EDU40002: Play and Environment

Assignment 2: Folio

Word limit: 2000 (+/- 10%)

Assignment overview

This assignment task will allow you to integrate your knowledge about play and environment from across the unit, and put this theory into practice. You will do so by developing a folio that incorporates design plans for two learning environments that invite engagement, active learning and constructive play.

Related learning outcomes

This task is assessing your ability to demonstrate that you meet the criteria for the following unit learning outcomes:

4. Assess key aspects and features of play environments that support learning for children aged birth to eight years of age.
5. Describe and define aesthetic and creative features of environments that invite engagement, active learning and constructive play.
6. Analyse nature pedagogy, natural materials and outdoor play spaces in children’s play.

Assignment details:

You will create and design plans for two learning environments, based on the following requirements:

• Early childhood—one plan for outdoor environment (0–5 years old).
• Primary—one plan for an indoor play-based learning environment for children at primary school (5–8 years old).

You may further define a specific age group within the indicated age range.

Each of your plans must incorporate:

Plan format
Overview/description	Include an overview/description of the planned environment. Make sure you clearly state the objective of your plans to meet the assignment criteria: ·         Describe and analyse the aesthetic and creative features of play environments that invite engagement, active learning and constructive play. ·         Describe and analyse the role of features: nature and natural materials in play environment for children aged 0–8 years of age.
Summary of key features of the space/setting	Include a summary of key features of the space, including targeted age group, type of environment (indoor/outdoor), and intended objectives of your plan to address the assignment criteria: ·         Understand and make assessment of the key aspects and features of play environments that support children aged 0–8 years of age.
A rationale	Within a rationale you need to describe and discuss key aspects and features of the play environment that support children’s learning in early childhood, and how these aspects and features are reflected and will be achieved in your plan. Additional key issues you must address include: ·         a description and analysis of key aesthetic and creative features of the environment that invite engagement, active learning and constructive play ·         a description and analysis of the role of nature and natural materials. (See terminology below).
Sources	Include a range of sources that have inspired your design and an analysis of the aesthetic and creative features and discuss how they support children’s play experiences.
Floor plan	Include a floor plan (you may attach sketches or images to illustrate the resources, settings or effects). Your plans may be focused on an entire place/space or specifically concentrated on one area within that place. For example, you might design a book corner, a sensory play area or a vegetable garden. This section refers to criteria 4 – take care and time in developing the presentation of this section along with the sources you use. For instance think about how you might annotate the floor plan (design) to support your rationale.

Terminology:  Within your assignment ensure you demonstrate your understanding of key words, as well as how you plan the environments actively, utilising these key words and phrases such as:

• key aspects and features
• aesthetic
• creative
• engagement
• active learning
• constructive play.

Preparing your folio items

You will prepare your folio as a word document. Make sure that both of your learning environments are clearly marked and differentiated within this document (i.e. each should begin on a new page with a clear title).

The learning material in the second and third themes for this unit (Weeks 6-11) have been specifically designed to support you as you prepare the learning environments for your folio:

• Week 8: Key aspects and features of the play environment– introduces the key features of the learning environment.
• Week 9: Aesthetic and creative features of the play environment– will help you to address the requirement that you describe, the aesthetic and creative features of your environments.
• Week 10: Nature, natural materials and outdoor play spaces– will help you to address the requirement that you need to incorporate nature and natural materials into your environments.
• Week 11: Resources and materials– will help you put the finishing touches to your environments by looking at how you can incorporate resources and materials.

You are strongly advised to engage with all resources provided in these weeks and, especially, to participate in the collaborative discussions as these will help you to build your understanding of the key features of learning environments, and to workshop your ideas.

Incorporating visual material into your folio items

As described above, you are required to include visual material (e.g. floor plans, photos or drawings of specific resources). You can either create these using electronic drawing tools or you can simply draw them on paper and then digitise them (e.g. by scanning or photographing any drawings you create).

Once your visual resources have been converted to a digital format, they can be inserted into your word document.

Contact the Student Advisor team if you encounter any difficulties with this.

Assignment Criteria:

1. Understand and make assessment of the key aspects and features of play environments that support children aged 0–8 years of age.
2. Capacity to describe and analyse the aesthetic and creative features of play environments that invite engagement, active learning and constructive play.
3. Capacity to describe and analyse the role of features: nature and natural materials in play environment for children aged 0–8 years of age.
4. Presentation and written expression.

