Module Details

Module Code: EDUC6014
Title: Playful Learning: Birth to 3
Long Title: Playful Learning: Birth to 3
NFQ Level: Fundamental
Valid From: Semester 1 - 2022/23 ( September 2022 )
Duration: 1 Semester
Credits: 5
Field of Study: 1420 - Education Studies
Module Delivered in: 1 programme(s)
Module Description: This module aims to foster student awareness of the significance of play as a fundamental right for all children and its impact on the holistic learning and development of children from birth to age 3. Multiple forms of play and their theoretical underpinnings are identified. Students will explore their own roles and acquire the necessary skills, tools and knowledge to support play for children from infancy to age 3 years in inclusive Early Childhood Care and Education (ECEC) contexts.
 
Learning Outcomes
On successful completion of this module the learner will be able to:
# Learning Outcome Description
LO1 Define play and the central role of playful relationships in ECEC contexts, with reference to relevant theory and policy (e.g. French 2018, First 5 2019-2028).
LO2 Relate personal joyful early experiences of play and learning to adult roles in supporting the rights of young children to participate in age/stage appropriate play opportunities.
LO3 Outline the adult role in provision of a safe physical and emotional base that also affords young children collaborative play experiences with age/stage appropriate levels of risk/challenge.
LO4 Describe and construct a range of sensory play experiences (indoors and outdoors) to meet the changing individual and group developmental needs of children from infancy to age three.
LO5 Interpret relevant policy and practice frameworks to create inclusive, joyful and motivating play opportunities for children from 0-3yrs (e.g. Aistear and Siolta, First 5 2019-2028).
Dependencies
Module Recommendations

This is prior learning (or a practical skill) that is strongly recommended before enrolment in this module. You may enrol in this module if you have not acquired the recommended learning but you will have considerable difficulty in passing (i.e. achieving the learning outcomes of) the module. While the prior learning is expressed as named MTU module(s) it also allows for learning (in another module or modules) which is equivalent to the learning specified in the named module(s).
Incompatible Modules
These are modules which have learning outcomes that are too similar to the learning outcomes of this module. You may not earn additional credit for the same learning and therefore you may not enrol in this module if you have successfully completed any modules in the incompatible list.
No incompatible modules listed
Co-requisite Modules
No Co-requisite modules listed
Requirements

This is prior learning (or a practical skill) that is mandatory before enrolment in this module is allowed. You may not enrol on this module if you have not acquired the learning specified in this section.
No requirements listed
 
Indicative Content
Theoretical Understandings of Play
Types of play: heuristic, ludic, epistemic, imaginative play, parallel play, play with age/stage appropriate risk/challenge, free-flow play, adult led, child led, collaborative play and meaning making. Play environments, provocations, affordances.
Play as a Right of Childhood
Acknowledges Article 31 of the United Nations Convention on the Rights of the Child. Adult role enables all children to explore, construct, create and negotiate play and learning opportunities within inclusive and richly stimulating early years environments.
Developing Inclusive Play Environments
Supporting emergent play experiences indoors and outdoors. Fostering early language and numeracy concepts. Designing space for provocations, creative meaning making. sensory experiences. Exploring the social and cultural contexts of play. Creating affordances for all children to participate. Linking children's home and school experiences. Interpreting relevant policy and practice frameworks.
Module Content & Assessment
Assessment Breakdown%
Coursework100.00%

Assessments

Coursework
Assessment Type Reflective Journal % of Total Mark 20
Timing Week 4 Learning Outcomes 1,2
Assessment Description
Submit Reflective journal
Assessment Type Other % of Total Mark 35
Timing Week 8 Learning Outcomes 1,3
Assessment Description
Read case study and answer questions by reflecting on the adult role in supporting and responding to young children's need for playful interactions that build relationships of trust. Link answers to relevant literature (e.g. Ainsworth, 1978, French 2018 and policies such as First Five)
Assessment Type Project % of Total Mark 45
Timing Sem End Learning Outcomes 1,2,3,4,5
Assessment Description
Develop some ways of extending indoor and/or outdoor play opportunities for children from infancy to age three. Draw on your theoretical and personal knowledge of play for this age group, supported by relevant policy and practice frameworks.
No End of Module Formal Examination
Reassessment Requirement
Coursework Only
This module is reassessed solely on the basis of re-submitted coursework. There is no repeat written examination.

The University reserves the right to alter the nature and timings of assessment

 

Module Workload

Workload: Full Time
Workload Type Contact Type Workload Description Frequency Average Weekly Learner Workload Hours
Lecture Contact Class Lecture Every Week 3.00 3
Independent & Directed Learning (Non-contact) Non Contact Independent study Every Week 4.00 4
Total Hours 7.00
Total Weekly Learner Workload 7.00
Total Weekly Contact Hours 3.00
Workload: Part Time
Workload Type Contact Type Workload Description Frequency Average Weekly Learner Workload Hours
Lecture Contact Class lecture Every Week 3.00 3
Directed Learning Non Contact Independent and Directed Learning Every Week 4.00 4
Total Hours 7.00
Total Weekly Learner Workload 7.00
Total Weekly Contact Hours 3.00
 
Module Resources
Recommended Book Resources
  • Tina Bruce. (2011), Learning Through Play: For Babies, Toddlers and Young Children, 2nd. Hodder Education, United Kingdom, [ISBN: 9781444137163].
  • Bee, H. & Boyd, D.. (2013), Developing Child, 13th. Pearson Ed, London, [ISBN: 8601405516961].
  • Jackson, S. and Forbes, R.. (2014), People Under Three: Play, work and learning in a childcare setting, 3rd. Taylor and Frances, London, [ISBN: ISBN 13178070].
  • Garhart Mooney, C.. (2000), Theories of Childhood: An Introduction to Dewey, Montessori, Erikson, Piaget & Vygotsky, 2nd. Redleaf Press, USA, [ISBN: 1605541389].
  • Geraldine French. (2018), The time of their lives nurturing babies' learning and development in early childhood settings, 1st. Barnardos, Ireland, [ISBN: 9781906004439].
Supplementary Book Resources
  • Lev Vygotsky. (1978), Mind in Society, Harvard University Press, U.S.A., [ISBN: 9780674576292].
  • Jean Piaget. (1962), Play, Dreams and Imitation in Childhood, [ISBN: 0393001717].
  • Mandy Andrews. (2012), Exploring Play in Early Childhood Studies, SAGE, London, [ISBN: 978085725I].
Recommended Article/Paper Resources
Supplementary Article/Paper Resources
  • Colwyn Trevarthan. (2007), The Child's Need to Learn a Culture, Children and Society, Vol. 9 Issue 1 April 1995, p.19.
  • Lev Vygotsky. (1967), Play and its Role in the Mental Development of the Child., Soviet Psychology, Volume 5, pp. 6-18.
  • Barnardos. (2015), Play, ChildLinks, Issue 1 2015.
Other Resources
 
Module Delivered in
Programme Code Programme Semester Delivery
CR_HECEC_7 Bachelor of Arts in Early Childhood Education and Care 1 Mandatory