Assignment Instructions

A full set of instructions for each assignment can be found in the Assignment guide, which will be available on the ECH113 iLearn site, under "Study Resources and Assignment Links" 

Presentation and submission guidelines

When preparing your assignments, it is essential that you note that:

• Students must retain a copy of all assignments before submission (with a save date before the due date & time - do not overwrite this copy until you have received a grade), and retain the copy until your final grade for the unit has been received;
• Assignments will lose 5% of total marks for every 24-hour increment late (i.e., from 1 min to 23 hrs 59 mins late; refer to the ‘late assignments’ section below for more details);
• Unless there are exceptional circumstances, no assignment will be accepted after the date that the assignment has been returned to other students.  
• In the case of computer malfunctions, a draft of your assignment may be requested. You are therefore required to back up your drafts regularly on an external storage device (e.g., flash drive or iCloud), so that it is available for re-submission on request.   
• All failing assignments will be checked by a second marker when the failure is due to unsatisfactory content.  Failures that are the result of deductions for lateness will not be double-marked;
• Assignments will be marked by a random marker from the unit, and by a different marker each assignment, in order to ensure the greatest objectivity. Submission requirements

All assignments are submitted electronically via Turnitin on the iLearn site. The direct link to Turnitin for each assignment is provided on the relevant module section of the ECH113 iLearn site (do not use the Turnitin website directly).

Assignments are due before midnight on the specified date.

IT IS YOUR RESPONSIBILITY TO CHECK THAT YOUR SUBMISSION HAS BEEN SUCCESSFUL AND TAKE ANY MEASURES TO ENSURE THAT YOUR ASSIGNMENT HAS BEEN SUBMITTED TO THE TURNITIN SITE BY THE DUE TIME AND DATE. YOU MUST ENSURE THAT YOU ALLOW SUFFICIENT TIME FOR YOUR ONLINE SUBMISSION TO BE PROCESSED, AS LATE SUBMISSIONS DUE TO LAST MINUTE TECHNICAL DIFFICULTIES WILL INCUR LATENESS PENALTIES. We cannot offer concessions based on a computer error; it is your responsibility to check the assignment has been lodged correctly. 

Final Submissions

• Students are responsible for checking that their submission has been successful and has been submitted by the due date and time.
• Do not contact staff asking them to check your submission.
• Late submissions due to last minute technical difficulties may incur a lateness penalty.
• Your assignment will be marked based on what is received – any omissions will not be accepted after your submission. Please check very carefully.

For each assignment, the online instructions page will ask you to acknowledge that you have complied with the academic honesty declarations as required by Macquarie University and the Faculty of Human Sciences. By submitting your assignment electronically, you are declaring that you have read and agreed to the statements on this declaration.

All written submissions are to be legible and professionally presented. Please follow the guidelines below:

• Please type all assignments using 12 point font and 1.5 or double-space the lines.
• Allow a right and left-hand margin of at least 2cm in all assignments. This provides space for electronic comments.
• Use APA 6th Edition referencing style to acknowledge your sources and support your ideas with in-text referencing (use Perrin, 2015 to ensure correctness). Attention to all APA formatting conventions is important.
• Include a full reference list of all works that are cited within your assignment (this does not include works that you have not read or cited within something you have read; only list those works you have read and referred to).

• It is the onus of the student to ensure that all assessments are successfully submitted through Turnitin.

• Faculty assignment cover sheets are NOT required.

Draft Submissions & Turnitin Originality Reports

• Students may use Turnitin’s Originality Report as a learning tool to improve their academic writing if this option is made available in the unit.

• Students are strongly encouraged to upload a draft copy of each assessment to Turnitin at least one week prior to the due date to obtain an Originality Report.

• The Originality Report provides students with a similarity index that may indicate if plagiarism has occurred. Students will be able to make amendments to their drafts prior to their final submission on the due date.

• Generally, one Originality Report is generated every 24 hours up to the due date.

When preparing your assignments, it is essential that:

• Students regularly save a copy of all assignments before submission,

• Unless there are exceptional circumstances, no assessment will be accepted after the date that the assessment has been returned to other students.

