School of Public Policy and Professional Practice  
 
 
EDU-20023 Play, Power and Pedagogy  
Co-ordinator: Dr John Howlett   Tel:34151  
Teaching Team: Miss Tracy  Roberts, Miss Jo-Anne  Watts, Dr Damian  Breen, Miss Alessandra  Ceccarelli  
Lecture Time: See Timetable...  
Level: 2 Credits: 15 Study Hours: 150  
School Office:
 
 
 
Programme/Approved Electives for
Educational Studies Dual Honours (Level 2)
Educational Studies Major (Level 2)
Educational Studies Minor (Level 2)
Available as a Free Standing Elective
Yes
Barred Combinations
N/A

Prerequisites
Successful study at level 1

Description

Can children learn whilst playing? Is play embedded in early years pedagogy? The broad aim of this module is to use the topic of play to exemplify the wider sociological and pedagogical issues that underpin particular educational ideologies and practices. The definitive aim will be to track the use of play as pedagogical tool throughout the establishment of education in the UK. This module encourages students to examine the discourse of play as core methodology of learning in school. It will introduce students to contemporary theories and practices surrounding the introduction of Early Years Education. Early Years Foundation Stage (EYFS) is a single quality statutory framework introduced in 2008 that aims to integrate the approach to care and education for children from birth to 5/6. It emphasises the importance of play in education. This module will look at the pedagogy of the early years and how the policy aims relate to practice.
Aims
  • To introduce students to the key concepts surrounding play as a pedagogic tool and to the ways in which some of these have been theorised;
  • To examine the role of play in children's cognitive development;
  • To explore the way in which teachers use play to facilitate learning and to scaffold and extend children's knowledge;
  • To encourage students to participate in a critical engagement of the appropriate research and government policy in relation to play and the National Curriculum.


Intended Learning Outcomes
Differentiate between the range of philosophical and theoretical arguments surrounding the use of play and learning within education will be achieved by assessments: 1
Interpret the research and pedagogy that encompasses
the tradition of early years education in relation to children's cognitive development will be achieved by assessments: 1
Evaluate the debates and policy implications surrounding the introduction of the National Curriculum in early years education will be achieved by assessments: 1
Articulate how play is integrated into the National Curriculum and develop an informed view on the effectiveness of school policies on play and learning will be achieved by assessments: 1
Recognise the way theorists contribute to the understanding and practices of pedagogy in relation to early years practices will be achieved by assessments: 1
Communicate ideas and arguments about different state educational ideologies in relation to early years delivery of education (Foundation Stage 0-8) will be achieved by assessments: 1
Be able to draw on a range of sources of information, recognise, analyse and synthesise, evaluate and identify problems and solutions in relation to the module topics will be achieved by assessments: 1
Study hours
12 hours lectures
12 hours seminar
38 hours lecture and seminar preparation
30 hours private study
58 hours essay preparation
Description of Module Assessment
01: Essay weighted 80%
Essay (2,000 words)
02: Presentation weighted 10%
Group Presentation
03: Creative Brief weighted 10%
Group Playful Activity in relation to Early Years Learning Schemes
Version: (1.06B) Updated: 03/Mar/2013

This document is the definitive current source of information about this module and supersedes any other information.