Unit convenor and teaching staff |
Unit convenor and teaching staff
Convenor
Sanobia Palkhiwala
Contact via Contact via Dialogue message (see instructions on Dialogue function before sending)
275
Consultation by appointment only
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Credit points |
Credit points
3
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Prerequisites |
Prerequisites
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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 and inquiry in children's lives, their learning and development. Students develop a theoretical understanding of the characteristics of young children's play and inquiry and explore how environments, resources and teaching techniques can be structured to facilitate children's active and meaningful engagement in the learning process. Students will analyse the developmental and educational potential of children's play and inquiry across a range of contexts and will reflect on how play and inquiry experiences can be used to cater for children with diverse developmental, educational and cultural learning styles.
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Information about important academic dates including deadlines for withdrawing from units are available at https://www.mq.edu.au/study/calendar-of-dates
On successful completion of this unit, you will be able to:
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:
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
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:
It is the onus of the student to ensure that all assessments are successfully submitted through Turnitin.
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:
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.
The Special Consideration Policy is effective from December 4th 2017 and replaces the Disruption to Studies Policy.
Name | Weighting | Hurdle | Due |
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Reading Analysis | 20% | No | 18/3/2018 |
Play Environment Analysis | 30% | No | 24/4/2017 |
Module 3 online quizzes | 15% | No | Ends of weeks 9, 10, 11 & 12 |
Analysis of learning potential | 35% | No | 10/6/2017 |
Due: 18/3/2018
Weighting: 20%
Students are required to respond to certain aspects regarding a specified text on play
Due: 24/4/2017
Weighting: 30%
This Assessment Task requires students to provide an analysis of a play setting according to set environmental principles from the readings.
Due: Ends of weeks 9, 10, 11 & 12
Weighting: 15%
This Assessment Task requires students to answer questions relating to lecture content from weeks 9-12.
Due: 10/6/2017
Weighting: 35%
This Assessment Task requires an analysis of a play/inquiry scenario using all readings, with an emphasis on Module 3 content.
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:
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Per Session |
Average hours per tutorial |
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Weekly lectures (1 hour) |
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12 |
1 |
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Weekly tutorials (internal students) |
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18 |
1.5 |
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Required readings (completed before relevant lecture) |
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24 |
2hrs |
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Preparation and completion, assignment 1 |
10 |
N/A |
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Preparation and completion, assignment 2 |
16 |
N/A |
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Preparation and completion, assignment 3 |
10 |
N/A |
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Preparation and completion, assignment 4 |
25 |
N/A |
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Miscellaneous: consultation, reading unit outline, engagement with iLearn site, academic literacy support etc. |
20 |
N/A |
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Total |
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135 |
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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
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 5th edition of a book that provides information on how to correctly reference in APA 6th 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.
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.
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.
In order to participate this unit, you will need your own copy of the textbook in addition to the articles provided on iLearn: Degotardi, S. (2013). ECH113 Play and inquiry in early childhood: Unit readings (pp. 1-31). Sydney, Australia: Pearson Education Limited. Please bring this to every tutorial You will also need access to Perrin’s (2015) style guide for assignments: Perrin, R. (2015). Pocket guide to APA style (5th ed). Boston, MA: Cengage Learning. [Note that this is the 5th edition of a book that provides information on how to correctly reference in APA 6th style, a requirement of ECH113.] |
Tutorial preparation and stimulus readings
MODULE 1: UNDERSTANDING PLAY AND INQUIRY
Week 1: Monday 26th 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 5th 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 13th 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 18th March
MODULE 2: CONTEXTS OF PLAY AND INQUIRY
Week 4: Monday 19th 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 26th 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 2nd 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 9th 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 16th April–20th April: Mid-Session Break
Wednesday 18th April: On-campus Day 1 (external students only)
Assignment 2 due 11:59pm Sunday 29th April
MODULE 3: OPPORTUNITIES FOR DEVELOPMENT AND LEARNING
Week 8: Monday 30th 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 7th 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 14th 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 21st 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 28th 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 2nd June: On-campus Day 2 (external students only)
Week 13: Monday 4th June: Tutorials only this week.
