Students
ECHE210 – Play-based Curriculum: Literacy and Numeracy
2016 – S1 External
General Information
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| Unit convenor and teaching staff |
Unit convenor and teaching staff
Course Convenor
Rosalind Walsh
Contact via 9850 9437
X5B 370
Lecturer
Marina Papic
Belinda Davis
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|---|---|
| Credit points |
Credit points
3
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| Prerequisites |
Prerequisites
24cp
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| Corequisites |
Corequisites
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| Co-badged status |
Co-badged status
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| Unit description |
Unit description
This unit examines the role of play in supporting young children’s literacy and numeracy development from birth to their transition into school. The unit builds students’ capacity to recognise, evaluate and design environments and experiences that encourage play-based learning and enable children with diverse socio-cultural and linguistic backgrounds and abilities to develop the early literacy and numeracy competencies and dispositions essential for academic and social success at school and beyond.
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Important Academic Dates
Information about important academic dates including deadlines for withdrawing from units are available at https://www.mq.edu.au/study/calendar-of-dates
Learning Outcomes
On successful completion of this unit, you will be able to:
- Understand the major theoretical developments in early literacy and numeracy
- Critically examine the role of play and intentional teaching in the development of young children’s literacy and numeracy skills
- Critically reflect on, evaluate, develop and apply pedagogies of play, modelling, communicating and questioning to facilitate opportunities for early literacy and numeracy learning
- Plan literacy and numeracy learning experiences that consider children’s prior knowledge, interests and experiences
- Demonstrate a fundamental understanding of the links between literacy and numeracy development, pedagogy and evaluation in the early years
- Promote access to rich opportunities for developing early literacy and numeracy skills for children from diverse backgrounds across different early childhood education and care, family and community settings
Assessment Tasks
| Name | Weighting | Due |
|---|---|---|
| Assessment 1 | 30% | On-going |
| Assessment 2 | 40% | After on campus |
| Assessment 3 | 30% | Week 13 |
Assessment 1
Due: On-going
Weighting: 30%
Students post their responses to a question/provocation related to the weekly readings and lecture (150 words) and respond to other students’ postings.
On successful completion you will be able to:
- Understand the major theoretical developments in early literacy and numeracy
- Critically examine the role of play and intentional teaching in the development of young children’s literacy and numeracy skills
- Critically reflect on, evaluate, develop and apply pedagogies of play, modelling, communicating and questioning to facilitate opportunities for early literacy and numeracy learning
- Promote access to rich opportunities for developing early literacy and numeracy skills for children from diverse backgrounds across different early childhood education and care, family and community settings
Assessment 2
Due: After on campus
Weighting: 40%
Students plan and create three learning environments that support children’s early literacy explorations and development. Each environment will be created for different age groups: 12-24 months; 2-3 year olds; and 3-5 year olds. The planning of these environments must be devised around a theme or topic.
For each environment students will provide a rationale for their selection of resources and layout of the environment. Students will provide an overview of the language and literacy skills to be explored, the relevance of the experiences for children's development within the context of the Early Years Learning Framework (EYLF) and the role of the educator in these situations. Students should refer to relevant research literature when outlining their rationale.
On successful completion you will be able to:
- Understand the major theoretical developments in early literacy and numeracy
- Critically examine the role of play and intentional teaching in the development of young children’s literacy and numeracy skills
- Critically reflect on, evaluate, develop and apply pedagogies of play, modelling, communicating and questioning to facilitate opportunities for early literacy and numeracy learning
- Plan literacy and numeracy learning experiences that consider children’s prior knowledge, interests and experiences
- Promote access to rich opportunities for developing early literacy and numeracy skills for children from diverse backgrounds across different early childhood education and care, family and community settings
Assessment 3
Due: Week 13
Weighting: 30%
Students design a series of 3 play-based learning experiences that integrate literacy and numeracy and incorporate different types of play for 3 out of 4 different scenarios provided to them. Each scenario focuses on a different age group (birth-12 months; 12-24 months; 2-3 years; 3-5 years) and socio-cultural and –economic early childcare and education setting.
Students will relate each experience to specific literacy and numeracy outcomes in the EYLF and provide a clear, research-based rationale for the selected literacy and numeracy focus of each experience.
