Unit rationale, description and aim
Includes: 15-day placement with children aged 3 to 5 years
Play-based pedagogy has a long history within the early childhood education and care sector and is recognised as a complex learning and teaching activity that actively engages children and encourages agency and a voice in their own learning.
Pre-service teachers will engage with a range of appropriate pedagogical practices and develop their understanding of 21st-century approaches to play-based learning and the role of the teacher as an active, intentional facilitator and provocateur. Play-based learning will be critically considered from perspectives including ecological, social and cultural contexts of learning and teaching; diversity of experiences; relationships, and the nature and needs of young learners. The principles and perspectives underpinning contemporary curriculum will be examined, according to the Approved Learning Frameworks. Assessment including types and functions, documentation and reporting, that enhance planning for learning will be considered
The aim of this unit is to develop pre-service teachers’ understanding of historical and contemporary learning and pedagogical practices in the early years and the applicability of early years pedagogies across both prior-to-school and primary school contexts. A supervised and assessed placement will consist of 15 days in an early childhood setting for children aged 3 to 5 years.
Learning outcomes
To successfully complete this unit you will be able to demonstrate you have achieved the learning outcomes (LO) detailed in the below table.
Each outcome is informed by a number of graduate capabilities (GC) to ensure your work in this, and every unit, is part of a larger goal of graduating from ACU with the attributes of insight, empathy, imagination and impact.
Explore the graduate capabilities.
Articulate a professional philosophy that embodies...
Learning Outcome 01
Analyse research, understandings of young learners...
Learning Outcome 02
Create play-based experiences that support childre...
Learning Outcome 03
Demonstrate knowledge of and purpose for a range o...
Learning Outcome 04
Complete a successful professional experience in a...
Learning Outcome 05
Content
Topics will include:
- Philosophical, developmental and cultural-historical perspectives and theories informing contemporary learning and teaching practices, with a specific focus on the early years including images of children and childhood.
- Historical and contemporary definitions and types of play including consideration of cultural influences on understandings and pedagogical roles of teachers.
- The importance and potential of play in early childhood and school settings - connecting to the curriculum (Approved Learning Frameworks ) and integrating curriculum areas.
- Assessment and reporting/sharing practices in play-based pedagogies that recognise children’s diverse capacities from multiple standpoints.
- Documentation, assessment and reporting/sharing that makes children’s competence and learning visible to children, families, colleagues and other professionals in early childhood settings.
- Play and inquiry from multiple perspectives including Indigenous perspectives, gender and culture.
- Opportunities to address marginalisation through facilitation of intentional teaching strategies, manipulation of the environment and selection of resources.
- Brain Development and Experiential Learning Theory.
- Considerations that facilitate engaged children’s play: human and physical environments and resources including teaching strategies and approaches.
Assessment strategy and rationale
Assessments in this unit align with learning outcomes and graduate attributes, utilising methods such as essays, reports, exams, and presentations. A key component is the 15-day early childhood professional experience placement, allowing pre-service teachers to connect theory with practice in a supervised setting for children aged 3 to 5 years. The placement includes up to 5 individual days and a minimum 10-day block.
During the placement, pre-service teachers will engage in observation, assist in teaching, plan and implement lessons, and manage learning routines. The block practicum (Days 6-15) emphasises structured observations, small group teaching, planning, and implementation of play-based learning experiences, as well as ongoing reflection.
To pass the unit, pre-service teachers must complete all assessment tasks, meet the learning outcomes, and achieve a minimum overall 50 % Pass grade. Additionally, they must pass the hurdle task, which requires demonstrating satisfactory teaching performance during the placement, assessed on a pass/fail basis.
Overview of assessments
Assessment Task 1: Critical Analysis of Literatur...
Assessment Task 1: Critical Analysis of Literature
Extended analysis of literature interpreting the development of historical and contemporary understandings of childhood, learning and pedagogy – leading to a professional philosophy statement of pedagogy and learning for children aged B-8.
50%
Assessment Task 2: Pedagogical Case Study Drawin...
Assessment Task 2: Pedagogical Case Study
Drawing upon literature from Assessment Task 1, design, implement and evaluate the effectiveness of two short sequences, play-based learning experiences.