ASSIGNMENT 4 due 11:59pm Sunday 10th 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
Week and date beginning |
Lecture content |
Tutorial content |
MODULE 1: UNDERSTANDING PLAY AND INQUIRY |
||
Week 1: Monday 26th Feb. |
“Perspectives on play” |
No tutorials in week 1, only the lecture. |
Week 2: Monday 5th March. |
“Inquiry-based learning” |
“Perspectives on play” |
Week 3: Monday 13th March. |
Lecture: “Games versus play” |
“Inquiry-based learning” |
MODULE 2: CONTEXTS OF PLAY AND INQUIRY |
||
Week 4: Monday 19th March. |
“Materials and resources for play and inquiry” |
“Games versus play” |
Week 5: Monday 26th March |
“Playing outside” |
“Materials and resources for play and inquiry” |
Week 6: Monday 2nd April. |
“Extending and enhancing play and inquiry” |
“Playing outside” |
Week 7: Monday 9th April. |
“Play in diverse contexts” |
“Extending and enhancing play and inquiry” |
MODULE 3: OPPORTUNITIES FOR DEVELOPMENT AND LEARNING |
||
Week 8: Monday 30th April |
“Play, inquiry and technology” |
“Play in diverse contexts” |
Week 9: Monday 7th May |
“Imagination and creativity” |
“Play, inquiry and technology” |
Week 10: Monday 14th May. |
“Language and literacy in play” |
“Imagination and creativity” |
Week 11: Monday 21st May. |
“Physical wellbeing and development in play” |
“Language and literacy in play” |
Week 12: Monday 28th May. |
“Social development and relationships” |
“Physical wellbeing and development in play” |
Week 13: Monday 4th June |
No lecture |
“Social development and relationships” |
Macquarie University policies and procedures are accessible from Policy Central (https://staff.mq.edu.au/work/strategy-planning-and-governance/university-policies-and-procedures/policy-central). Students should be aware of the following policies in particular with regard to Learning and Teaching:
Undergraduate students seeking more policy resources can visit the Student Policy Gateway (https://students.mq.edu.au/support/study/student-policy-gateway). It is your one-stop-shop for the key policies you need to know about throughout your undergraduate student journey.
If you would like to see all the policies relevant to Learning and Teaching visit Policy Central (https://staff.mq.edu.au/work/strategy-planning-and-governance/university-policies-and-procedures/policy-central).
Macquarie University students have a responsibility to be familiar with the Student Code of Conduct: https://students.mq.edu.au/study/getting-started/student-conduct
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.
Macquarie University provides a range of support services for students. For details, visit http://students.mq.edu.au/support/
Learning Skills (mq.edu.au/learningskills) provides academic writing resources and study strategies to improve your marks and take control of your study.
Students with a disability are encouraged to contact the Disability Service who can provide appropriate help with any issues that arise during their studies.
For all student enquiries, visit Student Connect at ask.mq.edu.au
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.
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:
Our graduates will have enquiring minds and a literate curiosity which will lead them to pursue knowledge for its own sake. They will continue to pursue learning in their careers and as they participate in the world. They will be capable of reflecting on their experiences and relationships with others and the environment, learning from them, and growing - personally, professionally and socially.
This graduate capability is supported by:
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:
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:
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:
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:
We want our graduates to be aware of and have respect for self and others; to be able to work with others as a leader and a team player; to have a sense of connectedness with others and country; and to have a sense of mutual obligation. Our graduates should be informed and active participants in moving society towards sustainability.
This graduate capability is supported by:
The range of assessment tasks is similar to 2014, however specific readings/scenarios etc for each assignment have been updated and changed.