On successful completion you will be able to:
- Understand the major theoretical developments in early literacy and numeracy
- Critically examine the role of play and intentional teaching in the development of young children’s literacy and numeracy skills
- Critically reflect on, evaluate, develop and apply pedagogies of play, modelling, communicating and questioning to facilitate opportunities for early literacy and numeracy learning
- Plan literacy and numeracy learning experiences that consider children’s prior knowledge, interests and experiences
- Demonstrate a fundamental understanding of the links between literacy and numeracy development, pedagogy and evaluation in the early years
- Promote access to rich opportunities for developing early literacy and numeracy skills for children from diverse backgrounds across different early childhood education and care, family and community settings
Delivery and Resources
Delivery
Lecture: 10-11am Thursday in W6B 336
On campus day: Monday 11th April 9am-5pm
Resources
There is no required textbook for this unit. Weekly readings will be posted on iLearn.
Unit Schedule
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Week |
Lecture Date |
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Lecture Topic |
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Week 1 |
Thu 3rd March |
Orientation
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Literacy and Numeracy in the Early Years: An Early Childhood Perspective |
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Week 2 |
Thu 10th March |
Literacy Module |
Theories of language and literacy development in early childhood |
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Week 3 |
Thu 17th March |
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Language & Literacy development in the early years |
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Week 4 |
Thu 24th March |
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Pedagogies for supporting early literacy development |
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Week 5 |
Thu 31st March |
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Play and Literacy |
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Week 6 |
Thu 7th April |
Numeracy Module |
Theories of learning and development in early numeracy |
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Weeks 7, 8, 9 |
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Students of ECH222 on Practicum Experience |
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Week 10 |
Thu 19th May |
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Numeracy not mathematics! |
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Week 11 |
Thu 26th May |
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The role of play and the place of intentional teaching |
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Week 12 |
Thu 2nd June |
Numeracy & Literacy Connections Module |
Play-based approaches to literacy and numeracy across the curriculum |
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Week 13 |
Thu 9th June |
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Differentiating curriculum |
Please note there are no lectures or tutorials in Weeks 7, 8 and 9 as most students will be on practicum.
Policies and Procedures
Macquarie University policies and procedures are accessible from Policy Central. Students should be aware of the following policies in particular with regard to Learning and Teaching:
Academic Honesty Policy http://mq.edu.au/policy/docs/academic_honesty/policy.html
New Assessment Policy in effect from Session 2 2016 http://mq.edu.au/policy/docs/assessment/policy_2016.html. For more information visit http://students.mq.edu.au/events/2016/07/19/new_assessment_policy_in_place_from_session_2/
Assessment Policy prior to Session 2 2016 http://mq.edu.au/policy/docs/assessment/policy.html
Grading Policy prior to Session 2 2016 http://mq.edu.au/policy/docs/grading/policy.html
Grade Appeal Policy http://mq.edu.au/policy/docs/gradeappeal/policy.html
Complaint Management Procedure for Students and Members of the Public http://www.mq.edu.au/policy/docs/complaint_management/procedure.html
Disruption to Studies Policy http://www.mq.edu.au/policy/docs/disruption_studies/policy.html The Disruption to Studies Policy is effective from March 3 2014 and replaces the Special Consideration Policy.
In addition, a number of other policies can be found in the Learning and Teaching Category of Policy Central.
Student Code of Conduct
Macquarie University students have a responsibility to be familiar with the Student Code of Conduct: https://students.mq.edu.au/support/student_conduct/
Results
Results shown in iLearn, or released directly by your Unit Convenor, are not confirmed as they are subject to final approval by the University. Once approved, final results will be sent to your student email address and will be made available in eStudent. For more information visit ask.mq.edu.au.
Student Support
Macquarie University provides a range of support services for students. For details, visit http://students.mq.edu.au/support/
Learning Skills
Learning Skills (mq.edu.au/learningskills) provides academic writing resources and study strategies to improve your marks and take control of your study.
Student Services and Support
Students with a disability are encouraged to contact the Disability Service who can provide appropriate help with any issues that arise during their studies.
Student Enquiries
For all student enquiries, visit Student Connect at ask.mq.edu.au
IT Help
For help with University computer systems and technology, visit http://www.mq.edu.au/about_us/offices_and_units/information_technology/help/.
When using the University's IT, you must adhere to the Acceptable Use of IT Resources Policy. The policy applies to all who connect to the MQ network including students.
Graduate Capabilities
Creative and Innovative
Our graduates will also be capable of creative thinking and of creating knowledge. They will be imaginative and open to experience and capable of innovation at work and in the community. We want them to be engaged in applying their critical, creative thinking.
