. [Chapters 4, 5, 6] [essential textbook]

Finalise Assignment 2





Wilson, R. (2008). Nature and young children: Encouraging creative play in natural environments. Abingdon, Oxon: Routledge. [Chapter 2] [available on ereserve]

11. 8 August

Topic 11:

Families, communities and

play

Fleer, M. (2013). Play in the early years. New York: Cambridge University Press. [Chapters 2 & 3] [essential textbook]

Curtis, D., & Carter, M. (2015). Designs for living and learning: Transforming early childhood environments (2nd ed.). St Paul, MN: Redleaf Press. [Chapters 8 & 11] [essential textbook]

Assessment 2 Essay

Due:

12 August

12. 15 August

Topic 12:

Play and the formation of

ethical identities


Edminston, B. (2011). 'We are hunters and gatherers of values': Dramatic play, early childhood pedagogy, and the formation of ethical identities. In S. Rogers (Ed.), Rethinking play and pedagogy in early childhood education. Abingdon, Oxon: Routledge. [available on e-reserve]

13 22 August

Unit Review





edec3006 ede392 pedagogical contexts for play openunis sp 2,...

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