| CODE | EPE5022 | ||||||||
| TITLE | Play, Observation and Assessment in the Early Years | ||||||||
| UM LEVEL | 05 - Postgraduate Modular Diploma or Degree Course | ||||||||
| MQF LEVEL | 7 | ||||||||
| ECTS CREDITS | 5 | ||||||||
| DEPARTMENT | Early Childhood and Primary Education | ||||||||
| DESCRIPTION | This study-unit aims to offer an in-depth exploration of play as a central element in early childhood development and education. It examines how diverse philosophical, ideological, and cultural perspectives influence play and investigates its critical role in fostering children’s creativity, learning, and well-being. Through engaging with current research and literature, students will learn to view play not only as a right but also as a powerful tool that aligns with children’s interests, learning and developmental goals. Key areas covered in the unit include the theoretical foundations of play, the connections between play and holistic child development, and the influence of cultural and gender dynamics on children’s play experiences. Practical components focus on developing skills for observing and assessing play ethically and effectively, enabling students to document play-based learning in ways that honour the child’s autonomy. The study-unit also delves into planning and designing play environments that encourage child-initiated, open-ended play, both indoors and outdoors, while evaluating both traditional and digital play resources. The role of play in helping children with special needs learn more effectively will also be discussed. Additionally, the unit emphasises the educator's role in facilitating child-led play, examining ways to support and extend play experiences through responsive interactions. Examples from children's different modes of play experiences including physical play, object play, dramatic play and drawing (trasformative play), as well as schemas in play are discussed, to highlight the different playful modes young children use to communicate and make meaning, and explore ways of evaluation. Through critical analysis, and reflective tasks, students acquire the knowledge and skills to value play as a vehicle for communicating, meaning-making and learning, and advocate for play as an essential part of early childhood education. This study-unit is carefully aligned with professional standards, preparing students to become leaders in promoting and implementing play-based practices within early childhood education and care settings. Study-Unit Aims: This study-unit aims to: - Provide students with a comprehensive understanding of the significance of play in early childhood, examining its historical, philosophical, and cultural contexts; - Equip students with the knowledge and skills to observe, document, and ethically assess children’s play, recognizing its role in supporting holistic child development; - Explore the relationship between play, learning, and development, emphasising the importance of child-initiated, open-ended play experiences; - Explore the different modes of play for communicating, meaning-making and learning; - Develop students' ability to plan, create, and evaluate diverse play environments, including the use of traditional, digital, and outdoor resources to enhance children’s sensory and physical engagement; - Cultivate students’ understanding of the educator’s role in supporting and extending children’s play experiences through thoughtful interactions and responsive communication; - Foster critical reflection and advocacy skills, preparing students to promote play-centered, child-focused practices within early childhood education and care systems. Learning Outcomes: 1. Knowledge & Understanding: By the end of the study-unit the student will be able to: - Analyse and demonstrate an in-depth understanding of the historical, philosophical, and cultural foundations of play and its importance in early childhood development; - Explain the role of play in supporting holistic child development, including cognitive, social, emotional, and physical domains; - Critically analyse different types of play, including child-initiated and structured play, and discuss their relevance to children’s communication, meaning-making, learning and well-being; - Describe the ethical principles and strategies involved in observing and assessing children’s play, ensuring respect for children's autonomy and developmental needs; - Discuss the impact of gender, popular culture, and social factors on children’s play experiences, recognizing the diversity of play in various contexts; - Identify the educator’s role in facilitating and extending play experiences, including strategies for responsive interactions and communication that support child-led exploration and creativity; - Recognise the significance of outdoor play spaces, materials, and equipment in enriching sensory and physical play, and understand how to create inclusive environments that support diverse play experiences. 