| CODE | EPE1020 | ||||||||
| TITLE | The Role of Play in the Primary Years | ||||||||
| UM LEVEL | 01 - Year 1 in Modular Undergraduate Course | ||||||||
| MQF LEVEL | 5 | ||||||||
| ECTS CREDITS | 4 | ||||||||
| DEPARTMENT | Early Childhood and Primary Education | ||||||||
| DESCRIPTION | Play is essential to children. It is the main way most children use to explore, experiment, understand and learn about the world around them. Play is acknowledged to be beneficial for children’s holistic development. It is also considered a powerful and effective way for children to learn as it actively engages them in the learning process. This study-unit focuses on helping students acquire an understanding of play and its importance to learning and development in the primary years. Pre-service primary teachers will be introduced to historical and contemporary definitions, theories, philosophies and types of play and how the relationship between theory and practice can be useful in class. They will also have the opportunity to analyse key issues that relate to the role of play in learning and consider the cultural influences and gender biases on understanding play and the pedagogical role of the teacher. They will also examine the different typologies, patterns and stages of play from different social and cultural contexts. They will consider how these can be useful when observing and planning for play in the primary classroom. This study-unit will also introduce students to play-based learning experiences and playful teaching approaches and strategies across the curriculum and ages. Thus, will be able to plan for a play-based curriculum while integrating the different curriculum areas. Students will also have the opportunity familiarise themselves with ways of observing, assessing, documenting and planning for play in the primary classrooms in ways that acknowledge and are respectful towards the children’s diverse interests and abilities from multiple standpoints. Students will learn practical strategies for incorporating play into primary classroom activities. Students will also be able to create playful environments and resources that suit various play types, curriculum areas and grade levels, by using a variety of teaching approaches to meet the children’s developmental and learning needs in an enjoyable way. Study-unit Aims: The overall aim of the study-unit is to introduce students to theories, ideologies and current practices and pedagogies of play that can be implemented in the primary classroom. Students will be challenged to understand the importance, value and benefits of play and to become aware of their philosophy of play and how they can implement it in practice. Another aim of this unit is to help pre-service teachers in developing an understanding of contemporary play-based pedagogies in the primary classroom and discover and discuss ways to integrate playful activities in a structured learning process. Thus, they will also become aware of the need to adopt a pedagogy of play that is emotionally and intellectually engaging for adults and children alike. Learning Outcomes: 1. Knowledge & Understanding By the end of the study-unit the student will be able to: • Recognise the different definitions of play and their relevance to current local contexts; • Reflect on the importance, value and benefits of play for children; • Develop an awareness about the attitudes of adults toward play; • Develop a personal philosophy of play and critically reflect on it; • Distinguish between the different philosophies and theories of play that embody cultural-historical and different play-based teaching approaches; • Discuss the basic patterns, stages and types of play; • Be informed of the interrelatedness between play and learning; • Analyse and reflect upon the value of play in the local context; • Recognise that play is crucial for the holistic growth of children; and • Appraise different ways to assess play, that can inform planning for the learners. 2. Skills By the end of the study-unit the student will be able to: • Use different philosophies of play, play theories and theories of learning to inform their current thinking and practice; • Create activities that integrate different types of play while demonstrating an awareness of equity, respect for children’s diverse experiences and and abilities; • Create a meaningful ‘play’ environment and resources that suit various play types, curriculum areas and grade levels; • Observe, analyse, document and plan for children's learning through play; • Prepare thematic, creative play activities that promote an active approach in using both adult-led and child-initiated play activities; • Adopt, integrate and develop a pedagogy of play in their everyday practice; • Plan for a play-based curriculum while integrating the different curriculum areas; • Develop playful strategies and techniques engage students in different types of play for learning. Main Text/s and any supplementary readings: Main Texts: - Briggs, M., & Hansen, A. (2012). Play-based learning in the primary school. Sage. - Duncan, J., & Lockwood, M. (2008) Learning through play: A work-based approach for the Early Years Professional. Continuum. - Martlew, J., Stephen, C., & Ellis, J. (2011). Play in the primary school classroom? The experience of teachers supporting children’s learning through a new pedagogy. Early Years, 31(1), 71-83. DOI: 10.1080/09575146.2010.529425 - Parker, R., Thomsen, B. S., & Berry, A. (2022). Learning through play at school: A framework for policy and practice. Frontiers in Education, 7,751801. 1-12. Doi: 10.3389/feduc.2022.751801 Supplementary Reading: - Brock, A., Dodds, S., Jarvis, P., & Olusoga, Y. (2009). Perspectives on Play: Learning for Life. Pearson. - Bryce-Clegg, A. (2013). Creative role play in the early years: How to plan stimulating and exciting role play, inside and out. Featherstone. - Hughes, B. (2011). Evolutionary Playwork. (2nd ed.), London: Routledge. - Lindon, J. (2001). Understanding Children’s play. Nelson Thornes. - Moyles, J. (2008). Just playing? The role and status of play in Early Childhood Education. Open University. - Moyles, J. (2010). The Excellence of play. (3rd ed). Open University. - Parker, R., & Thomsen, B. S. (2019). Learning through play at school: A study of playful integrated pedagogies that foster children’s holistic skills development in the primary school classroom. The Lego Foundation. - Sollars, V. (2006). Children’s Right to Play: A study of Maltese children’s perceptions on cultural and recreational activities. The Office of the Commissioner for Children. In http://www.ombudsnet.org/enoc/resources/infoDetail.asp?ID=11930&flag=report. |
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| STUDY-UNIT TYPE | Lecture and Independent Study | ||||||||
| 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 2024/5. It may be subject to change in subsequent years. |
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