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Session: 2022/23
Last modified: 23/03/2022 14:19:51
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Title of Module: Play and Pedagogy 0-16 |
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Code: EDUC10035 |
SCQF Level: 10
(Scottish Credit and Qualifications Framework) |
Credit Points: 20 |
ECTS: 10
(European Credit Transfer Scheme) |
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| School: | School of Education & Social Sciences |
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| Module Co-ordinator: | D
Arnstrong |
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| Summary of Module |
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This module aims to expand the student's understanding of the impact of playful pedagogies on the child as an active agent in their learning, motivation and development of positive learning dispositions. Consideration of the heterogeneous nature of children's everyday lives will expand the student's knowledge of children's geographies and the resulting consequences for the development of resilience and wellbeing.
Students will have the opportunity to explore contemporary research and theories in relation to the importance of play in the development of cognitive and emotional functions. Lester and Russell (2008) supported the concept of play as a factor in increasing the flexibility of the brain and thus improving potential for learning later in life.
The importance of play and the child's right to play is enshrined in the UN Convention on the Rights of the Child and the module will allow students to critically reflect on how this has directed the development of national policy and frameworks for learning such as in Scotland, Play Strategy for Scotland: Our Vision (2013) and Early Years Framework (2009) and/or relevant international policy and frameworks.
The module aims to develop students' critical awareness of the complex nature of the circumstances and environments for children's play and explore the different contexts in which play occurs.
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| Module Delivery Method |
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| Face-To-Face | Blended | Fully Online | HybridC | HybridO | Work-based Learning |
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Face-To-Face
Term used to describe the traditional classroom environment where the students and the lecturer meet synchronously in the same room for the whole provision.
Blended
A mode of delivery of a module or a programme that involves online and face-to-face delivery of learning, teaching and assessment activities, student support and feedback. A programme may be considered “blended” if it includes a combination of face-to-face, online and blended modules. If an online programme has any compulsory face-to-face and campus elements it must be described as blended with clearly articulated delivery information to manage student expectations
Fully Online
Instruction that is solely delivered by web-based or internet-based technologies. This term is used to describe the previously used terms distance learning and e learning.
HybridC
Online with mandatory face-to-face learning on Campus
HybridO
Online with optional face-to-face learning on Campus
Work-based Learning
Learning activities where the main location for the learning experience is in the workplace.
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| Term(s) for Module Delivery |
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(Provided viable student numbers permit).
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| Term 1 | | Term 2 | | Term 3 | |
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| Learning Outcomes: (maximum of 5 statements) |
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On successful completion of this module the student will be able to:
L1.
LO1. Demonstrate a critical understanding of the central significance of play as a potential for learning.
L2.
LO2. Critically analyse the heterogeneous nature of children's everyday lives.
L3.
LO3. Demonstrate in depth knowledge and understanding of the principal theories, national frameworks and research which informs current approaches to playful pedagogies.
L4.
LO4. Critically reflect on policies, initiatives and practice which inform the vision and direction of the place of play in early childhood experiences. |
| Employability Skills and Personal Development Planning (PDP) Skills |
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| SCQF Headings |
During completion of this module, there will be an opportunity to achieve
core skills in:
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| Knowledge and Understanding (K and U) |
SCQF Level 10.
•Demonstrate knowledge of different contexts and environments for play and learning
•A critical understanding of integrated pedagogical approaches to play and the impact of these on children's learning.
•Knowledge and understanding of how research methodology informs current sector initiatives.
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| Practice: Applied Knowledge and Understanding |
SCQF Level 10.
•Use a range of the principal skills, practices and materials associated with the childhood studies educational sector.
•Execute a defined assignment which analyses the central role of play in children's learning.
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| Generic Cognitive skills |
SCQF Level 10.
•Offer professional insights, interpretations and solutions to problems and issues.
•Make judgements where information comes from a range of sources.
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| Communication, ICT and Numeracy Skills |
SCQF Level 10.
•Convey, formally and informally, information about a specific topic.
•Communicate with peers and supervisors.
•Use a range of ICT applications to support and enhance written work.
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| Autonomy, Accountability and Working with others |
SCQF Level 10.
•Exercise autonomy and initiative in professional activities.
•Work with others to bring about change, development and new thinking.
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| Pre-requisites: |
Before undertaking this module the student should have
undertaken the following:
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Module Code:
| Module Title:
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| Other: | |
| Co-requisites | Module Code:
| Module Title:
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* Indicates that module descriptor is not published.
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| Learning and Teaching |
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This module will be delivered using a blended approach to learning and teaching; it will include independent and group research and investigation, (collecting, presenting and analysing data), problem solving; presentations by University lecturers and visiting lecturers, presentations to peers and seminars. Elements of the course will be delivered on line which will include focussed reading and online tasks and discussion.
Students will undertake group work tasks and will receive feedback and support from peers. Learning and teaching will take the form of a series of lectures, seminars/group tutorials and independent research and investigation. Visiting lecturers, presentations to peers and group discussion will be used to develop learning and teaching in this module.
Lecturers will provide students with detailed information regarding reading materials and online journals to enhance student knowledge of the subject area.
Placement/Workplace will be used to develop student learning.
Student handbooks, and other detailed material made available to students, will give more specific information on the particular learning and teaching methodologies, and combinations of these methodologies, to be used for timetabled student sessions. This will clarify for students both their expectations for timetabled sessions, and their expectations for the overall balance of learning and teaching methodologies to be used during the module.