The sequences should include at least two play-based learning and teaching experience plans (indoor and outdoor) that are suitable for a small group of children in the early years aged 3-5 years. It is expected that the design and evaluation reflects your professional philosophy statement and:
- Promotes children as competent and active agents in their learning
- Identifies social and cognitive outcomes of play-based learning (mapped to the Approved Learning Framework);
- Facilitates opportunities for adult intentionality in children’s play and learning;
- Encourages participation by children who may experience marginalisation; and
- Recognises curriculum as holistic and connected.
The plan will need to include:
- A description of intended learners and context;
- Rationale (linking to literature)
- Links to the Approved Learning Framework
- Resources required
- Learning and teaching strategies
- Assessment and reporting strategies
- Indication of how you would adapt your plan for implementation for transition to a primary school context.
- Consideration of how learners with diverse capabilities can be supported to learn together through play.
50%
Hurdle Task: Professional Experience Summative As...
Hurdle Task: Professional Experience Summative Assessment: FINAL REPORT
In this assessment, candidates are expected to demonstrate satisfactory teaching performance during their Professional Experience Program as evidenced by both practical and written work.
Pass/Fail
Learning and teaching strategy and rationale
This is a 10-credit point unit. Students should anticipate undertaking 150 hours of study in total across the semester for this unit. This may involve a combination of face-to-face, online and multi-mode delivery, on a weekly basis across a semester or in intensive mode. Students should expect to participate in a range of the following: online engagement, lectures, tutorials, seminar presentations and/or group discussions, both synchronous and asynchronous, self-directed study activities and assessment tasks. Some participation in appropriate educational settings is required. The unit delivery will consist of a digital core with the expectation of students working with these materials for a minimum of two hours or equivalent each week.
To achieve a passing standard in this unit, a range of assessment procedures will be used to meet the unit learning outcomes and develop graduate attributes consistent with the university’s assessment requirements. Such procedures may include, but are not limited to, reading, reflection, discussion, webinars, podcasts, videos etc. Procedures are intended to provide pre-service teachers with access to appropriate content and opportunities to build knowledge with peers.
ACECQA Curriculum Specifications
In connection to the learning outcomes, on successful completion of this unit, pre-service teachers should have developed the following industry specific knowledge based on the Australian Children's Education and Care Quality Authority (ACECQA) standards:
Relating to
Social and emotional development
Relevant Learning OutcomeLO3, LO5
Relating to
Child health, wellbeing and safety
Relevant Learning OutcomeLO3, LO5
Relating to
Diversity, difference and inclusivity
Relevant Learning OutcomeLO3, LO5
Relating to
Learners with special/additional needs
Relevant Learning OutcomeLO3
Relating to Early Years Learning Framework
Relevant Learning OutcomeLO2, LO3, LO4, LO5
Relating to
Curriculum planning, programming and evaluation
Relevant Learning OutcomeLO2, LO3, LO4, LO5
Relating to
Alternative pedagogies and curriculum approaches
Relevant Learning OutcomeLO1, LO2, LO3, LO4
Relating to
Play based pedagogies
Relevant Learning OutcomeLO1, LO2, LO3, LO4, LO5
Relating to
Guiding behaviour/engaging young learners
Relevant Learning OutcomeLO2, LO5
Relating to
Teaching methods and strategies
Relevant Learning OutcomeLO4, LO5
Relating to
Contemporary society and pedagogy
Relevant Learning OutcomeLO1
Relating to
Socially inclusive practice
Relevant Learning OutcomeLO3
Relating to
Historical and comparative perspectives
Relevant Learning OutcomeLO1
Relating to
Contemporary theories and practice
Relevant Learning OutcomeLO1
Relating to
Ethics and professional practice
Relevant Learning OutcomeLO1
Relating to
Professional identity and development
Relevant Learning OutcomeLO1
Australian Professional Standards for Teachers - Graduate Level
In connection to the learning outcomes, on successful completion of this unit, pre-service teachers should have developed the following industry specific knowledge based on the Australian Professional Standards for Teachers - Graduate Level standards:
Relating toDemonstrate knowledge and understanding of research into how students learn and the implications for teaching.
