This module will introduce students to the definitions of play and the importance of play to the all round development of the child through a theoretical and historical approach. Students will learn about the differing types of play, their relationship with development and current provision set within a cultural context.

Students will consider a range of planning perspectives and the implementation and evaluation of the planning process in the context of the planning cycle.
The module will examine the role of the adult in the extension of play opportunities. Students will be asked to consider the place or flexibility and spontaneity in the planning process and will have the opportunity to plan, provide and evaluate activities to use with children on placement.

Students will gain deeper understanding of learning theories and early childhood pedagogy relating to play, and an experiential view of teaching and learning.

The learning strategies will require students to commit 150 learning hours of which 20 hours will consist of contact time (10 x 2 hours).
The teaching strategies will employ a range of methods, including lectures, presentations, tutorials, interactive workshops and peer group discussion which will allow students to share ideas and experiences and will encourage reflection and evaluation. A key aspect of the learning strategy is what will take place in the community and on placement through engagement with the other professionals, children and their families.
Students will be encouraged to engage with learning technologies including the use of Blackboard.

DfES (2008), Pedagogy and Practice , www.standardsdfes.gov.uk , (accessed 25.08.08)
Drake, J., (2005), Planning Children's Play and Learning in the Foundation Stage (2nd ed), London, David Fulton.
Lindon, J., (2001), Understanding Children's Play, Cheltenham, Nelson Thornes.
Mortimore, P., (1999), Understanding Pedagogy: and its impact on learning, London, Paul Chapman.
Johnston, J. and Nahmad-Williams, L., (2009), Early Childhood Studies, Essex, Pearson Educational Ltd.
Moyles, J., (2005), The Excellence of Play, Maidenhead, OUP
Pound, L., (2005), How Children Learn: from Montessori to Vygotsky, UK, Stepforward Publications Ltd
QCA (2007), www.qca.org.uk
Tassoni, P. and Hucker, K., (2005), Planning, Play and the Early Years,(2nd Ed), Oxford, Heinemann

Formative Assessment will take place throughout the module in the form of informal observations, questioning, discussion, group work and attendance monitoring. Regular feedback, from the module tutor and through the personal tutor system, will take place.

Summative Assessment

1. Portfolio: Plan, provide and evaluate 4 session plans with an age group of choice. (3,000) (Weighting 100%)
(LO,s 1,2,3,4,5,6)

To complete assessment students will be required to be undertaking Professional Placement Module (2) alongside.

Multi media classroom resources, learning resource centre, internet and access to tutor. Access to children in context.