• If an assessment is considered to be below passing standard, another staff member on the unit will provide a second opinion. Failed assessments can not be re-submitted as they are all double-marked as a part of the moderation process.

Final Submissions

• Students are responsible for checking that their submission has been successful and has been submitted by the due date and time.

Understanding the Assessment process for this unit

For details on how assignments in this unit are assessed, including information on expected performance in the academic literacy and knowledge content outcomes, please refer to the Assignment Guide attached to the iLearn site, under "Study Resources and Assignment Links" .

Applications for extensions must be made via AskMQ at https://ask.mq.edu.au as a Special Consideration request before the submission date. Students who experience a disruption to their studies through ill-health or misadventure are able to apply for this request. Extensions can only be granted if they meet the Special Considerations policy and are submitted via https://ask.mq.edu.au/. This will ensure consistency in the consideration of such requests is maintained.

In general, there should be no need for extensions except through illness or misadventure that would be categorised as unavoidable disruption according to the University definition of same, see:

https://students.mq.edu.au/study/my-study-program/special-consideration

Late submissions without extension will receive a penalty of 5% reduction of the total possible mark for each day late (including weekends and public holidays). You are reminded that submitting even just 1 day late could be the difference between passing and failing a unit. Late penalties are applied by unit convenors or their delegates after tasks are assessed.

No assessable work will be accepted after the return/release of marked work on the same topic. If a student is still permitted to submit on the basis of unavoidable disruption, an alternative topic may be set.

Students should keep an electronic file of all assessments. Claims regarding "lost" assessments cannot be made if the file cannot be produced. It is also advisable to keep an electronic file of all drafts and the final submission on a USB untouched/unopened after submission. This can be used to demonstrate easily that the assessment has not been amended after the submission date.

Special Considerations

The Special Consideration provision is to support students who have been impacted by circumstances that are unexpected, unavoidable, significantly disruptive and beyond the student’s control, and which may affect their performance in assessment.

The University classifies a circumstance as serious and unavoidable if it:

• could not have reasonably been anticipated, avoided or guarded against by the student; and
• was beyond the student's control; and
• caused substantial disruption to the student's capacity for effective study and/or completion of required work; and
• occurred during an event critical study period and was at least three (3) consecutive days duration, and/or
• prevented completion of an assessment task scheduled for a specific date (e.g. final examination, in class test/quiz, in class presentation).

The following link takes you to the Special Considerations policy, which makes clear the ways in which you can apply for special consideration in times of difficulty.

https://staff.mq.edu.au/work/strategy-planning-and-governance/university-policies-and-procedures/policies/special-consideration

The Special Consideration Policy is effective from December 4th 2017 and replaces the Disruption to Studies Policy.

Organising your time

Macquarie University semesters are spread over 15 weeks, which includes a 2-week non-teaching time between weeks 6 and 7. For a 3 credit-point unit, such as ECH 113, you are expected to allocate approximately 9 hours of study per week.

In the case of ECH113, this study amount would equate to approximately 135 hours over the 15 week period.  As a rough guide, this time would be broken down to:

The above guide is an estimation only, and you can expect to vary in the amount of time that you spend per week on this unit. Also, some weeks will also be more intensive than others. You will notice the time allocated for assignment preparation. This time will allow you to read and work on your assignments progressively, rather than leaving everything to the last minute. To be successful in this unit, you should keep this time commitment in mind and organise your study program accordingly.

Required text and readings

There is one required text which is available from the Co-op Bookshop on campus.

Degotardi, S. (2013). ECH113 Play and Inquiry in Early Childhood: Unit Readings (3rd Edition). Sydney, Australia: Pearson. [Please note that there are significant changes in this edition from previous editions, so it will be important to obtain the 3rd edition (i.e. the one linked to here)].

It is also required that students have access to a copy of a style guide in order to reference correctly for assignments:

Perrin, R. (2015). Pocket guide to APA style (5th ed). Boston, MA: Cengage Learning. [Note that this is the 5^th edition of a book that provides information on how to correctly reference in APA 6^th style, a requirement of ECH113.]

