| CODE | PRE4602 | ||||||
| TITLE | Play in Early Years | ||||||
| UM LEVEL | 04 - Years 4, 5 in Modular UG or PG Cert Course | ||||||
| MQF LEVEL | 6 | ||||||
| ECTS CREDITS | 4 | ||||||
| DEPARTMENT | Early Childhood and Primary Education | ||||||
| DESCRIPTION | Play is acknowledged as a fundamental part of early childhood and a means for which children explore a variety of experiences in different situations and for different reasons. Play is also recognised as an essential for the children’s holistic growth. Regarded as an effective way for young children to learn it is therefore a crucial activity in early childhood settings and the first years of compulsory schooling. This study-unit provides an in-depth exploration of the status and understandings of play through the different stages, development and types of play. The value, role and benefits of play will be explored to provide an insight of why play should be encouraged, promoted and supported in classes. Early years psychologists such as Froebel, Isaacs, Montessori, McMillan, Steiner etc will be Introduced and their ideologies and influences on theories of play and present play practice will be discussed and analysed. Recent development in education policies, research and different aspects of play will be discussed. Key issues in current play practice such as a play-based approach, the interrelatedness between play and learning, adults’ expectation and the role of the adult in providing for and extending a lay environment will be addressed. An insight on assessing children’s learning through play, and developing and planning for play will also be taken to provide a practical view of play. Study unit Aims: The overall aim of the study-unit is to introduce students to local and international education play policies and ideologies of play and their influence on current theories of play while challenging them to understand the importance, value and benefits of play. Another aim is to help students understand the different aspects of play and the interrelatedness between play and learning, and therefore, the importance of adopting a play-based pedagogy in their practice that provides for the holistic growth of children. Learning Outcomes: 1. Knowledge & understanding: By the end of this study-unit, the student will be able to: • Reflect upon the importance and benefits of play; • Distinguish between the different theories of play; • Discuss the basic stages and types of play; • Be informed about the interrelatedness between learning and play; • Analyse and reflect upon the value of play in the local context; • Understand that play is crucial for the holistic growth of children; • Understand their role as adults in play and the effect of their attitude on play. 2. Skills: By the end of the study-unit the student will be able to: • Use different play theories and theories of learning to inform their current thinking and practice; • Provide for and extend a play environment; • Analyse and reflect on Children’s play and children’s learning through play; • Be able to prepare thematic, creative play activities that promote an active approach in using both adult-led and child-initiated activities; • Adopt, integrate and develop a pedagogy of play in their everyday practice. Main Text/s and any supplementary readings: - Sollars, V. (2003). Constructing a curriculum for early childhood education in Malta – The value of play for learning. In M. Karlsson Lohmander (Ed.). Researching Early Childhood: Care, Play and Learning – Curricula for Early Childhood Education. Volume 5. Goteborg: Early childhood research and development centre. - Bruce, T. (1991). Time to Play in Early Childhood. London: Hodder & Stoughton. - Duncan, J., & Lockwood, M. (2008) Learning through play: A work-based approach for the Early Years Professional. London: Continuum. - Lindon, J. (2001). Understanding Children’s play. United Kingdom. Nelson Thornes. - Hughes, B. (2011). Evolutionary Playwork. (2nd ed.), London: Routledge. - Sheridan, M. D. (2011). Play in Early Childhood, from Birth to Six Years. (3rd Ed.). Revised and updated by J. Howard, J. & D. Alderson. Oxon: Routledge. (2nd Ed. - Tassoni, P & Hucker, K. (2000). Planning Play and the Early Years. Oxford: Heinemann/Child care. - Wood, E., & Attfield, J. (2005). Play, learning and the Early Childhood Curriculum (2nd ed). London: Paul Chapman. Local ECEC documents: - Sollars, V. (2006). Children’s Right to Play: A study of Maltese Children’s Perceptions on Cultural and Recreational Ativities. Malta: The Office of the Commissioner for Children. In http://www.ombudsnet.org/enoc/resources/infoDetail.asp?ID=11930&flag=report. - Ministry of Education, Youth & Employment. (2006). Early Childhood Education and Care: A National Policy. Malta: Ministry of Education. In http://www.education.gov.mt/ece.htm. |
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| STUDY-UNIT TYPE | Lecture | ||||||
| METHOD OF ASSESSMENT |
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| LECTURER/S | Josephine Deguara |
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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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