Relevant Learning OutcomeLO1, LO2, LO3
Relating toDemonstrate knowledge of teaching strategies that are responsive to the learning strengths and needs of students from diverse linguistic, cultural, religious and socioeconomic backgrounds
Relevant Learning OutcomeLO1, LO3
Relating toDemonstrate knowledge and understanding of strategies for differentiating teaching to meet the specific learning needs of students across the full range of abilities.
Relevant Learning OutcomeLO2, LO3
Relating toDemonstrate broad knowledge and understanding of legislative requirements and teaching strategies that support participation and learning of students with disability.
Relevant Learning OutcomeLO2
Relating toDemonstrate knowledge and understanding of the concepts, substance and structure of the content and teaching strategies of the teaching area.
Relevant Learning OutcomeLO1, LO3
Relating toUse curriculum, assessment and reporting knowledge to design learning sequences and lesson plans.
Relevant Learning OutcomeLO4
Relating toDemonstrate broad knowledge of strategies that can be used to evaluate teaching programs to improve student learning.
Relevant Learning OutcomeLO1
Relating toDemonstrate understanding of assessment strategies, including informal and formal, diagnostic, formative and summative approaches to assess student learning.
Relevant Learning OutcomeLO4
Relating toDemonstrate understanding of a range of strategies for reporting to students and parents/carers and the purpose of keeping accurate and reliable records of student achievement.
Relevant Learning OutcomeLO4
Relating toUnderstand and apply the key principles described in codes of ethics and conduct for the teaching profession.
Relevant Learning OutcomeLO1
Relating toUnderstand the relevant legislative, administrative and organisational policies and processes required for teachers according to school stage.
Relevant Learning OutcomeLO1
Representative texts and references
Required text(s)
Australian Curriculum https://www.australiancurriculum.edu.au/
Australian Curriculum, Assessment and Reporting Authority (ACARA) www.acara.edu.au
Australian Government Department of Education [AGDE] (2022). Belonging, Being and Becoming: The Early Years Learning Framework for Australia (V2.0). Australian Government Department of Education for the Ministerial Council. https://www.education.gov.au/early-childhood/national-quality-framework/approved-learning-frameworks
Early Years Learning Framework https://www.education.gov.au/early-years-learning-framework-0
Further readings are also provided in the Leganto reading list in Canvas
Recommended references
Arthur, L, et al. (2021). Planning and programming in early childhood settings. (8th ed.). Cengage Learning Australia https://acu.primo.exlibrisgroup.com/permalink/61ACU_INST/13lm7d8/alma991013049599702352
Cameron, M., McLachlan, C., Rawlins, P., & McLaughlin, T. (2018). Assessment of, as and for learning: The challenges of assessment terminology. Early Education. 64, 18-23 https://acu.primo.exlibrisgroup.com/permalink/61ACU_INST/p3lnct/cdi_nlnz_indexnz_998988841502837
Ebbeck, E., & Waniganayake, M. (Eds.). (2016). Play in early childhood education. Learning in diverse contexts (2nd ed.). South Melbourne, Vic: Oxford University Press.
Ewing, R., Kervin, L., Glass, C., Gobby, B., Le Cornu, R., & Groundwater-Smith, S. (2019). Teaching: Dilemmas, challenges and opportunities (6th ed.). South Melbourne, Vic: Cengage Learning Australia.
Fleer, M. (2018). Intentional teaching of cultural competence in play-based settings: a cultural-historical view. A Research in Practice Series Title. Deakin West, ACT: Early Childhood Australia.
Fleer, M. (2018). Child development in educational settings. Melbourne, Vic: Cambridge University Press https://acu.primo.exlibrisgroup.com/permalink/61ACU_INST/qpf7hm/alma991012796266002352
Fleer, M. (2017). Play in the early years (2nd ed.). Cambridge, UK: Cambridge University Press.