Other required and additional readings

You will need to access supplementary readings for your tutorial and assignment preparation:

The Required Readings are ones that you require for your tutorial preparation and assignment 1. These are found in an appropriately labeled folder in the Study Resources and Assignment Links section of the ECH113 iLearn website.

Additional resources are not required for tutorial preparation, but can be used for assignments help you to develop a deeper understanding of the topic. These are listed as either stimulus readings or E-reserve readings. Stimulus readings are available in an appropriately labelled folder in the Study Resources and Assignment Links section of the ECH113 iLearn website. E-reserve readings can be found via the Macquarie University library website. E-reserve readings are usually book chapters that have been converted to a pdf file for you to print or download onto your computer. These chapters plus other useful books can be found by typing ‘ECH113’ to the Multisearch function on the library homepage and then using the chapter title or author name to locate them. Please familiarise yourself with this facility as it contains some essential readings. 

Unit website

There is a website for this unit. Access to this unit is available online through iLearn, at  ilearn.mq.edu.au.   You will need to login using your Macquarie ID. This site is an essential unit resource. You are required tocheck this website at least twice per week for any announcements. In addition, it has the following features and functions:

Links to required readings and assignment resources

Assignment submission links: For you to submit your assignment work (DO NOT submit via the Turnitin website, use the link provided on iLearn)

Discussion forums: For you to ask any questions that pertain to more than one person. You are expected to answer other students' queries using this function as it consolidates your own learning and puts you in contact with other students.

Dialogue: for questions relating to yourself only. Note that questions of a general nature will be ignored. Only questions not already answered in the Unit Guide or on Discussion forums will be answered, during business hours, within 48 hours. Students need to be aware of this as assignments are generally submitted on weekends.

Please note:

• This discussion board is a great place to respond to other students' ideas and queries and discuss approaches to the unit content. It is expected that questions posted here will be answered by other students, not staff.
• The dialogue function on the website is not a substitute for reading the unit outline and associated expectations, guidelines or information. It is not a personal ‘help-line’, but is there to support your engagement in the unit and communication with  teaching staff. Unit staff will respond to appropriate dialogue messages in a timely manner. Please be aware that we have multiple teaching and researching commitments, so may take a couple of days to respond. It is unrealistic to expect us to respond after work hours or during weekends.

• Finally, please follow accepted modes of communication that are appropriate for an academic website.  E.g., Please use standard English in your posts and emails (don’t ‘SMS/text type’ –We’re way too old for that!), and please consider the tone of any email or posting – respectful communications are expected, and disrespectful ones will be deleted or returned to sender. 

TUTORIAL CONTENT AND PREPARATION

It is expected that you will have read the specified required readings for the lecture before you come to lectures. Lectures are made assuming knowledge acquired from the readings. Readings will also be discussed and tested during the associated tutorial that week.

You will need to bring to all tutorials:

            (a) your lecture notes,     (b) the textbook,     (c) hard copies of that week's required readings, and       (d) your notes about the readings.

Tutorial preparation and stimulus readings

MODULE 1: UNDERSTANDING PLAY AND INQUIRY

Week 1: Monday 26^th Feb.     Lecture: “Perspectives on play” [No tutorials this week]

Two required readings:

1. Resource reading: Barblett, L. (2010). Why play-based learning. Every Child, 16(3), 4-5. Retrieved from http://search.informit.org/documentSummary;dn=960046192255856;res=IELHSS

2. Unit Text Readings: Jarvis, P., Brock, A., & Brown, F. (2013). Three perspectives on play. In S. Degotardi (Ed.), ECH113 Play and inquiry in early childhood: Unit readings (pp. 1-31). Sydney, Australia: Pearson Education Limited.

