School of Education 教育学 assignment 代写

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  • School of Education
    102104 THEORISING PLAY
    Credit Points: 10
    1783-Master of Teaching (Birth-5 Years/Birth-12 Years) & 1708-
    Bachelor of Arts-Pathway to Teaching (Birth-5 Years/Birth-12
    Years)
    WESTERN SYDNEY UNIVERSITY ACKNOWLEDGES TRADITIONAL OWNERS
    With respect for Aboriginal cultural protocol and out of recognition that its campuses occupy their
    traditional lands, Western Sydney University acknowledges the Darug, Gundungurra, Tharawal (also
    historically referred to as D’harawal) and Wiradjuri peoples and thanks them for their support of its
    work in their lands (Greater Western Sydney and beyond).
    UNIT COORDINATOR: PRATHYUHSA SANAGAVARAPU
    1H/Autumn 2017
    H OW TO USE THIS  L EARNING  G UIDE
    This Learning Guide supplements the unit outline and is designed to help you navigate through the unit. It will help
    you focus on what you need to do for classes and the various assessment tasks. You should consult the relevant
    sections of the Learning Guide as you plan your study – it will highlight the main things that you should be getting
    out of the resources available and provide guidance on teaching activities and class preparation.
    The Learning Guide also offers some study tips to assist you in developing the skills and techniques of an effective
    learner at university level. In addition to acquiring information and skills relevant to this unit, you should also focus
    on developing the habits and tools of a successful university student. As an adult learner you need to take control
    of your own learning and ensure your own success. This learning guide is specifically designed to help you achieve
    this.
    ICON KEY
     Reading
     Activity
     Important Information
     Deadline
     Online Activity
     Warning
    Hint
     Toolkit
     Checklist
    A standard set of icons is used throughout the learning guide to
    make navigation easier. Use the icons to quickly identify important
    information, things you need to do and hints for doing them.
    S TAFF  C ONTACTS
    Unit Coordinator/Tutor:
    Name: Dr. Prathyusha Sanagavarapu
    Phone: 97726651
    Campus: Bankstown
    Building 4 Room G18
    Email:
    p.sanagavarapu@westernsydney.edu.au
    Mail:  School of Education
    Western Sydney University
    Locked Bag 1797
    Penrith NSW 2751
    Tutors
    Name: Natalie Trinder
    Phone: TBA
    Campuses: Bankstown
    Building: Room TBA
    Email:
    n.trinder@westernsydney.edu.au
    Director of Academic
    Program
    Name: Dr. Kumara Ward
    Phone: 02 97726329
    Campus: Bankstown
    Building 4.G. 19
    Email:
    k.ward@westernsydney.edu.au
    Administration Support
    Officer
    Name: Vanessa Lane 
    Phone: 02 97726561
    Campus: Bankstown
    Building Building 1 Room 1.1.180
    (Reception)
    Email:
    ecenquiries@westernsydney.edu.au
    C ONSULTATION  A RRANGEMENTS
    vUWS  Use vUWS to contact your Unit Coordinator.
    Phone  Phone your Tutor or Unit Coordinator or Administration Officer.
    On Campus
    By appointment with the Tutor or Unit Coordinator during the semester. Full-time
    teaching staff display their schedule on/next to their office door.
    T HIS  L EARNING  G UIDE IS DESIGNED TO SUPPORT YOUR LEARNING . It should be read in conjunction with the Unit
    Outline. 