2. Skills: By the end of the study-unit the student will be able to: - Design and implement ethical observation and assessment strategies to document and support children’s play-based learning, fostering a respectful and child-centered approach; - Plan and create diverse play environments, both indoors and outdoors, that encourage open-ended, child-initiated play while catering to various developmental needs and interests; - Adapt play environments, materials and experiences to meet the diverse needs of children with special needs, ensuring accessibility, inclusion and meaningful engagement in play activities that support each child’s development and learning potential; - Facilitate and extend play experiences through an understanding of the multimodal ways of play, the effective educator-child interactions and communication strategies, supporting children’s exploration, creativity, and autonomy; - Critically evaluate and select traditional and digital play resources and materials, ensuring they are appropriate and engaging for a range of play experiences; - Apply critical thinking skills to analyse the influence of cultural, social, and gender factors on children’s play, demonstrating sensitivity to diversity and inclusivity in play settings; - Reflect on and adapt their own professional practices based on observational insights, research, and critical self-assessment, fostering a commitment to continuous learning and development; - Advocate for play-based approaches within educational and care-giving settings, using persuasive communication and evidence-based arguments to promote the benefits of play for holistic child development. Main Text/s and any supplementary readings: Main Texts: - Deguara, J., & Nutbrown, C. (2025). Children making meaning: Exploring drawings, narratives and identities. Sage. - Fleer, M. (2021). Play in the early years. (3rd Ed.). Cambridge University Press. https://doi.org/10.1017/9781108908153. - Flewitt, R., & Cowan, C. (2019). Valuing young children’s signs of learning: Observation and digital documentation of play in early years classroom. The Froebel Trust. https://www.froebel.org.uk/uploads/documents/Froebel-Trust-Final-Report-Cowan-and-Flewitt-Valuing-Young-Childrens-Signs-of-Learning.pdf. - Gokce, K. (2019). Observing young children’s play: A brief review. Gyermekneveles, Koragyermekkori kutatások metodológiája, 2–3. 10.31074/2019232027. - Neaum, S. (2016). Observing and assessing children’s learning and development. In S. Neaum (Ed.). Child Development for Early Years students and Practitioners, (pp. 139 – 154). Sage. (available online) https://study.sagepub.com/sites/default/files/Neaum%2C%20S.%20%282016%29%20Observing%20and%20Assessing%20Children%27s%20Learning%20and%20Development.%20London%2C%20Sage._.pdf. - Rebelo, G., Soussa-Gomes, V., Moreira, D., & Favero, M. (2024). European Psychologist, 29(1), 27-42. - Smidt, S. (2015). Observing young children: The role of observation and assessment in early childhood settings. Routledge. - White, J. (2020). Playing and learning outdoors: The practical guide and sourcebook for excellence in outdoor provision and practice with young children. Routledge. Supplementary Readings: - Allen, K.A., Fleer, M., McKinley, L., & Griffith, M. (2023). Conceptual playworlds for wellbeing: A resource book for the lonely little cactus. Routledge. - Bohart, H., Charner, K., & Koralek, D. (2015). Exploring play: Spotlight on young children. NAEYC. - DeLuca, C. (2018). Assessment in play-based learning. Encyclopedia on Early Childhood Development. https://www.child-encyclopedia.com/pdf/expert/play-based-learning/according-experts/assessment-play-based-learning. - Owen, K. (Eds.) (2021). Play in the early years. Sage. - Parker, R., Thomsen, B. S., & Berry, A. (2022). Learning through play at school – A framework for policy and practice. Frontiers in Education, 7, https://doi.org/10.3389/feduc.2022.751801. |
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| STUDY-UNIT TYPE | Lecture | ||||||||
| METHOD OF ASSESSMENT |
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| LECTURER/S | Josephine Deguara Jane Spiteri |
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The University makes every effort to ensure that the published Courses Plans, Programmes of Study and Study-Unit information are complete and up-to-date at the time of publication. The University reserves the right to make changes in case errors are detected after publication.
The availability of optional units may be subject to timetabling constraints. Units not attracting a sufficient number of registrations may be withdrawn without notice. It should be noted that all the information in the description above applies to study-units available during the academic year 2025/6. It may be subject to change in subsequent years. |
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