Two stimulus readings:

1. Stimulus article: Patte, M. M., & Brown, F. (2011). Playwork: a profession challenging societal factors devaluing children’s play. Journal of Student Wellbeing, 5(1), 58–70. Retrieved from http://www.ojs.unisa.edu.au/index.php/JSW

2. Stimulus article: Howe, S. (2016). What play means to us: Exploring children’s perspectives on play in an English Year 1 classroom. European Early Childhood Education Research Journal, 24(5), 748-759. doi:10.1080/1350293X.2016.1213567

Week 2: Monday 5^th March.   Lecture: “Inquiry-based learning”

Three required readings:

1. From textbook: Follari, L. M. (2013). The project approach: Active inquiry in early childhood. In S. Degotardi (Ed.), ECH113 Play and inquiry in early childhood: Unit readings (pp. 32-55). Sydney, Australia: Pearson Education Limited.

2. From textbook: Doherty, J., Brock, A., Brock, J. & Jarvis, P. (2013). Born to play: Babies and toddlers playing. In S. Degotardi (Ed.), ECH113 Play and inquiry in early childhood: Unit readings (pp. 56-81). Sydney, Australia: Pearson Education Limited.

3. Resource reading: Connor J. (2009). Developing an inquiring mind. Every Child, 15(4), 26‐27.

Three stimulus readings:

1. From textbook: Dodds, S. (2013). ‘We want to play’: Primary children at play in the classroom. In S. Degotardi (Ed.), ECH113 Play and inquiry in early childhood: Unit readings (pp. 82-107). Sydney, Australia: Pearson Education Limited. (Read only pp.89-91; i.e. from ‘Opportunities for play’ to ‘Play to develop communication skills’)

2. Stimulus article: Touhill, L. (2012). Inquiry-based learning. National Quality Standard Professional Learning Program e-Newsletter, 45, 1-4. Retrieved from http://www.earlychildhoodaustralia.org.au/

3. Stimulus article: Youngguist, J., Pataray‐Ching, J. (2004). Revisiting "play": Analyzing and articulating acts of inquiry. Early Childhood Education Journal, 31(3), 171‐178.

Week 3: Monday 13^th March.             Lecture: “Games versus play”

Two Required readings:

1. From textbook: Dodds, S. (2013). ‘We want to play’: Primary children at play in the classroom. In S. Degotardi (Ed.), ECH113 Play and inquiry in early childhood: Unit readings (pp. 82-107). Sydney, Australia: Pearson Education Limited. (read only pp.82-85; i.e. from ‘Introduction to ‘Play and the developing learner)

2. Resource reading: Fleet, A., Patterson, C., Robertson J. (2012). Conversations: behind early childhood pedagogical documentation. Mt Victoria, Australia: Pademelon Press. (Read only pp. 178-187)

One stimulus reading:

1. E-Reserve chapter (find via Multisearch): Scarlett, W. G., Naudeau, S., Salonius-Pasternak, D., & Ponte, I. (2005). Organized youth sports. In W. G. Scarlett, S. Naudeau, D. Salonius-Pasternak, & I. Ponte (Eds.), Children's play (pp. 137-158). London, England: Sage.

Assignment 1 due 11:59pm Sunday 18^th March

MODULE 2: CONTEXTS OF PLAY AND INQUIRY

Week 4: Monday 19^th March.             Lecture: “Materials and resources for play and inquiry”

Three Required readings:

1. E-reserve reading: Curtis, D. & Carter, M. (2008). Enhance the curriculum with materials. In D. Curtis & M. Carter, Learning together with young children: A curriculum framework for reflective teachers (pp. 55-84). St Paul, MN: Redleaf.

2. Resource reading: Touhill, L. (2011). Landscapes for learning. Rattler, 97, 20-23. Retrieved from http://ccccnsw.org.au

3. Resource reading: Australian Competition & Consumer Commission (2005). Safe toys for kids. Dickson, Australia: Commonwealth of Australia. Retrieved from http://www.cbs.sa.gov.au/assets/files/safetoys.pdf

Stimulus reading:

1. Stimulus article: Curtis, D. & Carter, M. (2014). Provoke wonder, curiosity, and intellectual challenge. In D. Curtis & M. Carter (eds.). Designs for living and learning: Transforming early childhood environments (pp. 149- 176).  St Paul, MN: Redleaf.

