Outline

Overview

An in-depth knowledge and understanding of the nature, context and role of play in the lives of children from birth to five years is essential for early childhood teachers. This unit enables students to develop knowledge of children's play, and skills in observing, guiding and supporting young children as they develop and learn through play. Students will recognise every child's right to play and become advocates for the value of play in early childhood. They will be introduced to a range of traditional and contemporary theories of play and play-based pedagogy and will apply these to examples of early childhood practice. Students will develop awareness of the relevance of social, cultural and physical contexts for children's play and begin to explore their role as early childhood teachers in supporting children's play.

Unit details and rules

Academic unit	Education
Credit points	6
Prerequisites ?	None
Corequisites ?	None
Prohibitions ?	EDEC1004
Assumed knowledge ?	None
Available to study abroad and exchange students	Yes

Teaching staff

Coordinator	Amanda Niland, amanda.niland@sydney.edu.au
Lecturer(s)	Wendy Lee, wendysaeme.lee@sydney.edu.au
	Olivia Karaolis, olivia.karaolis@sydney.edu.au
	Lauren Bedford-Rolleston, lauren.bedford-rolleston@sydney.edu.au
	Amanda Niland, amanda.niland@sydney.edu.au

Assessment

The census date for this unit availability is 31 March 2025

Details
Criteria

Type	Description	Weight	Due	Length
Assignment	Video analysis Video analyses assignment. See Canvas for full details.	30%	Mid-semester break Due date: 25 Apr 2025 at 23:59	1200 words
Outcomes assessed:
Small test	Analysis of play perspectives and resources: Part A #earlyfeedbacktask See Canvas for full details.	10%	Week 03 Due date: 10 Mar 2025 at 23:59	450 words
Outcomes assessed:
Creative assessment / demonstration	Analysis of play perspectives and resources: Part B An in-class component and a Canvas submission. Details in Canvas.	30%	Week 05 Due date: 30 Mar 2025 at 23:59	1350 words
Outcomes assessed:
Small test	In-class assignment In-class assessment task. See Canvas for full details.	30%	Week 12	1500 words / 2 hours
Outcomes assessed:
= early feedback task ?

Early feedback task

This unit includes an early feedback task, designed to give you feedback prior to the census date for this unit. Details are provided in the Canvas site and your result will be recorded in your Marks page. It is important that you actively engage with this task so that the University can support you to be successful in this unit.

Assessment summary

Analysis of resources for play: Use unit readings to analyse the potential of play materials from a range of contexts.
Video analysis: Analysis of the teacher’s role in play. Questions to guide analysis will be provided.
In-class assessment task: Spaces for play-based learning.

Detailed information for each assessment can be found on Canvas.

Students need to submit all assignments to be eligible for a passing grade in this unit

Assessment criteria

The University awards common result grades, set out in the Coursework Policy 2014 (Schedule 1).

As a general guide, a High distinction indicates work of an exceptional standard, a Distinction a very high standard, a credit a good standard, and a pass an acceptable standard.

Result name	Mark range	Description
High distinction	85 - 100
Distinction	75 - 84
Credit	65 - 74
Pass	50 - 64
Fail	0 - 49	When you don’t meet the learning outcomes of the unit to a satisfactory standard.

For more information see guide to grades.

Use of generative artificial intelligence (AI) and automated writing tools

Except for supervised exams or in-semester tests, you may use generative AI and automated writing tools in assessments unless expressly prohibited by your unit coordinator.

For exams and in-semester tests, the use of AI and automated writing tools is not allowed unless expressly permitted in the assessment instructions.

The icons in the assessment table above indicate whether AI is allowed – whether full AI, or only some AI (the latter is referred to as “AI restricted”). If no icon is shown, AI use is not permitted at all for the task. Refer to Canvas for full instructions on assessment tasks for this unit.

Your final submission must be your own, original work. You must acknowledge any use of automated writing tools or generative AI, and any material generated that you include in your final submission must be properly referenced. You may be required to submit generative AI inputs and outputs that you used during your assessment process, or drafts of your original work. Inappropriate use of generative AI is considered a breach of the Academic Integrity Policy and penalties may apply.

The Current Students website provides information on artificial intelligence in assessments. For help on how to correctly acknowledge the use of AI, please refer to the  AI in Education Canvas site.

Late submission

In accordance with University policy, these penalties apply when written work is submitted after 11:59pm on the due date:

Deduction of 5% of the maximum mark for each calendar day after the due date.
After ten calendar days late, a mark of zero will be awarded.

This unit has an exception to the standard University policy or supplementary information has been provided by the unit coordinator. This information is displayed below:

Penalties for late submission will be applied in accordance with FASS policy

Academic integrity

The Current Student website provides information on academic integrity and the resources available to all students. The University expects students and staff to act ethically and honestly and will treat all allegations of academic integrity breaches seriously.

We use similarity detection software to detect potential instances of plagiarism or other forms of academic integrity breach. If such matches indicate evidence of plagiarism or other forms of academic integrity breaches, your teacher is required to report your work for further investigation.

