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Overview
Universally, play is recognised as a context for learning with the child’s right to play and the benefits of play enshrined in the national and international policy context. As both a context and process, play enables children to question, to theorise, to create, to wonder and to imagine. The pedagogical approaches adopted by teachers within early childhood settings are informed by a range of sources including understandings about how young children learn, emerging research and relevant learning frameworks. In this unit, you will research early learning theory and contemporary research to explicate how and why play pedagogies align with children’s development and characteristics as learners. The central role of educators in creating environments that support children’s play will also be examined. You will be asked to consider the challenges that educators may encounter as they enact play pedagogies. A focus on critically reflective practice will support your analysis of the contemporary context and an interrogation of your personal assumptions about play.
Details
Pre-requisites or Co-requisites
There are no requisites for this unit.
Important note: Students enrolled in a subsequent unit who failed their pre-requisite unit, should drop the subsequent unit before the census date or within 10 working days of Fail grade notification. Students who do not drop the unit in this timeframe cannot later drop the unit without academic and financial liability. See details in the Assessment Policy and Procedure (Higher Education Coursework).
Offerings For Term 1 - 2025
Attendance Requirements
All on-campus students are expected to attend scheduled classes - in some units, these classes are identified as a mandatory (pass/fail) component and attendance is compulsory. International students, on a student visa, must maintain a full time study load and meet both attendance and academic progress requirements in each study period (satisfactory attendance for International students is defined as maintaining at least an 80% attendance record).
Recommended Student Time Commitment
Each 6-credit Postgraduate unit at CQUniversity requires an overall time commitment of an average of 12.5 hours of study per week, making a total of 150 hours for the unit.
Class Timetable
Assessment Overview
Assessment Grading
This is a graded unit: your overall grade will be calculated from the marks or grades for each assessment task, based on the relative weightings shown in the table above. You must obtain an overall mark for the unit of at least 50%, or an overall grade of 'pass' in order to pass the unit. If any 'pass/fail' tasks are shown in the table above they must also be completed successfully ('pass' grade). You must also meet any minimum mark requirements specified for a particular assessment task, as detailed in the 'assessment task' section (note that in some instances, the minimum mark for a task may be greater than 50%). Consult the University's Grades and Results Policy for more details of interim results and final grades.
All University policies are available on the CQUniversity Policy site.
You may wish to view these policies:
- Grades and Results Policy
- Assessment Policy and Procedure (Higher Education Coursework)
- Review of Grade Procedure
- Student Academic Integrity Policy and Procedure
- Monitoring Academic Progress (MAP) Policy and Procedure - Domestic Students
- Monitoring Academic Progress (MAP) Policy and Procedure - International Students
- Student Refund and Credit Balance Policy and Procedure
- Student Feedback - Compliments and Complaints Policy and Procedure
- Information and Communications Technology Acceptable Use Policy and Procedure
This list is not an exhaustive list of all University policies. The full list of University policies are available on the CQUniversity Policy site.
- Synthesise knowledge of child development, learning theory, contemporary research and a commitment to inclusive practice to recommend how and why play pedagogies align with children’s stages of development and characteristics as learners
- Communicate a deep understanding of the role of the teacher/educator, including their role in creating supportive environments and supporting children's play in play spaces
- Synthesise knowledge of the key principles of play and theoretical concepts included in the principles of play (agency, child rights, identity, culture, participation, sociality) to explicate the affordances provided within play spaces
- Identify personal assumptions about play and articulate how these assumptions may influence pedagogical practice and curriculum decision making
- Engage with critically reflective practice to support analysis of the contemporary context
- Analyse and represent contemporary considerations/challenges when enacting play pedagogies and propose ways to address such challenges/considerations.
This unit contributes to meeting the curriculum content requirements outlined by the Australian Children's Education & Care Quality Authority (ACECQA).
Alignment of Assessment Tasks to Learning Outcomes
| Assessment Tasks | Learning Outcomes | |||||
|---|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | 6 | |
| 1 - Portfolio - 50% | ||||||
| 2 - Creative work - 50% | ||||||
Alignment of Graduate Attributes to Learning Outcomes
| Graduate Attributes | Learning Outcomes | |||||
|---|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | 6 | |
| 1 - Knowledge | ||||||
| 2 - Communication | ||||||
| 3 - Cognitive, technical and creative skills | ||||||
| 4 - Research | ||||||
| 5 - Self-management | ||||||
| 6 - Ethical and Professional Responsibility | ||||||
| 7 - Leadership | ||||||
| 8 - Aboriginal and Torres Strait Islander Cultures | ||||||
Textbooks
Programming and Planning in Early Childhood Settings
Edition: 9th (2024)
Authors: Arthur, L., Beecher, B., Death, E., Dockett, S. & Farmer, S
Cengage
ISBN: 9780170472883
IT Resources
- CQUniversity Student Email
- Internet
- Unit Website (Moodle)
All submissions for this unit must use the referencing style: American Psychological Association 7th Edition (APA 7th edition)
For further information, see the Assessment Tasks.
g.busch@cqu.edu.au
y.carrizo@cqu.edu.au
Module/Topic
What is play?