2.  Stimulus chapter: Moore, D. (2009). 'Only children can make secret places': Children's secret places in early childhood settings. Every Child, 15(3), 6-7. Retrieved from http://search.informit.com.au/fullText;dn=180874;res=AEIPT

Week 5: Monday 26^th March Lecture: “Playing outside”

Two required readings:

1. From textbook: Perry, J.P. (2013). Outdoor play. In S. Degotardi (Ed.), ECH113 Play and inquiry in early childhood: Unit readings (pp. 133-160). Sydney, Australia: Pearson Education Limited.

2. Resource reading: Young, T., & Elliot, S. (2013b). Rethinking outdoor learning environments: Part B: Provisions. National Quality Standard (NQS) Professional Learning Program (PLP) e-¬‐newsletter, 60, 1‐5. Retrieved from: http://www.earlychildhoodaustralia.org.au/nqsplp/e‐newsletters/newsletters-¬‐56-¬‐60/newsletter-¬‐60/

Three stimulus readings:

1. Stimulus article: Young, T., & Elliot, S. (2013a). Rethinking outdoor learning environments: Part A: Provocations. National Quality Standard (NQS) Professional Learning Program (PLP) e-¬‐newsletter, 59, 1‐4. Retrieved from: http://www.earlychildhoodaustralia.org.au/nqsplp/e‐newsletters/newsletters-¬‐56-¬‐60/newsletter-¬‐59/

2. Stimulus article: Galizio, C. Stoll, J. & Hutchins, P. (2009). “We Need a Way to Get to the Other Side!” Exploring the Possibilities for Learning in Natural Spaces. Young Children, 64(4), 42-48.

3. Stimulus article: Robertson, J. (2011). Who needs a forest? Rattler, 99, 10-13

Week 6: Monday 2^nd April.     Lecture: “Extending and enhancing play and inquiry”

Two required readings:

1. From textbook: Van Hoorn, J., Nourot, P.M., Scales, B., & Alward, K.R. (2013a). Orchestrating play: Interactions with children. In S. Degotardi (Ed.), ECH113 Play and inquiry in early childhood: Unit readings (pp. 162-187). Sydney, Australia: Pearson Education Limited.

2. Resource reading: Cheeseman, S. (2012). Responding to children’s play. National Quality Standard (NQS) Professional Learning Program (PLP) e-¬‐newsletter, 34, 1‐4. Retrieved from: http://www.earlychildhoodaustralia.org.au/nqsplp/

Two stimulus readings:

1. From textbook: Olusoga,Y. (2013). ‘We don’t play like that here’: Social, cultural and gender perspectives on play. In S. Degotardi (Ed.), ECH113 Play and inquiry in early childhood: Unit readings (pp. 108-132). Sydney, Australia: Pearson Education Limited. (read only pp.110-116; ie. From ‘Social theories of learning …’ to ‘Cultural-historical theories of …’)

2. Stimulus reading: Dombro, A. L., Jablon, J R. & Stetson, C. (2011). Powerful interactions. Young Children, 66(1), 12-16. Retrieved from http://www.jstor.org/stable/42730691

Week 7: Monday 9^th April.     Lecture: “Play in diverse contexts”

NOTE (internal students): practical preparation for Assignment 2 will be completed in this week's tutorial. External students will complete practical preparation during On-Campus Day 1

Two required readings:

1. From textbook: Olusoga,Y. (2013). ‘We don’t play like that here’: Social, cultural and gender perspectives on play. In S. Degotardi (Ed.), ECH113 Play and inquiry in early childhood: Unit readings (pp. 108-132). Sydney: Pearson Education Limited. (Read pp. 108-110; i.e. up to ‘Social theories of learning …’ and then pp. 116-132; i.e. from ‘Cultural-historical theories …’ to chapter end).