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    T ABLE OF  C ONTENTS
    How to use this Learning Guide ............................................................................................. 2
    Student feedback and improvements to the unit ................................................................... 4
    Special Requirements ............................................................................................................ 4
    Course learning outcomes and how this unit relates to your course ....................................... 4
    How this unit relates to your Learning PORTFOLIO? ............................................................... 5
    Unit Learning Outcomes ........................................................................................................ 6
    Learning and Teaching Schedule ............................................................................................ 7
    Assessment Summary .......................................................................................................... 10
    Assignment 1 Critical Review of Readings ............................................................................ 10
    Assignment 2: Report on a chosen topic of play and learning ........................................... 15
    Assignment 3 Case study on a focus child’s play ................................................................... 20
    In the event of an accident ............................................................................................. 26
    Assignment Submission Details............................................................................................ 31
    Learning Resources .............................................................................................................. 32
    Academic literacy support for assignment preparation ........................................................ 34
    You and This Unit ................................................................................................................ 35
    Links to Key Policies and Student Information ...................................................................... 37
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    S TUDENT FEEDBACK AND IMPROVEMENTS TO THE UNIT
    The University values student feedback in order to improve the quality of its educational programs. As a
    result of students’ feedback on this Unit, the following key areas of good practice have been identified:
    Unit content; Teaching staff and their support; Flipped classroom teaching; Online learning modules; Captivate
    presentations; Tutorial discussions.
    The Students’ quotes below attest the positive learning experiences of past students in this unit.
    Online learning: Captivate was simple to use; I enjoy online module; I really like the idea of flip classroom; I found
    it was done really well. You can clearly see a lot of work and effort has been put into organising the flipped
    classroom and it really worked well for me; videos were very interesting and educational.
    Assessments: The assignment was very clear and provided a lot of opportunities for learning; I found the case
    study assignment really beneficial and relevant to the real world; clear instruction and explanation about the
    context of unit and assignment; feedback on assessment was helpful; I enjoyed the assessments.
    Learning: I actually learnt something while coming to class compared to other classes; textbook was very useful in
    all tasks.
    Based on student feedback the following changes and improvements to this unit have been made:
    1. Added a new Assignment 1 as a low risk assessment to provide formative feedback to students
    early in the semester.
    2. Changed Assignment 2 (previously Assignment 1) from an essay to a report with reduced
    weighting
    3.  Removed the 10-day field placement in an early childhood setting attached to
    this unit in the previous years. 
    S PECIAL  R EQUIREMENTS
    You need to have access to a computer/mobile device where the Internet can be used to logon to e-
    learning  (vUWS)  and  with  access  to  Adobe  Acrobat  Reader  downloadable  from
    http://www.adobe.com/products/acrobat/readstep2.html. Computer labs are located on each campus
    for student use and there are provisions for students to access online materials at each campus library.
    C OURSE LEARNING OUTCOMES AND HOW THIS UNIT RELATES TO YOUR COURSE
    This unit explores the role of play in children’s development and learning. It is one of many M. Teach
    units that provide opportunities for you, as a Pre-service Teacher, to prepare for your future
    employment as a teacher and to engage with the key elements of  the Australian Professional Standards
    for Teachers (APST)  and the Australian Children’s Education and Care Quality Authority (ACECQA)
    standards for early childhood teaching. You will develop skills in pedagogy and practice within the area
    of Physical Development, Health, and Physical Education (PDHPE) Syllabus. The knowledge and skills
    developed in the other units of study in the course can be applied in this unit. Similarly, the knowledge
    and skills developed in this unit can be applied in other units in the course, in particular your
    professional experience units in the M. Teach.
    Theorising Play is a core unit for students in the M. Teach (Birth-5 years/Birth-12 years) and an
    Education Studies Major unit for students in the BA (Pathway to Teaching Birth -5/Birth-12). This unit is
    offered on-campus as a combination of face-to-face tutorials and online lectures and taught using a
    Flipped Classroom approach, where face to face lectures are replaced with online content.
    As a Pre-service Teacher, you will have engaged with the elements of the Professional Standards for
    Teachers at the graduate level, as described by  ‘The Authority’ , one of the accrediting organisations for
    the Master of Teaching (Birth-5 years/Birth- 12 Years) course, when studying this unit.