Chapter
Arthur, L., Beecher, B., Death, E., Dockett, S. & Farmer, S. (2025). Programming and planning in early childhood settings (9th ed.). Cengage. (this text will be used during the unit)
Events and Submissions/Topic
Module/Topic
The importance of play
Chapter
Arthur, L., Beecher, B., Death, E., Dockett, S. & Farmer, S. (2025). Programming and planning in early childhood settings (9th ed.). Cengage.
Events and Submissions/Topic
Module/Topic
The role of play in learning, development and wellbeing
Chapter
Arthur, L., Beecher, B., Death, E., Dockett, S. & Farmer, S. (2025). Programming and planning in early childhood settings (9th ed.). Cengage.
Events and Submissions/Topic
Module/Topic
Resources for play
Chapter
Arthur, L., Beecher, B., Death, E., Dockett, S. & Farmer, S. (2025). Programming and planning in early childhood settings (9th ed.). Cengage.
Events and Submissions/Topic
Module/Topic
Outdoor play, nature play, risky play
Chapter
Arthur, L., Beecher, B., Death, E., Dockett, S. & Farmer, S. (2025). Programming and planning in early childhood settings (9th ed.). Cengage.
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
Module/Topic
The educators's role: Intentionality
Chapter
Arthur, L., Beecher, B., Death, E., Dockett, S. & Farmer, S. (2025). Programming and planning in early childhood settings (9th ed.). Cengage.
Events and Submissions/Topic
Module/Topic
Planning learning environments
Chapter
Arthur, L., Beecher, B., Death, E., Dockett, S. & Farmer, S. (2025). Programming and planning in early childhood settings (9th ed.). Cengage.
Events and Submissions/Topic
Module/Topic
The educators's role: Play Pedagogies
Chapter
Arthur, L., Beecher, B., Death, E., Dockett, S. & Farmer, S. (2025). Programming and planning in early childhood settings (9th ed.). Cengage.
Events and Submissions/Topic
Module/Topic
The educators's role: Pedagogies to support social and emotional learning
Chapter
Arthur, L., Beecher, B., Death, E., Dockett, S. & Farmer, S. (2025). Programming and planning in early childhood settings (9th ed.). Cengage.
Events and Submissions/Topic
Module/Topic
The educator's role: Documenting play-based learning and placement
Chapter
Arthur, L., Beecher, B., Death, E., Dockett, S. & Farmer, S. (2025). Programming and planning in early childhood settings (9th ed.). Cengage.
Events and Submissions/Topic
Module/Topic
Placement
Chapter
Events and Submissions/Topic
Module/Topic
Placement
Chapter
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
1 Portfolio
In this task, you are required to use the research methodology of visual ethnography. This requires you to study two learning environments (play spaces), one in a public space and one in an early learning service. The focus for your research is to analyse the space/s to identify the affordances provided within the spaces. You will pay particular attention to how the spaces demonstrate the principles of the Early Childhood Australia Statement on Play (Early Childhood Australia, 2023). The Early Childhood Australia Statement “draws on robust evidence from diverse disciplines on the essential nature of play and its impact on every child’s wellbeing, learning and development” (Early Childhood Australia, 2023, p.2).
Steps:
Documentation will be collected (for example: photos/images; drawings and sketches; journal entries; film clips; collections of materials or objects or artifacts or signs/symbols at sites; mapping of pathways in spaces) during your visits to the space. You are not to take photos of children.
The documentation will be analysed to identify how the design of the space/s reflect the principles of ECA Statement on Play (Early Childhood Australia, 2023).
For example, you might consider:
· How the space recognises children’s agency
· How the space enables open ended play and supports participation,
· How the space supports motor development
· How the space affords children opportunities for imaginative play, physical play, play with peers as well as opportunities to play alone
· How the space supports children to enjoy friendships and develop social–emotional skills
As well, you are asked to pay particular attention to Principle Six, which focuses on the role of adults.
In beginning to think about the space, you are first asked to consider what drew you to the space. Perhaps the space was aesthetically pleasing, or you could see opportunities for children to enact their agency, to problem solve or to be curious or to be in nature.
The assignment will be presented as a photo essay, a collage of multiple data, poster display, or a mix of images and narrative text.
This visual display will be accompanied by a 2000 word statement (depending on the nature of the final work) that outlines your analysis of the space/s to identify the affordances provided within the spaces with particular attention given to how the spaces demonstrate the principles of the ECA Statement on Play.
Children must not be photographed in this task.
Word count: the visual display will be accompanied by a 2000 word statement
An elaboration of the assessment task will be available on the Moodle site.
Use of Generative Artificial Intelligence agents (Gen AI)
Within this assessment, the use of Gen AI agents is as follows:
• Gen AI content can be used to generate ideas and general structures, however, it must be acknowledged in your task.
Please refer to the Moodle Assessment tile for specific details.