2. Required reading: Lancy, D. F. (2007). Accounting for variability in mother–child play. American Anthropologist, 109(2), 273–284. doi:10.1525/aa.2007.109.2.273

One stimulus reading:

1. Stimulus article: Shine, S., & Acosta, T. Y. (2000). Parent-Child Social Play in a Children's Museum. Family Relations, 49(1), 45-52. Retrieved from http://www.jstor.org/stable/585700

Mon 16^th April–20^th April: Mid-Session Break

Wednesday 18th April: On-campus Day 1 (external students only)

Assignment 2 due 11:59pm Sunday 29^th April

MODULE 3: OPPORTUNITIES FOR DEVELOPMENT AND LEARNING

Week 8: Monday 30^th April                Lecture: “Play, inquiry and technology”

Two required readings:

1. Verenikina, I., Kervin, L., Rivera, M. C., & Lidbetter, A. (2016). Digital play: Exploring young children’s perspectives on applications designed for preschoolers. Global Studies of Childhood, 6(4), 388-399. doi: 10.1177/2043610616676036

 2. From textbook: Frost, J.L., Wortham, C.C., & Reifel, S. (2013). Computers and technology as emerging toys. In S. Degotardi (Ed.), ECH113 Play and inquiry in early childhood: Unit readings (pp. 188-210). Sydney, Australia: Pearson Education Limited. (Reprinted from Frost, J. L., Wortham, S. C., & Reifel, S. (2012). Play and child development (4th ed.). Boston, NJ: Pearson Education Inc.) (Read only pp. 199 – 207, from ‘Playing in virtual contexts’ to chapter end)

Two stimulus readings:

1. Donahoo, D. (2016). We have a responsibility. Every Child, 22(2), 16-17. Retrieved from http://search.informit.com.au/documentSummary;dn=124354894402824;res=IELAPA

2. Edwards, S., & Bird, J. Observing and assessing young children’s digital play in the early years: Using the Digital Play Framework. Journal of Early Childhood Research,1-7. doi:10.1177/1476718X15579746

Week 9: Monday 7^th May                   Lecture: “Imagination and creativity”

Two required readings:

1. From textbook: Van Hoorn, J., Nourot, P. M., Scales, B., & Alward, K. R. (2013b). Play as the cornerstone of development: The literature. In S.Degotardi (Ed.), ECH113 Play and inquiry in early childhood: Unit readings (pp. 212-232). Sydney, Australia: Pearson Education Limited. (Read only pp.212-217; i.e. from Chapter start to ‘Play and the development of language and literacy’ and then pp.220-227; from ‘Play and logical-mathematical thinking’ to ‘Play and social-moral development’)

2. E-reserve reading: Jalongo, M R., & Narey, M. J. (2014). Understanding children's creative thought and expression. In J. P. Isenberg & M. R. Jalongo, Creative thinking and arts-based learning: Preschool through fourth grade (6th ed., pp. 2-19). Upper Saddle River, NJ: Pearson [Read only pp. 2- 19]

Three stimulus readings:

1. Resource reading: Saracho, O. (2002). Young children's creativity and pretend play. Early Child Development and Care, 172(5), 431-438. doi:10.1080/03004430214553

2. Stimulus article: Leong, D. J., & Bodrova, E. (2012). Assessing and Scaffolding Make-Believe Play. YC Young Children, 67(1), 28-34. Retrieved from www.naeyc.org/yc

3. Weblink: https://www.youtube.com/watch?v=sQb95itdoCM

Week 10: Monday 14^th May.              Lecture: “Language and literacy in play”

Two required readings:

1. From textbook: Van Hoorn, J., Nourot, P. M., Scales, B., & Alward, K. R. (2013b). Play as the cornerstone of development: The literature. In S. Degotardi (Ed.), ECH113 Play and inquiry in early childhood: Unit readings (pp. 212-232). Sydney, Australia: Pearson Education Limited. (Read only pp.217-220; i.e. from ‘Play and the development of language and literacy’ to ‘Play and logical-mathematical thinking’)

