TCHR5001 Play and Pedagogies in Early Childhood Education

Assessment 2: Design Task

Due: Friday 3rd October 2025, 11:59 pm AEST (end of Week 6)

Type: Individual

Length: 1500 words total (750 words for the three written statements; 750 words discretionary across designs / annotations)

Weight: 50%

GenAI use: Permitted with mandatory acknowledgement and restrictions (see policy below)

ULOs assessed: ULO1, ULO2, ULO3, ULO4

Rationale

Early childhood teachers design inclusive, responsive play environments and experiences that support holistic learning, development and wellbeing for children birth to five years. Effective design decisions are informed by play theories, pedagogical approaches, the Early Years Learning Framework (EYLF), National Quality Standard (NQS), developmental milestones, and relevant research. This task requires you to demonstrate theoretically informed, practical design capability across three linked elements.

Task Description

Design three connected elements for children aged 0–5 years (select one age band: 0–1, 1–2, 2–3 or 3–5 years):

1. Part A – Play Space Design (indoor corner or entire indoor/outdoor space)
   Create a visual layout showing arrangement of resources, zones, materials and flow. Insert image/diagram into template and label clearly. Write a 250-word statement explaining how your personal philosophy of play-based pedagogy shaped the design for the chosen age group.
2. Part B – Play-Based Learning Experience Plan
   Use the provided template to plan one small-group play-based experience located in your designed space. Include clear EYLF learning outcomes, objectives, resources, educator role, and implementation steps. Write a 250-word statement justifying the theoretical perspectives (from Module 2) that underpin your plan.
3. Part C – Play-Based Resource Design
   Design one original or adapted play-based resource (toy, game, kit, loose parts, digital/non-digital) that promotes learning through play. Insert image/description into template. Write a 250-word statement explaining intended use and how the resource supports learning, development and wellbeing (link to developmental domains).

Supporting Evidence Requirements

• Draw explicitly on Module 2 theories (e.g. Froebel, Piaget, Vygotsky, Reggio Emilia, Montessori, socio-cultural, post-structuralist perspectives)
• Incorporate academic literature (peer-reviewed journal articles, book chapters, unit textbook)
• Reference professional/policy documents: EYLF v2.0 (AGDE, 2022), NQS, UNCRC, ECA Code of Ethics, developmental milestones
• Minimum 6 references (more encouraged); reference list on final page of template

Formatting & Referencing

• Use provided Assessment 2 Template (includes SCU cover page)
• Font: Arial or Times New Roman 12 pt; 1.5 line spacing for written statements
• APA 7th edition for all citations and reference list
• GenAI declaration: Mandatory section at end of reference list (e.g. “I used [tool name] to summarise readings and generate initial ideas for the play space layout. All final text and designs are my own.”)

Submission

• Single Word or PDF document via Turnitin link in Blackboard
• File name: SurnameInitial_TCHR5001_Assessment2 (e.g. KamenaracO_TCHR5001_Assessment2)
• No resubmissions permitted

Academic Integrity & GenAI Policy

GenAI permitted for clarifying concepts, brainstorming, summarising readings, editing drafts. Prohibited for generating final definitions, arguments, written statements or designs. All use must be declared. Undeclared or prohibited use constitutes academic misconduct.

Marking & Feedback

SCU letter grade, completed rubric, written feedback. Marks posted within 21 days.

High-quality play spaces integrate natural materials, open-ended resources and flexible zoning to support child-initiated play while ensuring safety and inclusivity. Theoretical alignment with socio-cultural perspectives emphasises co-construction of knowledge through educator scaffolding and peer interaction. Carefully designed loose-parts resources foster divergent thinking and problem-solving across cognitive, physical and social-emotional domains (Cutter-Mackenzie-Knowles et al. 2020, https://doi.org/10.1080/1350293X.2020.1739542). Intentional alignment with EYLF outcomes strengthens holistic development and wellbeing.

References

• Australian Government Department of Education (AGDE). (2022). Belonging, being & becoming: The Early Years Learning Framework for Australia V2.0. Canberra: AGDE. Available at: https://www.acecqa.gov.au/sites/default/files/2023-01/EYLF-2022-V2.0.pdf
• Cutter-Mackenzie-Knowles, A., Edwards, S. & Boyd, W. (2020). ‘Young children’s play and learning in a digital age’, European Early Childhood Education Research Journal, 28(3), pp. 312–325. Available at: https://doi.org/10.1080/1350293X.2020.1739542
• Edwards, S. & Cutter-Mackenzie, A. (2021). ‘Pedagogical play types: What do they suggest for learning about sustainability in early childhood education?’, International Journal of Early Childhood, 53(1), pp. 63–80. Available at: https://doi.org/10.1007/s13158-021-00289-7
• Fleer, M. (2019). ‘Conceptual play: Foregrounding imagination and cognition during concept formation in early childhood education’, Contemporary Issues in Early Childhood, 20(4), pp. 351–364. Available at: https://doi.org/10.1177/1463949119885293
• Wood, E. (2019). ‘The play-pedagogy interface in early childhood education’, Early Child Development and Care, 189(11), pp. 1771–1783. Available at: https://doi.org/10.1080/03004430.2019.1608191