TCHR5001: Play and Pedagogies in Early Childhood Education

Assessment 1: Digital Presentation

Assessment Name: Pitch Your Pedagogy

Due Date: Friday, 27 March 2026 at 11:59 pm AEST/AEDT (end of Week 3)

Length: 8-10 minutes recorded digital presentation (equivalent to 1500 words)

Weighting: 50%

Submission: Upload recorded presentation and completed template to Turnitin via Blackboard. Use PowerPoint, Prezi, Canva or similar for slides (maximum 15 slides, preferably fewer).

Unit Learning Outcomes

This assessment maps to the following ULOs:

• ULO1: Identify and analyse the role of play in learning and examine the challenges pertaining to play and pedagogies in early childhood education and care.
• ULO2: Critically reflect on personal philosophy and theoretical perspectives of play and pedagogies in early childhood education.
• ULO3: Evaluate the role of the educator in establishing and maintaining play-based learning environments.

Rationale

Play forms the foundation of learning in early childhood. Educators must articulate its value to families and stakeholders, drawing on theory, frameworks, and evidence to address misconceptions and demonstrate how play supports holistic development.

Task Description

Imagine you are an early childhood educator presenting at a family information night. Prepare a pre-recorded digital presentation (pitch) to explain and justify the importance of a play-based pedagogical approach for children’s learning now and in the future. Address common parental concerns about play versus structured learning. Critically engage with theoretical perspectives from Modules 1-3, reflect on your personal philosophy, discuss establishing and maintaining play-based environments, and outline challenges with solutions.

Task Instructions

Use the provided TCHR5001 Assessment 1 Template. In the table, describe key points for each slide (no more than 200 words per slide). Include in-text citations. Record yourself presenting the slides (8-10 minutes). Slides must support your spoken content visually.

Structure your presentation to cover:

• Introduction: Introduce yourself, acknowledge concerns about play, and outline presentation structure.
• Role of play in cognitive, social-emotional, and physical development (with examples and theory).
• Your personal philosophy on play-based learning (child-centered, holistic, active).
• The educator’s role (observer, facilitator, co-player, etc.).
• Creating successful play-based environments (physical, social, temporal elements).
• Challenges in implementation and practical solutions (parent perceptions, resources, inclusion).
• Conclusion: Reaffirm play as essential learning, call for support.

References: List on final slide/page. Minimum 10 scholarly sources, including EYLF (AGDE, 2022), relevant theories, and unit readings.

Formatting and Style

• Clear, professional slides with visuals, minimal text.
• APA 7th in-text citations and reference list.
• Include SCU Assessment Cover Sheet with GenAI acknowledgement (GenAI not permitted for core content).

Resources

• EYLF V2.0: https://www.acecqa.gov.au/sites/default/files/2023-01/EYLF-2022-V2.0.pdf
• Blackboard Assessment 1 folder for template, recording guides, and module materials.

Academic Integrity

GenAI tools must NOT be used to generate content. Grammarly basic permitted for editing only. Breaches follow SCU misconduct rules.

Play drives children’s natural curiosity and builds essential skills across domains without feeling forced. Children experiment, collaborate, and persist through challenges during play, which strengthens problem-solving and emotional resilience. Educators observe interests to extend learning meaningfully while providing open-ended resources. Families see rapid progress when play aligns with developmental needs. As the Early Years Learning Framework states, play promotes belonging, being, and becoming through joyful, intentional experiences (AGDE, 2022, https://www.acecqa.gov.au/sites/default/files/2023-01/EYLF-2022-V2.0.pdf).

References

Australian Government Department of Education [AGDE] (2022) Belonging, being & becoming: The early years learning framework for Australia (V2.0). https://www.acecqa.gov.au/sites/default/files/2023-01/EYLF-2022-V2.0.pdf

Aras, S. (2019) ‘Cognitive development in early childhood’, in Bembry, S. and Rillero, R. (eds) Early childhood education. Wiley, pp. 45-60.

Barblett, L. (2016) ‘Why play-based learning?’, Every Child, 22(4), pp. 4-5. Available at: https://www.earlychildhoodaustralia.org.au/our-work/submissions/why-play-based-learning/

Garaigordobil, M. and Berruezo, A.L. (2020) ‘Play and socio-emotional development in early childhood: A systematic review’, Frontiers in Psychology, 11, 575. https://doi.org/10.3389/fpsyg.2020.00575

Zosh, J.M., Hirsh-Pasek, K., Hopkins, E.J., Jensen, H., Liu, C., Neale, D., Solis, S.L. and Whitebread, D. (2018) ‘Learning through play at school – A framework for policy and practice’, Frontiers in Education, 3, 16. https://doi.org/10.3389/feduc.2018.00016