2. From textbook: Doherty, J., Brock, A., Brock, J. & Jarvis, P. (2013). Born to play: Babies and toddlers playing. In S. Degotardi (Ed.), ECH113 Play and inquiry in early childhood: Unit readings (pp. 56-81). Sydney, Australia: Pearson Education Limited. (Re-read pp. 74-76)

Two stimulus readings:

1. Stimulus article: Collins, K.M. and Griess, C. (2011). It’s all in the game: Designing and playing board games as a means of fostering the many ways children communicate. YC Young Children, 12-19. Retrieved from http://www.naeyc.org/yc

2. Stimulus article: Blake, S. (2009). Engage, Investigate, and Report: Enhancing the Curriculum with Scientific Inquiry. YC Young Children, 64(6), 49-53. Retrieved from http://www.jstor.org/stable/42731050

Week 11: Monday 21^st May.              Lecture: “Physical wellbeing and development in play”

Two required readings:

1. E-reserve: Wyver, S., Tranter, P., Sandseter, E.B.H., Naughton, G., Little, H., Bundy, A., Ragen, J., & Engelen, L. (2012). Places to play outdoors: Sedentary and safe or active and risky? In P. Whiteman & K. De Gioia, (Eds.). Children and childhoods: Contemporary perspectives, places and practices (pp. 85-107). Newcastle upon Tyne: Cambridge Scholars Publishing.

2. Adolph, K. E., & Robinson, S. R. (2015). Motor Development. In L. Liben & U. Muller (Eds.), Handbook of Child Psychology and Developmental Science (7th ed., Vol. 2: Cognitive processes, pp. 113-157). New York, NY: John Wiley & Sons, Inc. [Read only pp. 120–124; From “Stereotypies and Flails” until “Variability: Problem and Promise”][This title is currently on order through Acquisitions and it is expected that the library will acquire it before May 2018]

Two stimulus readings:

1. E-Reserve: Luchs, A. (2017). Assessing free play behaviour in urban play spaces. In T. Waller, E. Ärlemalm-Hagsér, E. Hansen-Sandseter, L. Lee-Hammond, K. Lekies, & S. Wyver (Eds.), The SAGE Handbook of Outdoor Play and Learning (pp. 264-278). London, England: Sage. Retrieved from https://ebookcentral-proquest-com.simsrad.net.ocs.mq.edu.au/lib/MQU/reader.action?docID=4880686&ppg=293.

2. Weblink: http://sydney.edu.au/health-sciences/sydney-playground-project/

Week 12: Monday 28^th May.              Lecture: “Social development and relationships”

Three required readings:

1. E-reserve reading: Degotardi, S. & Pearson, E (2016). Infant play: how interactions build and support relationships. In M. Ebbeck and M. Waniganayeke (Eds.), Children’s play in early childhood education: Facilitating learning in diverse contexts (2nd ed., pp. 76-95). Sydney, Australia: Oxford University Press.

2. From textbook: Van Hoorn, J., Nourot, P. M., Scales, B., & Alward, K. R. (2013b). Play as the cornerstone of development: The literature. In S. Degotardi (Ed.), ECH113 Play and inquiry in early childhood: Unit readings (pp. 212-232). Sydney, Australia: Pearson Education Limited. (Read pp.227-232; From ‘Play and social-moral development’ to chapter end)

3. Resource reading: Broadhead, P. (2010). Building friendship through playful learning in the early years. In J. Moyles, The Excellence of play (3rd Ed., pp. 216-228). Maidenhead, England: Open University Press.

One stimulus reading:

1. Stimulus article: De-Souza, D., & Radell, J. (2011). Superheroes: An opportunity for prosocial play. YC Young Children, 66(4), 26-31. Retrieved from http://www.jstor.org/stable/42731050

Saturday 2^nd June: On-campus Day 2 (external students only)

Week 13: Monday 4^th June: Tutorials only this week.

ASSIGNMENT 4 due 11:59pm Sunday 10^th June.

            Lecture and Tutorial content by week

Due to lectures being held later in the week than tutorials, tutorial content will cover the previous week’s lecture content

The range of assessment tasks is similar to 2014, however specific readings/scenarios etc for each assignment have been updated and changed.