EDU-20023 - Play, Power and Pedagogy
Coordinator: John Howlett Tel: +44 1782 7 34151
Lecture Time: See Timetable...
Level: Level 5
Credits: 15
Study Hours: 150
School Office:

Programme/Approved Electives for 2020/21


Available as a Free Standing Elective





Barred Combinations

Description for 2020/21

Can children learn while playing? Is play embedded in early years pedagogy? This module encourages students to examine play as a core method of learning. It introduces students to the contemporary theories and practices surrounding the introduction of the Early Years Foundation Stage (EYFS) and how these are reflected in historical and contemporary policy debates.
Lectures include topics such as: Existing theories of play; Pioneers of play and children┐s learning ┐ Rousseau, Froebel, Montessori; The status of play in education policy and practice; and International Perspectives on Play.

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.

Talis Aspire Reading List
Any reading lists will be provided by the start of the course.

Intended Learning Outcomes

Differentiate between the range of philosophical and theoretical arguments surrounding the use of play and learning within education:
Interpret the research and pedagogy that encompasses
the tradition of early years education in relation to children's cognitive development:
Evaluate the debates and policy implications surrounding the introduction of the National Curriculum in early years education:
Articulate how play is integrated into the National Curriculum and develop an informed view on the effectiveness of school policies on play and learning:
Recognise the way theorists contribute to the understanding and practices of pedagogy in relation to early years education:
Communicate ideas and arguments about different state educational ideologies in relation to early years delivery of education (Foundation Stage 0-8):
Draw on a range of sources of information, recognise, analyse and synthesise, evaluate and identify problems and solutions in relation to the module topics:

Study hours

12 hours lectures
12 hours seminar
38 hours lecture and seminar preparation
30 hours private study
58 hours essay preparation

School Rules


Description of Module Assessment

1: Essay weighted 80%
Essay (2,500 words)
This will be a summative assessment chosen from a list of 6 or 7 found within the module guide. There will be detailed feedback attached to each essay.

2: Presentation weighted 20%
Individual Presentation
This is an individual presentation of a designated time limit with time allocated for brief questions from the two markers. Feedback will be written and appended onto the marking sheet which the students may request.