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Learning Activities
During completion of this module, the learning activities undertaken to
achieve the module learning outcomes are stated below:
| Student Learning Hours
(Normally totalling 200 hours):
(Note: Learning hours include both contact hours and hours spent on other learning activities) |
| Lecture/Core Content Delivery | 14 |
| Work Based Learning/Placement | 50 |
| Asynchronous Class Activity | 24 |
| Independent Study | 112 |
| 200
Hours Total
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**Indicative Resources: (eg. Core text, journals, internet
access)
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The following materials form essential underpinning for the module content
and ultimately for the learning outcomes:
Brown, F and Taylor, C (Eds) (2008) Foundations of Playwork. Berkshire: Open University Press
Carr, M and Lee, W. (2012) Learning Stories. Constructing Learner Identities in Early Education. London: Sage
Moyles, J. (Ed) (2010) Thinking About Play: Developing a Reflective Approach. Berkshire: Open University Press
Nutbrown, C (2006) Threads of Thinking: Young Children’s Learning and the Role of Early Education. 3rd Edition. London: Sage
Scottish Government (2013a) Play Strategy for Scotland: Our Vision. Edinburgh: Scottish Government
Scottish Government (2013b) Play Strategy for Scotland: Our Plan. Edinburgh: Scottish Government
Scottish Government (2008). The Early Years Framework. Edinburgh: Scottish
Government.
Scottish Government. (2009). Curriculum for Excellence. Edinburgh: Scottish Government
Journals
Children’s Geographies. Routledge [e-journal] available at www.tandfonline.com
International Journal of Play. Routledge [e-journal] available at www.tandfonline.com
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(**N.B. Although reading lists should include current publications,
students are advised (particularly for material marked with an asterisk*) to
wait until the start of session for confirmation of the most up-to-date
material)
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| Engagement Requirements |
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In line with the Academic Engagement Procedure, Students are defined as academically engaged if they are regularly engaged with timetabled teaching sessions, course-related learning resources including those in the Library and on the relevant learning platform, and complete assessments and submit these on time. Please refer to the Academic Engagement Procedure at the following link: Academic engagement procedure |
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Supplemental Information
| Programme Board | Education |
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| Assessment Results (Pass/Fail) |
No
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| Subject Panel | Childhood Studies/Practice |
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| Moderator | J Leslie |
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| External Examiner | C Counihan |
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| Accreditation Details | |
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| Version Number | 1.03 |
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| Assessment: (also refer to Assessment Outcomes Grids below) |
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Part A will be a 3000 word essay critically examining how current approaches to playful pedagogies are influenced by the complex nature of children’s geographies. A central focus will be the role of play in children’s learning. (75%)
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Part B will be a Case Study of 1000 words which critically reflects on the place of play in one setting or one initiative or one project. (25%)
Student handbooks, and other detailed material made available to students, will clarify the relationship between formative assessment tasks and the specific learning outcomes for the module. This will ensure that students can relate feedback from formative assessment to their individual progress on the learning outcomes for the module. On summative assessments, students will receive detailed information indicating the ways in which summative assessments will assess individual learning outcomes for the module. As appropriate, students will also receive detailed information on how feedback will be provided for summative assessment.
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(N.B. (i) Assessment Outcomes Grids for the module
(one for each component) can be found below which clearly demonstrate how the learning outcomes of the module
will be assessed.
(ii) An indicative schedule listing approximate times
within the academic calendar when assessment is likely to feature will be
provided within the Student Handbook.)
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Assessment Outcome Grids (Footnote A.)
Footnotes
A. Referred to within Assessment Section above
B. Identified in the Learning Outcome Section above
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Note(s):
- More than one assessment method can be used to assess individual learning outcomes.
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Schools are responsible for determining student contact hours. Please refer to University Policy on contact hours (extract contained within section 10 of the Module Descriptor guidance note).
This will normally be variable across Schools, dependent on Programmes &/or Professional requirements.
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| Equality and Diversity |
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In line with current legislation (Equality Act, 2010) and UWS Equality Scheme (2010-13) the School of Education encourages the disclosure of additional / enabling support requirements (including disability) throughout recruitment, selection and throughout the duration of this module. Emphasis is placed on confidentiality of information, the benefits of disclosure and that no detriment to progress will be experienced. Flexibility and anticipatory adjustments in teaching and learning strategies and assessment facilitate inclusiveness will be incorporated within the modules. Students are actively encouraged to engage in wider university services such as Disability Services and Effective Learning Tutors.
The modules associated with the programme are appropriate for all students irrespective of ethnic status, disability, age, gender, socio-economic background, religious and sexual orientation and actively promote inclusive practice, procedures. The programme is offered full time and part time to meet the needs of students working in the sector. The modules have Moodle presence and staff use a range of learning and teaching approaches to meet the learning students and needs. The programme is offered up to level 10 to maximise accessibility.
Within the programme, quality of care, inclusiveness and employability are achieved by:
- Provision of a welcoming and supportive culture that promotes accessibility and equal opportunities to prospective students and students;
- Promotion of confidence and knowledge of their rights as a student and employee;
- Promotion of respect and knowledge of client diversity, their needs, rights and the associated practitioner responsibilities.
The above aims, supported by staff belief in fairness and equal opportunities, guide content, teaching and learning, assessment and evaluation
Disability disclosure is encouraged throughout recruitment, selection and throughout the duration of the module. Emphasis is placement on confidentiality of information, the benefits of disclosure and that no detriment to progress will be experienced
This module places the child at the centre of learning process and emphasise the importance under UNCRC of empowering parents and communities and meeting the needs of children and families in line with current policy and practice recognised by SSSC.
UWS Equality and Diversity Policy |
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(N.B. Every effort
will be made by the University to accommodate any equality and diversity issues
brought to the attention of the School)
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