Learning support

Simple extensions

If you encounter a problem submitting your work on time, you may be able to apply for an extension of five calendar days through a simple extension.  The application process will be different depending on the type of assessment and extensions cannot be granted for some assessment types like exams.

Special consideration

If exceptional circumstances mean you can’t complete an assessment, you need consideration for a longer period of time, or if you have essential commitments which impact your performance in an assessment, you may be eligible for special consideration or special arrangements.

Special consideration applications will not be affected by a simple extension application.

Using AI responsibly

Co-created with students, AI in Education includes lots of helpful examples of how students use generative AI tools to support their learning. It explains how generative AI works, the different tools available and how to use them responsibly and productively.

Support for students

The Support for Students Policy 2023 reflects the University’s commitment to supporting students in their academic journey and making the University safe for students. It is important that you read and understand this policy so that you are familiar with the range of support services available to you and understand how to engage with them.

The University uses email as its primary source of communication with students who need support under the Support for Students Policy 2023. Make sure you check your University email regularly and respond to any communications received from the University.

Learning resources and detailed information about weekly assessment and learning activities can be accessed via Canvas. It is essential that you visit your unit of study Canvas site to ensure you are up to date with all of your tasks.

If you are having difficulties completing your studies, or are feeling unsure about your progress, we are here to help. You can access the support services offered by the University at any time:

Support and Services (including health and wellbeing services, financial support and learning support)
Course planning and administration
Meet with an Academic Adviser

Weekly schedule

WK	Topic	Learning activity
Week 01	Introduction to the unit of study; current definitions of play and their theoretical and historical underpinnings	Lecture and tutorial (3 hr)
Week 02	Play and identity for all children socio-cultural and critical perspectives	Lecture and tutorial (3 hr)
Week 03	Play, thinking and imagination	Lecture and tutorial (3 hr)
Week 04	Play environments and materials 1	Lecture and tutorial (3 hr)
Week 05	Play, environments & materials 2, the outdoors	Lecture and tutorial (3 hr)
Week 06	Play, environments and materials 3 socio-cultural and critical perspectives	Lecture and tutorial (3 hr)
Week 07	The role of the adult	Lecture and tutorial (3 hr)
Week 08	Infants, toddlers and play	Lecture and tutorial (3 hr)
Week 09	Play across the curriculum 1: Communication and expression	Lecture and tutorial (3 hr)
Week 10	Play across the curriculum part 2: Children's explorations of maths and science and the concept of inquiry in play. The role of technology in children's play	Lecture and tutorial (3 hr)
Week 11	Putting it all together: Play-based curriculum in practice	Lecture and tutorial (3 hr)
Week 12	In-class assessment task	Lecture and tutorial (3 hr)

Attendance and class requirements

Attendance: The Sydney School of Education and Social Work requires attendance of at least 90 percent of all seminars, workshops or lectures. Where a student is unable to attend at the required rate evidence of illness or misadventure may be required and the student may be required to undertake extra work. Students should discuss the circumstances of their absence(s) with the co-ordinator of the unit of study. Further details are provided in the School canvas site: https://canvas.sydney.edu.au/courses/13426

Study commitment

Typically, there is a minimum expectation of 1.5-2 hours of student effort per week per credit point for units of study offered over a full semester. For a 6 credit point unit, this equates to roughly 120-150 hours of student effort in total.

Required readings

Required textbook: Robinson, C., Treasure, T., O’Connor, D., Neylon, G., Harrison, C. Y Wynne, S. (2018). Learning Through Play: Creating a Play-Based Approach within Early Childhood Contexts. Melbourne: Oxford University Press. (print or e-version)

E-versions of readings for this unit can be accessed through the university library, via the Reading List link available on Canvas.

Learning outcomes

Learning outcomes are what students know, understand and are able to do on completion of a unit of study. They are aligned with the University's graduate qualities and are assessed as part of the curriculum.

At the completion of this unit, you should be able to:

LO1. recall knowledge of the characteristics of the play of infants from birth to five years
LO2. interpret knowledge of the theoretical influences underpinning contemporary early childhood pedagogies and practices in relation to play
LO3. apply knowledge of how children develop and learn through play, and of a teacher’s role in supporting children’s play
LO4. engage in critical thinking around inclusive approaches to play that support the right to play from children from all social, cultural and ability backgrounds
LO5. apply theories about children’s play to examples of practice in early childhood settings
LO6. recognise the attributes of play environments and resources that support children’s development and learning.

Graduate qualities

The graduate qualities are the qualities and skills that all University of Sydney graduates must demonstrate on successful completion of an award course. As a future Sydney graduate, the set of qualities have been designed to equip you for the contemporary world.