Your work will be assessed using the following marking guide:

Assignment 2 marking guide
Grade descriptor	Standards statements
Pass [P 50–59%] To be awarded a Pass for this task, all aspects of the task must be completed, and the work must be the author’s own except where cited works of others have been used. The requirements of all criteria must be met at a satisfactory level as described by the standards statements.	·         Two completed plans are presented. All main points are described and explained. All the plans are sound for their intended objectives and targeted groups in the Australian early childhood context. You have: o    discussed key aspects and features of the play environment that support children’s learning in early childhood, and how these aspects and features are reflected and will be achieved in your plans. o    described aesthetic and creative features of your environments that invite engagement, active learning and constructive play. o    included elements of nature and natural materials in the planning. ·         You have some clear ideas about the best practice of planning learning environments in the Australian early childhood context. You have discussed your plans and justified the rationale and intended objectives within the context of birth to eight years of age in relation to the EYLF and other professional support resources. However, your discussion is generic. While all the basic elements are included, further work with demonstrating how the different elements and aspects in each plan are integrated and coordinated to achieve the intended objectives is required. ·         Clear visual presentation is provided to illustrate how your intended objectives can be achieved through your planning. The written expression is consistent with the requirements of a university course: spelling, punctuation, grammar and sentence structure demonstrate competence in academic writing. The work is the author’s own unless where the ideas and words of others have been cited according to APA referencing conventions resulting in a professional folio presentation.
Credit [C 60–69%] To be awarded a Credit for this task, the work must fulfil the requirements of the Pass grade but at a higher standard, as described by the standards statements.	·         Your plans are sound, clearly presented, thoroughly described and explained. Different perspectives are considered to ensure inclusive practice. ·         In the rationale, clear and relevant points are presented offering a balanced discussion of diverse perspectives, particularly in regard to your descriptions of aesthetic and creative features and nature and natural materials. You show evidence of depth of thinking. All the key words are succinctly explained and well-supported throughout the planning. ·         Editing has been a key part of the preparation to ensure a high quality standard folio. Careful and thorough proofreading has resulted in a professional presentation consistent with academic writing and referencing expectations.
Distinction [D 70–79%] To be awarded a Distinction for this task, the work must fulfil the requirements of the Credit grade but at a higher standard, as described by the standards statements.	·         Your plans demonstrate a critical understanding of suitable design features for each age group and diverse interests. Aspects of your plans are innovative and creative. ·         You have produced a cohesive discussion, using evidence from your own experience and research literature to explicitly support the points you make about the aspects of your environments, their aesthetic and creative features, and the role of nature and natural materials. Your ideas are discussed in depth and all claims made are supported with relevant evidence from scholarly and professional sources. ·         The folio presentation is creative and appealing. You have used an active voice, and editing has been a key part of the preparation to ensure a high quality standard folio. Careful and thorough proofreading has resulted in a professional presentation clearly consistent with academic writing and referencing expectations.
High Distinction [HD 80–100%] To be awarded a High Distinction for this task, the work must fulfil the requirements of the Distinction grade but at a higher standard, as described by the standards statements.	·         Your plans are original and creative. ·         Your plans demonstrate your capacity to discriminate between what is relevant and what is not in relation to your descriptions of the key aspects of the play environment, aesthetic and creative features, and the role of nature and natural materials. Thoughtfulness and sophisticated insight into your own views and beliefs are evident in all aspects of the folio. ·         Scholarly literature has informed your beliefs and the literature you have drawn on is relevant and current. ·         The folio presentation is professional and appealing, with care taken in use and selection of illustrative technique examples of the floor plan and resources. Any errors that remain in the work do not detract from the overall quality of the report, or of the meaning communicated. All external sources are referenced according to APA referencing conventions.

Please note: If the assignment fails to reach a satisfactory standard on each criterion, or it does not fulfil the task requirements, then it must be awarded a No Pass.

 

Examples:

References

APA 6^th ed

Week 5

Briggs, M. & Hansen, A. (2012). Play-based learning in the primary school.  London: Sage.

Brooker, L., & Edwards, S. (Eds.). (2010). Engaging play. Maidenhead, England: Open University Press. Retrieved from http://ezproxy.lib.swin.edu.au/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=nlebk&AN=466389&site=ehost-live&scope=site&ebv=EB&ppid=pp_vi

Bowdon, J. (2015). The common core’s first casualty: playful learning.(Play and the Common Core). Phi Delta Kappan, 96(8), 33-37. Retrieved from http://go.galegroup.com.ezproxy.lib.swin.edu.au/ps/i.do?&id=GALE|A412800570&v=2.1&u=swinburne1&it=r&p=AONE&sw=w&authCount=1

Department of Education Employment and Workplace Relations. (2009). Belonging, Being and Becoming – The Early Years Learning Framework for Australia. Canberra: DEEWR.

