MODULE SPECIFICATION
Code: UTTG59-20-1 Title: Perspectives on Play Version: 7
Level: 1 UWE credit rating: 20 ECTS credit rating: 10
Module type: Project
Owning Faculty: Social Sciences and Humanities
Field: Primary, Early Childhood and Education Studies
Faculty Committee approval: Early Childhood/Education Studies PC Date: Chair’s Action 10/9/09
Approved for Delivery by: ( indicate name of affiliated institution if module will only be delivered by them)
Valid from: September 2010 Discontinued from:
Contributes towards: |
Cert HE (Learning Support) Foundation Degree Early Years (Stroud) BA (Hons) Joint Honours Early Childhood Studies BA (Hons) Early Childhood Studies |
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Pre-requisites: None
Co-requisites: None
Entry requirements: None
(If the module is offered as CPD or stand alone, indicate the entry requirements)
Excluded combinations: None
Learning outcomes:
On successful completion of this module participants will be able to :
• demonstrate their knowledge of the value of play as a process of learning, through exploration of a range of literature and current research and through any experience of working with children. . (Component A);
• compare, contrast and analyse different definitions and concepts of play and relate these, where appropriate, to any experience of working with children. . (Component A);
• know about the nature and significance of play in relation to children’s needs and overall development (Component A);
• explore the role of the environment and of social interaction in enhancing children’s experience of play (Component A);
• collaborate within a group, giving and receiving information and ideas, and develop appropriate professional relationships (Component A);
• begin to evaluate own strengths and weaknesses, challenge received opinion and develop own criteria and judgement;
• communicate effectively in a manner appropriate to the area of study and report on procedures in a clear manner.
Syllabus outline:
Through lectures, seminars and, where appropriate, observations of young children, students will meet and discuss different perceptions of play and the relationship of play to both practice and to cognitive and social development in the early years. Historic and alternative perspectives in different social, cultural and educational contexts will be explored and analysed and students will consider the relationships and inter-relationships between concepts of “work” and “play”.
Teaching and Learning Methods:
The module will be delivered through a mixture of methods, including lectures, seminars, workshops, observations and video presentations.. Active participation by the student group will be encouraged throughout.
Indicative Reading List:
BEKOPFF, M. and BRYERS, J. A. (1998) Animal Play: Evolutionary and ecological perspectives Cambridge: Cambridge University Press
BENNETT, N., WOOD, E. and ROGERS, S. (1998) Teaching through Play Buckingham OUPress
BROADHEAD, P. (2004) Early Years Play and Learning London: RoutledgeFalmer
BRUCE, T. (1996) Helping Young Children to Play London: Hodder & Stoughton
BRUCE, T. (2004) Developing Learning in Early Childhood London: Hodder & Stoughton
BRUCE, T. (2001) Learning through Play London: Hodder & Stoughton
BRUNER, J. S., JOLLY, A. and SYLVA, K. (1976) Play- Its role in Development and Evolution Buckingham: OU Press
DUNCAN, M. C. ET AL (EDS) (1998) Diversions and Divergences in Fields of Play London: JAI Press
FORBES R (2004) Beginning to Play Maidenhead: Open University Press
HALL, N. and ABBOTT, L. (1991) Play in the Primary Curriculum London: Hodder & Stoughton
JENKINSON, S. (2001) The Genius of Play Stroud: Hawthorn Press
MACINTYRE, C, (2001) Enhancing Learning through Play London: David Fulton
MOYLES, J. (1994) The Excellence of Play Milton Keynes: Open University Press
MOYLES, J. (1989) Just Playing Milton Keynes: Open University Press
NUTBROWN, C. (1994) Threads of Thinking London: PCP
REIFEL, S. (ED) (1999) Play and Culture Studies Connecticut: Ablex Publishing
SCARLETT WG, NAUDEAU S, SALONIUS-PASTERNAK D, & PONTE I (2005) Children’s Play London: Sage Publication
Reading Strategy
All participants will be encouraged to make full use of the IT services available to them through membership of the University. This relates use of the INTERNET where specific electronic journals can be accessed and also to access a range of relevant websites. Access to the university library will also allow texts to be read and groups of students will be encouraged to share their insights during small group meetings.
Assessment
Weighting between components A and B (standard modules only)
ATTEMPT 1
First Assessment Opportunity
Component A
Compilation of a portfolio of directed and negotiated tasks, throughout the module under the supervision of a tutor, amounting to approximately 3,500 words
Assessment Criteria: AL1, BL1 and CL1
A: Conceptual Domain (Core) - L1 The assignment demonstrates that the student can identify and use relevant ideas and perspectives for purposes of reflection upon issues under study.
B: Literature Domain - L1 The assignment demonstrates that the student has an awareness of appropriate literature and its relevance to the task.
C: Contextual Domain - L1 The assignment demonstrates that the student has an awareness of contextual factors (e.g. personal, locational, historical, political etc) influencing the area of study.
Second Assessment Opportunity (further attendance at taught classes is not required)
Component A
Compilation of a portfolio of negotiated tasks, under the supervision of a tutor, amounting to approximately 3,500 words
Assessment Criteria: AL1, BL1 and CL1 will be used.
EXCEPTIONAL SECOND (OR SUBSEQUENT) ATTEMPT: Attendance at taught classes is/is not required.
Specification confirmed by ……………………………Date ……………………
(Associate Dean/Programme Director)