GQ1	Depth of disciplinary expertise Deep disciplinary expertise is the ability to integrate and rigorously apply knowledge, understanding and skills of a recognised discipline defined by scholarly activity, as well as familiarity with evolving practice of the discipline.
GQ2	Critical thinking and problem solving Critical thinking and problem solving are the questioning of ideas, evidence and assumptions in order to propose and evaluate hypotheses or alternative arguments before formulating a conclusion or a solution to an identified problem.
GQ3	Oral and written communication Effective communication, in both oral and written form, is the clear exchange of meaning in a manner that is appropriate to audience and context.
GQ4	Information and digital literacy Information and digital literacy is the ability to locate, interpret, evaluate, manage, adapt, integrate, create and convey information using appropriate resources, tools and strategies.
GQ5	Inventiveness Generating novel ideas and solutions.
GQ6	Cultural competence Cultural Competence is the ability to actively, ethically, respectfully, and successfully engage across and between cultures. In the Australian context, this includes and celebrates Aboriginal and Torres Strait Islander cultures, knowledge systems, and a mature understanding of contemporary issues.
GQ7	Interdisciplinary effectiveness Interdisciplinary effectiveness is the integration and synthesis of multiple viewpoints and practices, working effectively across disciplinary boundaries.
GQ8	Integrated professional, ethical, and personal identity An integrated professional, ethical and personal identity is understanding the interaction between one’s personal and professional selves in an ethical context.
GQ9	Influence Engaging others in a process, idea or vision.

Outcome map

Learning outcomes	Graduate qualities
Learning outcomes

Alignment with Competency standards

Outcomes	Competency standards
	Australian Children's Education & Care Quality Authority - 1.1. Learning, development and care 2.2. Play based pedagogies
	Australian Children's Education & Care Quality Authority - 1.1. Learning, development and care 2.2. Play based pedagogies 2.7. Contemporary society and pedagogy 5.1. Historical and comparative perspectives 5.2. Contemporary theories and practice
	Australian Children's Education & Care Quality Authority - 1.1. Learning, development and care 1.2. Language development 1.3. Social and emotional development 1.4. Child health, well-being and safety 2.2. Play based pedagogies 2.3. Guiding behaviour / engaging young learners 2.4. Teaching methods and strategies 2.7. Contemporary society and pedagogy 3.1. Early Years Learning Framework 4.4. Socially inclusive practice 5.2. Contemporary theories and practice
	Australian Children's Education & Care Quality Authority - 1.4. Child health, well-being and safety 1.6. Diversity, difference and inclusivity. 2.2. Play based pedagogies 2.5. Children with diverse needs and backgrounds 3.1. Early Years Learning Framework 4.3. Aboriginal and Torres Strait Islander perspectives 4.4. Socially inclusive practice 4.5. Culture, diversity and inclusion 5.2. Contemporary theories and practice
	Australian Children's Education & Care Quality Authority - 2.2. Play based pedagogies 2.4. Teaching methods and strategies 3.1. Early Years Learning Framework 3.9. Curriculum planning, programming and evaluation 4.4. Socially inclusive practice 5.2. Contemporary theories and practice
	Australian Children's Education & Care Quality Authority - 1.1. Learning, development and care 1.2. Language development 1.3. Social and emotional development 1.4. Child health, well-being and safety 2.2. Play based pedagogies 2.3. Guiding behaviour / engaging young learners 2.5. Children with diverse needs and backgrounds 3.1. Early Years Learning Framework 3.6. Social and environmental education 3.9. Curriculum planning, programming and evaluation 4.4. Socially inclusive practice 4.5. Culture, diversity and inclusion

Australian Children's Education & Care Quality Authority -

Competency code	Taught, Practiced or Assessed	Competency standard
1.1		Learning, development and care
1.2		Language development
1.3		Social and emotional development
1.4		Child health, well-being and safety
1.6		Diversity, difference and inclusivity.
2.2		Play based pedagogies
2.3		Guiding behaviour / engaging young learners
2.4		Teaching methods and strategies
2.5		Children with diverse needs and backgrounds
3.1		Early Years Learning Framework
3.3		Numeracy, science and technology
3.4		Language and literacy
3.6		Social and environmental education
3.7		Creative arts and music
3.9		Curriculum planning, programming and evaluation
4.4		Socially inclusive practice

Responding to student feedback

This section outlines changes made to this unit following staff and student reviews.

In response to feedback, tutorials include many opportunities for practical hands-on tasks and preparation for assignments.

Additional information

Additional costs

There are no additional costs for this unit

Site visit guidelines

There are no site visit guidelines for this unit

Disclaimer

The University reserves the right to amend units of study or no longer offer certain units, including where there are low enrolment numbers.

To help you understand common terms that we use at the University, we offer an online glossary.

Current students

EDEC1006: Learning Through Play in Early Childhood

Semester 1, 2025 [Normal day] - Camperdown/Darlington, Sydney

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Early feedback task

Assessment summary

Assessment criteria

Use of generative artificial intelligence (AI) and automated writing tools

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Support for students

Weekly schedule

Weekly schedule

Attendance and class requirements

Study commitment

Required readings

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Alignment with Competency standards

Responding to student feedback

Responding to student feedback

Additional information

Additional information

Additional costs

Site visit guidelines

Disclaimer

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