    Play provides a foundation for children’s development, learning and wellbeing in the early years. An
    integral part of this unit will be the focus on inquiry, emphasising a critical approach to play and its
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    pedagogical potential to facilitate children’s development and wellbeing. Various theoretical
    orientations and sociocultural perspectives will be considered in the study of play. Further, the unit
    provides guidelines to educators for implementing play based curriculum, an integral component of The
    Early Years Learning Framework (EYLF) as well as the Health and Physical Education curriculum in the
    school years. Students will apply their knowledge of theory and research to undertake a case study of a
    child and make recommendations for practice. Students must complete the WSU’s online Child
    Protection Awareness Training before undertaking the Case Study.
    The unit provides guidelines to educators for implementing play based curriculum, an integral
    component of The Early Years Learning Framework as well as the Health and Physical Education
    curriculum in the school years. It provides opportunities for you to develop skills in relation to the
    following Professional Standards for Teachers, Standard 1 (know students and how they learn),
    Standard 4 (Create and maintain supportive and safe learning environments) and Standard 5 (Assess.
    provide feedback and report on student learning), set out by The Authority. It also covers Areas
    1(Psychology and child development), 2 (Education and curriculum studies, 3 (Early childhood
    pedagogies), 4 (Family and community contexts), 5 (History and philosophy of early childhood) in the
    ACECCQA requirements for early childhood teachers. These areas are mapped to the unit learning
    outcomes below.
    This unit contributes most prominently to the following Western Sydney University graduate attributes:
    1. Applies knowledge through intellectual inquiry in professional or applied
    contexts.
    2. Brings knowledge to life through responsible engagement and appreciation of
    diversity in an evolving world.
    3. Demonstrates comprehensive, coherent and connected knowledge.
    This unit supports the following course outcomes
    Graduates of the M. Teach (Birth-5 Years/Birth-12 Years) will be provided with the opportunities to:
      Demonstrate mastery of theories, principles, and concepts of childhood,
    family, community and education and their application in diverse contexts.
      Critically analyse, synthesize and reflect on complex information and
    theories and apply these understandings within diverse childhood and
    education contexts.
      Justify pedagogical practices and provide professional advice that is
    informed by established research.
      Integrate knowledge of curriculum content, concepts and processes and a
    repertoire of pedagogies to design innovative and inclusive educational
    environments that extend children’s learning.
    H OW THIS UNIT RELATES TO YOUR  L EARNING  PORTFOLIO?
    The development of a learning portfolio, highlighting evidence of your learning, has been embedded
    into the Master of Teaching (Birth – 5 Years / Birth – 12 Years). The approach requires you to capture
    and gather artefacts from each of your units, reflect on them in relation to your learning progress and
    professional development, and store them in your Weekly Learning Portfolio. The learning portfolio will
    have seven key components for you to focus upon: planning, teaching, assessment, reflection,
    relationships, teaching philosophy and professional identity. As you progress through your course, your
    learning portfolio will develop into a rich source of evidence for you to demonstrate your successful
    achievement of the Graduate Professional Standards for Teachers.
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    6
    The key component of the learning portfolio relevant to this unit is: Assessment which is introduced in
    Theorising Play and further developed and assured in later units in the Master of Teaching (Birth – 5
    Years) and Master of Teaching (Birth – 12 Years) courses as outlined below.
    Unit Number  Unit Name  Learning Portfolio Key
    Component/s
    Level of Development
    102104  Theorising Play  Assessment  Introduced
    101803  Literacy in the Early Years  Assessment Developed
    102109  Professional Experience Birth - 2 Years  Assessment  Developed
    101625  Inclusive Practices  Assessment  Developed
    101802  Investigating with Mathematics, Science
    and Technology
    Assessment  Assured
    102110  Professional Experience 3 - 5 Years  Assessment  Assured
    101586  Primary English and Literacy 2  Assessment  Assured
    102111  Professional Experience K – 6  Assessment  Assured
    U NIT  L EARNING  O UTCOMES
    The following unit learning outcomes are aligned to the course learning outcomes (CLO) above and the
    Australian Professional Standards for Teachers (APST) (see vUWS site). On successful completion of this
    unit, you should be able to:
    1. Evaluate the importance of play for children’s development, learning, health and
    wellbeing and their physical education (ACECQA 1.1; APST: 1.1).