This graduate capability is supported by:
Assessment task
- Assessment 3
Discipline Specific Knowledge and Skills
Our graduates will take with them the intellectual development, depth and breadth of knowledge, scholarly understanding, and specific subject content in their chosen fields to make them competent and confident in their subject or profession. They will be able to demonstrate, where relevant, professional technical competence and meet professional standards. They will be able to articulate the structure of knowledge of their discipline, be able to adapt discipline-specific knowledge to novel situations, and be able to contribute from their discipline to inter-disciplinary solutions to problems.
This graduate capability is supported by:
Learning outcomes
- Understand the major theoretical developments in early literacy and numeracy
- Critically examine the role of play and intentional teaching in the development of young children’s literacy and numeracy skills
- Critically reflect on, evaluate, develop and apply pedagogies of play, modelling, communicating and questioning to facilitate opportunities for early literacy and numeracy learning
- Demonstrate a fundamental understanding of the links between literacy and numeracy development, pedagogy and evaluation in the early years
Assessment tasks
- Assessment 1
- Assessment 2
- Assessment 3
Critical, Analytical and Integrative Thinking
We want our graduates to be capable of reasoning, questioning and analysing, and to integrate and synthesise learning and knowledge from a range of sources and environments; to be able to critique constraints, assumptions and limitations; to be able to think independently and systemically in relation to scholarly activity, in the workplace, and in the world. We want them to have a level of scientific and information technology literacy.
This graduate capability is supported by:
Learning outcomes
- Understand the major theoretical developments in early literacy and numeracy
- Critically examine the role of play and intentional teaching in the development of young children’s literacy and numeracy skills
- Critically reflect on, evaluate, develop and apply pedagogies of play, modelling, communicating and questioning to facilitate opportunities for early literacy and numeracy learning
- Plan literacy and numeracy learning experiences that consider children’s prior knowledge, interests and experiences
- Demonstrate a fundamental understanding of the links between literacy and numeracy development, pedagogy and evaluation in the early years
- Promote access to rich opportunities for developing early literacy and numeracy skills for children from diverse backgrounds across different early childhood education and care, family and community settings
Assessment tasks
- Assessment 1
- Assessment 2
- Assessment 3
Problem Solving and Research Capability
Our graduates should be capable of researching; of analysing, and interpreting and assessing data and information in various forms; of drawing connections across fields of knowledge; and they should be able to relate their knowledge to complex situations at work or in the world, in order to diagnose and solve problems. We want them to have the confidence to take the initiative in doing so, within an awareness of their own limitations.
This graduate capability is supported by:
Learning outcomes
- Critically examine the role of play and intentional teaching in the development of young children’s literacy and numeracy skills
- Critically reflect on, evaluate, develop and apply pedagogies of play, modelling, communicating and questioning to facilitate opportunities for early literacy and numeracy learning
- Plan literacy and numeracy learning experiences that consider children’s prior knowledge, interests and experiences
- Demonstrate a fundamental understanding of the links between literacy and numeracy development, pedagogy and evaluation in the early years
- Promote access to rich opportunities for developing early literacy and numeracy skills for children from diverse backgrounds across different early childhood education and care, family and community settings
Assessment tasks
- Assessment 2
- Assessment 3
Effective Communication
We want to develop in our students the ability to communicate and convey their views in forms effective with different audiences. We want our graduates to take with them the capability to read, listen, question, gather and evaluate information resources in a variety of formats, assess, write clearly, speak effectively, and to use visual communication and communication technologies as appropriate.
This graduate capability is supported by:
Learning outcomes
- Critically reflect on, evaluate, develop and apply pedagogies of play, modelling, communicating and questioning to facilitate opportunities for early literacy and numeracy learning
- Plan literacy and numeracy learning experiences that consider children’s prior knowledge, interests and experiences
- Demonstrate a fundamental understanding of the links between literacy and numeracy development, pedagogy and evaluation in the early years
- Promote access to rich opportunities for developing early literacy and numeracy skills for children from diverse backgrounds across different early childhood education and care, family and community settings
Assessment tasks
- Assessment 1
- Assessment 2
- Assessment 3
Engaged and Ethical Local and Global citizens
As local citizens our graduates will be aware of indigenous perspectives and of the nation's historical context. They will be engaged with the challenges of contemporary society and with knowledge and ideas. We want our graduates to have respect for diversity, to be open-minded, sensitive to others and inclusive, and to be open to other cultures and perspectives: they should have a level of cultural literacy. Our graduates should be aware of disadvantage and social justice, and be willing to participate to help create a wiser and better society.
This graduate capability is supported by:
Learning outcome
- Promote access to rich opportunities for developing early literacy and numeracy skills for children from diverse backgrounds across different early childhood education and care, family and community settings