Module Provider: |
Institute of Education |
Number of credits: |
20 [10 ECTS credits] |
Level: |
C (Certificate) |
Terms in which taught: |
Autumn, Spring and Summer |
Module Convenor: |
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Pre-requisites: |
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Co-requisites: |
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Modules excluded: |
ED1FSD and ED1FSF and ED1FST
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Module version for: |
2006/7 |
Aims:
Examine relevant research on theories of child development and the place of play
Develop knowledge and understanding of relevant legislation, and
playwork policies and strategies at the varying levels
Plan suitable play activities that are developmentally appropriate
Understand the impact of home life on the play needs of individual children
Observe and reflect on children’s play experiences
Provide creative solutions to inform future practice
Increase awareness of the importance of equal opportunities issues
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Assessable learning outcomes:
Evaluate significant and emerging theories and principles of child development
Analyse models and definitions of play and relate this to practice in their workplace
Demonstrate knowledge and understanding of relevant legislation and playwork policies and strategies at national and local level.
Plan, enable, guide and develop stimulating, safe play opportunities, selecting resources appropriate for varying stages of development
Analyse and evaluate the effectiveness of play opportunities, providing creative solutions to inform future practice
Recognise the importance of equal opportunities issues such as race and gender and be able to demonstrate this in their practice
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Additional outcomes:
The aims are based on the route specific learning outcomes for the Statement of Requirement for the Early Years Sector Endorsed Foundation Degree. The assessed outcomes will provide evidence of attainment for the Early Years Sector Endorsed Foundation Degree. |
Outline content:
Theories and principles of child development focusing on the role of play in children’s social, emotional, intellectual, creative and physical development
Information on playwork policies and local and national strategies
Relevant legislation, frameworks and regulations relating to planning, implementing and reviewing play environments.
Planning play opportunities which take into account the needs of individual children
Engaging with children as they play-models of good practice
Observations and reflections of children’s learning through play
Models of intervention in playwork practice
The promotion of equal opportunities, inclusion and anti-discriminatory practice
Resources in the learning and care environment and health and safety issues
The role of the parent and carer and the importance of partnership and effective communication
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Brief description of teaching
and learning methods:
A range of college based seminars, presentations, and on-line learning. Complementary setting based tasks, independent activities and directed tasks will contribute to the achievement of the intended learning outcomes Work – based learning will provide an essential contribution to achievement of the outcomes. |
Contact hours:
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Autumn |
Spring |
Summer |
| Lectures |
12 |
9 |
19 |
| Tutorials/seminars |
1 |
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1 |
| Practicals |
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| Other contact (eg study visits) |
Work - based tasks will be set and used within taught sessions throughout the programme |
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| Total hours |
13 |
9 |
10 |
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| Number of essays or assignments |
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1 pamphlet |
1 plan |
| Other (eg major seminar paper) |
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Assessment:
Coursework:
Production of an information pamphlet for the use of other practitioners (40%)
Production of a referenced plan for a programme of play activities (40%)
Evidence of working at pass level in work-place (20%)
Relative percentage of coursework: 100%
Examinations None
Requirements for a pass 40%
Reassessment arrangements
Resubmission of coursework within one month of return
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