Fleet, A., Patterson, C., & Robertson, J. (2017). Pedagogical documentation in early years practice seeing through multiple perspectives. U.K: Sage https://acu.primo.exlibrisgroup.com/permalink/61ACU_INST/qpf7hm/alma991012963398902352; Available to purchase: Pedagogical Documentation in Early Years Practice (2020) ebook ISBN: 9781526401540
Fróes, I. (2019). Young children's play practices with digital tablets: Playful literacy. Bingley UK: Emerald Publishing
McLachlan, C., Fleer, M., & Edwards, S. (2018). Early childhood curriculum: Planning, assessment and implementation (3rd ed). Port Melbourne, Vic: Cambridge University Press.
McLean, K., Lake, G., Wild, M., Licandro, U., & Evangelou, M. (2023). Perspectives of play and play-based learning: What do adults think play is?. Australasian Journal of Early Childhood, 48(1), 5-17. https://acu.primo.exlibrisgroup.com/permalink/61ACU_INST/p3lnct/cdi_rmit_apaft_search_informit_org_doi_10_3316_informit_921394760688646
Raban, B., & Margetts, K. (2023). Early Years Learning Framework in Practice (3rd ed.). Teaching Solutions: Albert Park. Title in Primo: The Early Years Learning Framework in practice : a handbook for educators and families https://acu.primo.exlibrisgroup.com/permalink/61ACU_INST/qpf7hm/alma991013435149902352
Mentha, S., Page, J., & Young, S. (2022). Play-based learning and intentionality. Early Childhood Australia. Canberra. (order being investigated through Library)
Danniels, E., & Pyle, A. (2023). Inclusive play-based learning: Approaches from enacting kindergarten teachers. Early Childhood Education Journal, 51(7), 1169-1179. https://acu.primo.exlibrisgroup.com/permalink/61ACU_INST/p3lnct/cdi_proquest_miscellaneous_2681443848
Townley, C., Staples, K., Woodrow, C., Baker, E., Locke, M. L., Grace, R., & Kaplun, C. (2024). ‘We love sharing your land’: Children’s understandings of Acknowledgement to Country practices and Aboriginal knowledges in early learning centres. Australasian Journal of Early Childhood, 49(2), 155-168. https://acu.primo.exlibrisgroup.com/permalink/61ACU_INST/p3lnct/cdi_rmit_collectionsjats_search_informit_org_doi_10_3316_informit_T2024061000001091697285037
Edwards, S., Mantilla, A., Grieshaber, S., Nuttall, J., & Wood, E. (2020). Converged play characteristics for early childhood education: multi-modal, global-local, and traditional-digital. Oxford Review of Education, 46(5), 637-660. https://acu.primo.exlibrisgroup.com/permalink/61ACU_INST/p3lnct/cdi_crossref_primary_10_1080_03054985_2020_1750358
Gapany, D., Murukun, M., Goveas, J., Dhurrkay, J., Burarrwanga, V., & Page, J. (2022). Empowering aboriginal families as their children’s first teachers of cultural knowledge, languages and identity at Galiwin’ku FaFT Playgroup. Australasian Journal of Early Childhood, 47(1), 20-31. https://acu.primo.exlibrisgroup.com/permalink/61ACU_INST/p3lnct/cdi_rmit_collectionsjats_search_informit_org_doi_10_3316_informit_414969235327690
McLeod, N., & Giardiello, P. (2019). Empowering early childhood educators. International pedagogies as provocation. Routledge https://acu.primo.exlibrisgroup.com/permalink/61ACU_INST/qpf7hm/alma991013338648202352
Valkanova, Y. (2014). Childhood through the ages. An Introduction to Early Childhood Studies, 3rd ed. London: SAGE Publications Ltd, 22-33. https://www.researchgate.net/publication/265140332_Valkanova_Y_2014_Childhood_through_the_ages_In_T_Maynard_and_S_Powell_Eds_An_Introduction_to_Early_Childhood_Studies_3rd_ed_London_SAGE_Publications_Ltd_pp_22-33_ISBN_9781446270660
Open Education Textbooks:
Fleer, M., Allen, K-A., Clerc-Georgy, A., Disney, L., Li, L., McKinley, L., Quiñones, G., Rai, P., Scull, J. A., & Suryani, A. (2024). Why Play Works: Conceptual PlayWorlds Inspiring Learning, Imagination and Creativity in Education. (1st ed.) Monash University. https://doi.org/10.60754/KSP5-1529