    2. Analyse the major theories and contemporary research relating to play,
    development and learning and the implications for early childhood educators
    (ACECQA 3.7, 5.2; APST: 1.4).
    3. Explain the diversity in children’s play contexts, family values and practices and
    opportunities provided for children’s play and the relevance of these for
    planning children’s play in prior-to-school and school contexts (ACECQA 2.2,
    4.5).
    4. Propose plans for children’s play, development and learning, including active
    play, movement activities and games (ACECQA 1.4, 2.8; APST:1.3, 5.1).
    5. Apply a case study approach to understanding children’s play, development, and
    learning (ACECQA 6.5; APST: 1.2).
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    L EARNING AND  T EACHING  S CHEDULE
    Unit Calendar – 1H 2017
    Date Week Beginning
    Topic
    Learning Activities
    Reading and other Preparations
    Links to
    Outcomes
    20 February
    WEEK 1
    F2F Tutorial
    What is play and why to think about
    children’s play? 
    See Week 1 learning materials folder on the unit’s vUWS
    site. Complete at least one pre-class reading/s and
    online activities before coming to the face-to-face
    tutorial. Attempt to do the remaining activities after the
    tutorial.
    Week 1 reading for Assignment 1- Critical Review of
    Readings.
    Fleer, M. (2013). Perspectives on play: In (pp.1-25) Play
    in the early years. Cambridge, UK: Cambridge University
    Press.
    1,2, 3
    27 February
    WEEK 2
    Changing perspectives of play and
    diversity in play
    See Week 2 learning materials folder on the unit’s vUWS
    site for lecture notes, a list of activities and readings to
    complete.
    Week 2 reading for Assignment 1- Critical Review of
    Readings
    Choose one reading from these two readings below for
    the Critical review.
    Fleer, M. (2013). Infants' and children's perspectives on
    play. In Play in the early years (pp. 30-60). Cambridge,
    UK: Cambridge University Press.
    OR
    Fleer, M. (2013). Families at play. In Play in the early
    years (pp. 61-74). Cambridge, UK: Cambridge University
    Press.
    1,2,3
    6 March
    WEEK 3
    F2F Tutorial
    An overview of theories of play
    See Week 3 learning materials folder on the unit’s vUWS
    site. Complete at least one pre-class reading/s and
    online activities before coming to the face-to-face
    tutorial. Attempt to do the remaining activities after the
    tutorial.
    Week 3 reading for Assignment 1- Critical Review of
    Readings.
    Fleer, M. (2013). Classical, grand, developmental and
    post-developmental theories of play. In Play in the early
    years (pp. 99-136). Cambridge, UK: Cambridge
    University Press.
    1,2,3
    13 March
    WEEK 4
    Documenting children’s play
    See Week 4 learning materials folder on the unit’s vUWS
    site for lecture notes, a list of activities and readings to
    complete.
    Arthur, L., Beecher, B., Death, E., Dockett, S., & Farmer,
    S. (2015). Programming and planning in early childhood
    settings. Australia: Cengage Learning. Chapter 9.
    Department of Education, Employment, Employment
    and Workplace Relations. (2009). Belonging, being and
    becoming: The early years learning framework for
    Australia. Canberra, Australia: Commonwealth of
    4,5
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    Australia.
    Department of Education, Employment, Employment
    and Workplace Relations. (2011). My Time, Our Place.
    Framework for school age care in Australia. Canberra,
    Australia: Commonwealth of Australia.
    20 March
    WEEK 5
    F2F Tutorial
    A case study approach to studying
    children’s play, development and
    learning.