Toy Industries of Europe (TIE). (2013, March 30). Children speaking about the importance of play

. Retrieved from https://www.youtube.com/watch?v=sby38BbLZuY

United Nations. (1989). Convention on the Rights of the Child. Retrieved from http://www.ohchr.org/en/professionalinterest/pages/crc.aspx

Week 6

Australian Curriculum, Assessment and Reporting Authority [ACARA]. (2017). Australian                      Curriculum: F-10 overview: General capabilities in the Australian Curriculum v.8.3. Retrieved from http://www.australiancurriculum.edu.au/generalcapabilities/overview/general-capabilities-in-the-australian-curriculum

Australian Institute for Teaching and School Leadership. (2012). Australian Professional Standards for Teachers: The crucial role of the teacher. Retrieved from http://www.aitsl.edu.au/australian-professional-standards-for-teachers/standards/development/the-crucial-roles-of-the-teacher

Department of Education Employment and Workplace Relations. (2009). Belonging, Being and Becoming – The Early Years Learning Framework for Australia. Canberra: DEEWR. Retrieved from https://docs.education.gov.au/documents/belonging-being-becoming-early-years-learning-framework-australia

Dockett, S. & Fleer, M. (2003). Play and Pedagogy in early childhood: Bending the rules. Melbourne, Australia : Cengage Learning.

Early Childhood Australia (2011). Spaces for children. The EYLF Professional Learning Program E-newsletter. No. 25. 1-4.

Early Childhood Videos (2015). The Garden Center – A Child-Created

. Retrieved from https://www.youtube.com/watch?v=GSR8PIGLkZY

Leggett, N. & Ford, M. (2013). A fine balance: Understanding the roles educators and children play as intentional teachers and intentional learners within the Early Years Learning Framework. Australasian Journal Of Early Childhood, 38(4), 42-50.

QldStudiesAuthority. (2012, December 3). Extending children’s ideas (video 1 of 4): Intentional teaching

. Retrieved from https://www.youtube.com/watch?v=bylL-3W7pAI

Queensland Curriculum & Assessment Authority. (2014). Queensland kindergarten learning guideline: Intentional teaching. Retrieved from http://www.qcaa.qld.edu.au/downloads/p_10/qklg_pd_intentional_teaching_reflecting.docx

Week 7

AITSL (2016). Inclusive play 

. Retrieved from https://www.youtube.com/watch?v=GSR8PIGLkZY

Casey, T. (2010). Inclusive play practical strategies for children from birth to eight (2nd ed.). London: Sage.

Department of Education Employment and Workplace Relations. (2009). Belonging, Being and Becoming – The Early Years Learning Framework for Australia. Canberra: DEEWR. Retrieved from https://docs.education.gov.au/documents/belonging-being-becoming-early-years-learning-framework-australia

ECA Learning Hub. (2012, May 15). Engaging with babies and toddlers

. Retrieved from https://www.youtube.com/watch?v=GSR8PIGLkZY

Wood, E. & Attfield, J. (2005). Play, learning and the early childhood curriculum (2nd ed.). London: Paul Chapman.

Week 8

2amandah. (2011, June 29). Play Based Learning at Dallas Primary School

. Retrieved from https://www.youtube.com/watch?v=bf5cEYG7Rfw

Australian Children’s Education & Care Quality Authority. (2012). Quality Area 3 – Physical environment. Retrieved from http://www.acecqa.gov.au/Physical-environment

Australian Children’s Education & Care Quality Authority. (2013). Quality Area 3 – Physical environment

. Retrieved from http://www.acecqa.gov.au/national-quality-framework/nqf-video-resources#8

Australian Curriculum, Assessment and Reporting Authority [ACARA]. (2017). Australian                      Curriculum: F-10 overview: Personalised learning v.8.3. Retrieved from http://www.australiancurriculum.edu.au/studentdiversity/student-diversity-advice-personalised-learning

Beaumaris Primary School. (2018). Walker Learning Approach. Retrieved from http://www.beaups.vic.edu.au/page/105/Walker-Learning-Approach

Casey, T. (2010). Inclusive play practical strategies for children from birth to eight (2nd ed.). London: Sage.