Vacation Week Friday (18 Apr 2025) 10:45 pm AEST
Vacation Week Friday (18 Apr 2025)
The assignment will be returned in 3 weeks
- Synthesise knowledge of child development, learning theory, contemporary research and a commitment to inclusive practice to recommend how and why play pedagogies align with children’s stages of development and characteristics as learners
- Communicate a deep understanding of the role of the teacher/educator, including their role in creating supportive environments and supporting children's play in play spaces
- Synthesise knowledge of the key principles of play and theoretical concepts included in the principles of play (agency, child rights, identity, culture, participation, sociality) to explicate the affordances provided within play spaces
- Application of academic conventions and professional literacy competence.
- Synthesise knowledge of child development, learning theory, contemporary research and a commitment to inclusive practice to recommend how and why play pedagogies align with children’s stages of development and characteristics as learners
- Communicate a deep understanding of the role of the teacher/educator, including their role in creating supportive environments and supporting children's play in play spaces
- Synthesise knowledge of the key principles of play and theoretical concepts included in the principles of play (agency, child rights, identity, culture, participation, sociality) to explicate the affordances provided within play spaces
2 Creative work
Play is recognised as a context for learning with the child’s right to play and the benefits of play enshrined in national (EYLF, NQS) (AGDE 2022, & Australian Children’s Education and Care Quality Authority, 2024) and international policy texts. While play is universally valued, implementing play based pedagogical practices can present challenges/considerations for educators.
This task requires that you:
Identify the challenges/considerations that educators may encounter as they work with young children to enact play based learning. This task requires you to engage in critical reflection about the issues (ADGE, 2022, p. 18).
Drawing inspiration from Loris Malaguzzi and the Hundred Languages of Children that recognises children have multiple ways of “expressing, understanding, of encountering otherness through a way of thinking that weaves together and does not separate the various dimensions of experience” (https://www.reggiochildren.it/en/reggio-emilia-approach/valori-en/), you are asked to prepare a creative representation of your analysis of the challenges/considerations that educators may encounter as they implement play based pedagogies as described in the Early Years Learning Framework (AGDE, 2022).
This creative representation or installation will be accompanied by a text that explains the challenges/considerations you have identified and possible ways that the challenges/considerations may be addressed. Your text must be supported by relevant literature. (2000 words)
In beginning to think about this task, you will need to identify the assumptions that you hold in relation to play and to how young children learn and consider how these assumptions may present challenges/considerations for you in your work with young children.
Word count for this task is 2000 words.
An elaboration of the assessment task will be available on the Moodle site.
Use of Generative Artificial Intelligence agents (Gen AI)
Within this assessment, the use of Gen AI agents is as follows:
• Gen AI content can be used to generate ideas and general structures, however, it must be acknowledged in your task.
Please refer to the Moodle Assessment tile for specific details.
Week 10 Monday (19 May 2025) 11:45 pm AEST
Week 10 Monday (19 May 2025)
This task will be returned in 3 weeks
- Identify personal assumptions about play and articulate how these assumptions may influence pedagogical practice and curriculum decision making
- Engage with critically reflective practice to support your analysis of the contemporary context
- Analyse and represent contemporary considerations/challenges when enacting play pedagogies and propose ways to address such challenges/considerations
- Application of academic conventions and professional literacy competence.
- Identify personal assumptions about play and articulate how these assumptions may influence pedagogical practice and curriculum decision making
- Engage with critically reflective practice to support analysis of the contemporary context
- Analyse and represent contemporary considerations/challenges when enacting play pedagogies and propose ways to address such challenges/considerations.
As a CQUniversity student you are expected to act honestly in all aspects of your academic work.
Any assessable work undertaken or submitted for review or assessment must be your own work. Assessable work is any type of work you do to meet the assessment requirements in the unit, including draft work submitted for review and feedback and final work to be assessed.
When you use the ideas, words or data of others in your assessment, you must thoroughly and clearly acknowledge the source of this information by using the correct referencing style for your unit. Using others’ work without proper acknowledgement may be considered a form of intellectual dishonesty.
Participating honestly, respectfully, responsibly, and fairly in your university study ensures the CQUniversity qualification you earn will be valued as a true indication of your individual academic achievement and will continue to receive the respect and recognition it deserves.
As a student, you are responsible for reading and following CQUniversity’s policies, including the Student Academic Integrity Policy and Procedure. This policy sets out CQUniversity’s expectations of you to act with integrity, examples of academic integrity breaches to avoid, the processes used to address alleged breaches of academic integrity, and potential penalties.
What is a breach of academic integrity?
A breach of academic integrity includes but is not limited to plagiarism, self-plagiarism, collusion, cheating, contract cheating, and academic misconduct. The Student Academic Integrity Policy and Procedure defines what these terms mean and gives examples.
Why is academic integrity important?
A breach of academic integrity may result in one or more penalties, including suspension or even expulsion from the University. It can also have negative implications for student visas and future enrolment at CQUniversity or elsewhere. Students who engage in contract cheating also risk being blackmailed by contract cheating services.
Where can I get assistance?
For academic advice and guidance, the Academic Learning Centre (ALC) can support you in becoming confident in completing assessments with integrity and of high standard.
What can you do to act with integrity?
