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Play is a complex phenomenon with multiple functions in the lives of children. Theories of play from a range of disciplines contend that play occupies a central role in children’s development, communication and participation in cultural life, arguing that play is an important means by which children learn about self, others and the material and social world they inhabit. The United Nations Conventions on the Rights of the Child recognises children’s right to play, and in the Australian context, play-based learning is given specific emphasis in policies pertaining to early childhood education and care. Early childhood educators require knowledge of theories and functions of play in its multiple forms in order to design learning environments and activities that maximise children’s opportunities for self- and peer-initiated play and play-based learning activities.

This course considers theories of play and their relationship to theories of childhood derived from a range of disciplines. The course introduces the functions, meanings and significance of play in children's lives, and considers the ways that gender, social class and culture shape the everyday forms and functions of play. Emphasis will be given to the role of play in early development, reasoning and communication; the cultural organization of play; the potential of play for enhancing learning, creativity, curiosity and inquiry; and the implications of play for children's participation in and contribution to the relationships and cultures of which they are part. Pre-service educators will be introduced to principles of pedagogy and curriculum that underpin the design of learning activities and environments that are conducive to child-initiated and adult-facilitated play and play-based learning.

A professional experience placement is attached to this course. Bachelor of Education (EC) pre-service educators will complete a 10 day professional experience. For full details of the Professional Experience particulars, please refer to the Professional Experience website and the Professional Experience Book.

The course objectives define the student learning outcomes for a course in accordance with the Australian Institute for Teaching and School Leadership’s (AITSL) Australian Professional Standards for Teachers (APST). On successful completion of this course pre-service educators should be able to:

1. describe and explain concepts of childhood and children’s play, and how these impact on play-based pedagogies in contemporary early childhood educational settings (APST 2.1);
2. identify and explain research concerning types of play and the role of play in children’s learning, and in their physical, social and intellectual development (APST 1.1, 1.2);
3. describe linguistic, gender, cultural, religious and socioeconomic factors to be considered when designing play-based activities for diverse students, including Aboriginal and Torres Strait Islander children (APST 1.3, 1.4);
4. describe and design play-based learning activities and environments that set learning goals and achievable challenges, and that include a range of teaching strategies and multiple ways to evaluate the program and practice (APST 3.1, 3.3, 3.6, 4.2);
5. differentiate curriculum and pedagogies to support the learning needs of students with a range of abilities, and to support inclusive participation and engagement (APST 1.5, 4.1);
6. describe strategies for supporting students’ wellbeing and safety in play-based activities and in play environments, including strategies that promote knowledge and respect for the histories, cultures and languages of Aboriginal and Torres Strait Islander children (APST 4.4);
7. demonstrate professionalism during pre-service teacher placements through observation, practice and assessment of pre-service teacher professional practice (3.4, 3.5,6.3, 7.1, 7.2, 7.4).