| Effective Term: | 2026/05 |
| Institute / School : | Institute of Education, Arts & Community |
| Unit Title: | Play, Learning and Development |
| Unit ID: | ECCOP2001 |
| Credit Points: | 30.00 |
| Prerequisite(s): | Nil |
| Co-requisite(s): | Nil |
| Exclusion(s): | Nil |
| ASCED: | 070101 |
| Other Change: | |
| Brief description of the Unit |
This unit supports Pre-Service Teachers (PSTs) to critically explore early human development and the central role of play in development and learning for children from birth to eight years. PSTs will engage with theories of play and development and apply these to responsive, inclusive, and ethical teaching practices. Emphasis is placed on creating safe and stimulating environments, and planning play-based experiences that reflect the diverse strengths, rights, and agency of young children. The unit promotes collaboration with families and communities and supports PSTs in developing advocacy skills for quality early childhood education and care. This unit includes a 10-day placement. |
| Grade Scheme: | Graded (HD, D, C, P, MF, F, XF) |
| Work Experience Indicator: |
| Student is undertaking work experience in industry where learning and performance is not directed by the provider, but support is received from the provider. Fees (provider may charge a student contribution amount or tuition fee). |
| Placement Component: | Yes - 10 days |
| Supplementary Assessment:Yes |
| Where supplementary assessment is available a student must have failed overall in the Unit but gained a final mark of 45 per cent or above, has completed all major assessment tasks (including all sub-components where a task has multiple parts) as specified in the Unit Description and is not eligible for any other form of supplementary assessment |
| Course Level: |
| Level of Unit in Course | AQF Level(s) of Course | | 5 | 6 | 7 | 8 | 9 | 10 | | Introductory | | | | | | | | Intermediate | | |  | | | | | Advanced | | | | | | |
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| Learning Outcomes: |
| Knowledge: |
| K1. | Analyse theories of child development, and their implications for teaching and learning. |
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| K2. | Explain the role of play in children’s holistic development and learning across curriculum areas. |
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| K3. | Discuss definitions, characteristics and types of play. |
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| Skills: |
| S1. | Identify legislation, including approved learning frameworks, to guide play-based approaches to curriculum. |
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| S2. | Evaluate resources and teaching strategies for their effectiveness in supporting children’s learning and development through play. |
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| Application of knowledge and skills: |
| A1. | Apply contemporary theories to plan, implement and evaluate developmentally appropriate, play-based learning experiences. |
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| A2. | Communicate the value of play and advocate for children’s right to play. |
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| A3. | Collaborate with children, families and peers to assess learning and development in play. |
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| Unit Content: |
· Theories of development and learning · Domains of development · Brain development · Early Years Learning Framework (EYLF) and Australian Curriculum · Curriculum in early childhood education including routines and interactions · The interconnectedness of play, curriculum, development and learning · The value of play-based approaches and implications for teaching · Children’s rights and the teacher's role in advocating for play · Play resources and experiences for infants, toddlers and preschoolers · Indoor and outdoor environments · Planning, documenting and assessing age appropriate, play-based learning across curriculum areas including Physical Education, Maths, Science, Arts, English · Teaching strategies to support diverse learners in play-based approaches |
| Graduate Attributes: |
| Federation University recognises that students require key transferable employability skills to prepare them for their future workplace and society. FEDTASKS (Transferable Attributes Skills and Knowledge) provide a targeted focus on five key transferable Attributes, Skills, and Knowledge that are be embedded within curriculum, developed gradually towards successful measures and interlinked with cross-discipline and Co-operative Learning opportunities. One or more FEDTASK, transferable Attributes, Skills or Knowledge must be evident in the specified learning outcomes and assessment for each FedUni Unit, and all must be directly assessed in each Course.
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| FED TASK and descriptor | Development and acquisition of FEDTASKS in the Unit | | Level | FEDTASK 1
Interpersonal | Students will demonstrate the ability to effectively communicate, inter-act and work with others both individually and in groups. Students will be required to display skills in-person and/or online in: • Using effective verbal and non-verbal communication • Listening for meaning and influencing via active listening • Showing empathy for others • Negotiating and demonstrating conflict resolution skills • Working respectfully in cross-cultural and diverse teams. | Level 2 - Student demonstrates some independence within provided guidelines | FEDTASK 2
Leadership | Students will demonstrate the ability to apply professional skills and behaviours in leading others. Students will be required to display skills in: • Creating a collegial environment • Showing self -awareness and the ability to self-reflect • Inspiring and convincing others • Making informed decisions • Displaying initiative | Level 1 - Students require directions and boundaries from mentor | FEDTASK 3
Critical Thinking and Creativity | Students will demonstrate an ability to work in complexity and ambiguity using the imagination to create new ideas. Students will be required to display skills in: • Reflecting critically • Evaluating ideas, concepts and information • Considering alternative perspectives to refine ideas • Challenging conventional thinking to clarify concepts • Forming creative solutions in problem solving. | Level 2 - Student demonstrates some independence within provided guidelines | FEDTASK 4
Digital Literacy | Students will demonstrate the ability to work fluently across a range of tools, platforms and applications to achieve a range of tasks. Students will be required to display skills in: • Finding, evaluating, managing, curating, organising and sharing digital information • Collating, managing, accessing and using digital data securely • Receiving and responding to messages in a range of digital media • Contributing actively to digital teams and working groups • Participating in and benefiting from digital learning opportunities. | Level 2 - Student demonstrates some independence within provided guidelines | FEDTASK 5
Sustainable and Ethical Mindset | Students will demonstrate the ability to consider and assess the consequences and impact of ideas and actions in enacting ethical and sustainable decisions. Students will be required to display skills in: • Making informed judgments that consider the impact of devising solutions in global economic environmental and societal contexts • Committing to social responsibility as a professional and a citizen • Evaluating ethical, socially responsible and/or sustainable challenges and generating and articulating responses • Embracing lifelong, life-wide and life-deep learning to be open to diverse others • Implementing required actions to foster sustainability in their professional and personal life. | Level 1 - Students require directions and boundaries from mentor |
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| | Learning Outcomes Assessed | Assessment Tasks | Assessment Type | Weighting | | 1. | K1, K2, K3, A2 | Create a newsletter, blog or presentation for families and the broader community. Explain the importance of play for children’s development and learning. Identify relevant legislation and advocate for play-based approaches | Portfolio- Professional communication | 30%-50% | | 2. | K1, K2, K3, S1, S2, A1, A3 | Portfolio of play based experiences that are guided by approved learning framework – observe, analyse observations, plan play-based that support holistic development and learning in a range of curriculum areas | Portfolio- Planning | 50%-70% | | 3. | K1, K2, K3, S1, S2, A1, A2, A3 | 10 days professional experience in early childhood setting with children aged birth to 5 years | Placement. Not available for supplementary assessment. | Hurdle S/U |
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