Department of Education and Training, Victoria (2016, July 18). VEYLDF Practice Principles – Integrated Teaching and Learning Approaches 

. Retrieved from https://www.youtube.com/watch?v=__MSg1X3TVE

Department of Education and Training, Victoria. (2016). Victorian early years learning and development framework—For all children from birth to eight years. Retrieved from https://www.education.vic.gov.au/Documents/childhood/providers/edcare/veyldframework.pdf

Devlin, R. (2012). Valuing play: The Early Years Learning Framework in school. Every Child, 18(1), 6-7.

Early Childhood Australia (2011). Spaces for children. The EYLF Professional Learning Program E-newsletter. No. 25. 1-4.

Early Life Foudations (n.d.). Walker Learning. Retrieved from https://www.earlylife.com.au/walker-learning.

Early Life Foudations (2013, March 19). What is the Walker Learning Approach 

. Retrieved from https://www.youtube.com/watch?v=OtNPtfT6Fco.

ECA Learning Hub. (2011). EYLF PLP Talking About Practice – Environments for Belonging, Being and Becoming Part 1 of 4

. Retrieved from https://vimeo.com/31358984

National Quality Standard Professional Learning Program. (2011). Environments for belonging, being and becoming. Retrieved http://www.ecrh.edu.au/national-quality-framework

Walker, K. (2011). Play Matters: Investigative Learning for Preschool to Grade 2. Camberwell: ACER Press.

Week 9

Bruce, T. (2011). Cultivating creativity for babies, toddlers and young children (2nd ed.). Abingdon, Ox: Hodder Education.

Community Playthings UK. (2013, December 27). Fostering creativity in a Reggio-inspired forest school

. Retrieved from https://www.youtube.com/watch?v=i_Zk_AlETiU

Curtis, D. & Carter, M. (2003). Designs for living and learning: Transforming early childhood environments. St. Paul, Minneapolis: Readleaf Press.

Department of Education Employment and Workplace Relations. (2009). Belonging, Being and Becoming – The Early Years Learning Framework for Australia. Canberra: DEEWR. Retrieved from https://docs.education.gov.au/documents/belonging-being-becoming-early-years-learning-framework-australia

DeViney, J. (2010). Inspiring spaces for young children. Silver Spring, MD: Gryphon House.

Fraser, S. (2006). Authentic childhood: Experiencing Reggio Emilia in the classroom (2nd ed.). Toronto: Thomason/Nelson.

Oxford University Press. (2015). Definiton of aesthetics. Retrieved from http://www.oxforddictionaries.com/definition/english/aesthetics

Oxford University Press. (2015). Definiton of creative. Retrieved from http://www.oxforddictionaries.com/definition/english/creative

Week 10

Bruce, T. (2011). Cultivating creativity for babies, toddlers and young children (2nd ed.). Abingdon, Ox: Hodder Education.

ECA Learning Hub. (2012, June 27). Natural play in your environment ?

. Retrieved from https://www.youtube.com/watch?v=c8uCaPBS1sg

ECA Learning Hub. (2013, November 14). Embedding sustainable practices Part 1 of 3

. Retrieved from https://www.youtube.com/watch?v=aVBdmWI7YEk

mountaintopkids. (2013, June 19). Outdoor play area

. Retrieved from https://www.youtube.com/watch?v=VyoODxn6oJY

Rosback, S. & Coulson, N.  (2015). Inspiring play spaces. London: Bloomsbury Publishing.

Week 11

Curtis, D. & Carter, M. (2003). Designs for living and learning: Transforming early childhood environments. St. Paul, Minneapolis: Redleaf Press.

Curtis, D. & Carter, M. (2008). Learning together with young children: A curriculum framework for reflective teachers. St Paul. MN:
Redleaf Press.

DeViney, J. (2010). Inspiring spaces for young children. Silver Spring, MD: Gryphon House.

Nutbrown, C. (2011). Key concepts in early childhood education and care (2nd ed.). London: Sage.

Rosback, S. & Coulson, N.  (2015). Inspiring play spaces. London: Bloomsbury Publishing.

Sophie Gerra. (2012, February 22). Let’s delve for treasure…

. Retrieved from https://www.youtube.com/watch?v=a0QpDgUdP_Q

Week 12

Images

McLaren, W. (2012). Outdoor play [photograph]. Retrieved from http://www.abc.net.au/environment/articles/2012/11/12/3629731.htm