    See Week 5 learning materials folder on the unit’s vUWS
    site. Complete at least one pre-class reading/s and
    online activities before coming to the face-to-face
    tutorial.
    Attempt to do the remaining activities after the tutorial.
    McDevitt, T. M., & Ormrod, J. E. (2013). Using research
    to understand children and adolescents. In Child
    development and education (5th ed., pp. 36-65). Upper
    Saddle River, NJ: Merrill.
    Assignment 1: Submit draft copy of Assignment 1
    through Turnitin on 20 March. Check the Originlaity
    Report before submitting the final copy on 27 March.
    4,5
    27 March
    WEEK 6
    Play for physical development
    /learning and health and wellbeing
    See Week 6 learning materials folder on the unit’s
    vUWS site for lecture notes, a list of activities and
    readings to complete.
    Board of Studies, NSW. (2007). Personal development,
    health and physical education K-6: Syllabus. Sydney,
    Australia: Author.
    Maynard, T., & Waters, J.(Eds.) (2014). Exploring
    outdoor play in the early years. Maidenhead, England:
    Open University Press.
    Assignment 1
    Final Turnitin Submission: Due on 27 March 2017 at
    5.00pm
    1,2,3
    3 April
    WEEK 7
    F2F Tutorial
    Play for socio-emotional
    developments/learning
    See Week 7 learning materials folder on the unit’s vUWS
    site. Complete at least pre-class reading/s and online
    activities before coming to the face-to-face tutorial.
    Attempt to do the remaining activities after the tutorial.
    Irby, B. J., & Brown, G. (2011). Gender and early learning
    environments. Charlotte, NC: Information Age Pub.
    Museum Victoria: Play & folklore:
    http://www.museum.vic.gov.au/playfolklore .
    1,2, 3
    10 April
    WEEK 8
    Intra-session break
    17 April
    WEEK 9
    F2F Tutorial
    Parramatta students will
    have their class on
    Monday 24 April due
    to Easter Monday
    being 17 th -Check
    Allocate+
    Play for cognition, language, and
    literacy
    See Week 8 learning materials folder on the unit’s vUWS
    site. Complete at least one pre-class reading/s and
    online activities before coming to the face-to-face
    tutorial. Attempt to do the remaining activities after
    the tutorial.
    Gupta, A. (2009). Vygotskian perspectives on using
    dramatic play to enhance children's development and
    balance creativity with structure in the early childhood
    classroom. Early Child Development and Care, 179(8),
    1041-1054.
    Assignment 2: Submit draft copy of Assignment 2
    through Turnitin on 21 April. Check the Originlaity
    Report before submitting the final copy on 28 April.
    1,2, 3
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    24 April
    WEEK 10
    Play curriculum
    See Week 10 learning materials folder on the unit’s
    vUWS site for lecture notes, a list of activities and
    readings to complete.
    Fleer, M. (2013). Play in the curriculum. In Play in the
    early years (pp. 137-166). Cambridge, UK: Cambridge
    University Press.
    Assignment 2
    Final Turnitin Submission: Due on 28 April 2017 at
    5.00pm
    4,5
    1 May
    WEEK 11
    F2F Tutorial
    Play pedagogy and cultural
    technologies
    See Week 11 learning materials folder on the unit’s
    vUWS site. Complete at least one pre-class reading/s
    and online activities before coming to the face-to-face
    tutorial. Attempt to do the remaining activities after the
    tutorial.
    Fleer, M. (2013). Cultural technologies and play. In Play
    in the early years (pp. 189-215). Cambridge, UK:
    Cambridge University Press.
    Palaiologou, I. (2016). Teachers’ dispositions towards
    the role of digital devices in play-based pedagogy in
    early childhood education Early Years, 36 (3), Pages:
    305-321 | DOI: 10.1080/09575146.2016.1174816
    4,5
    8 May
    WEEK 12
    Planning for and organising play See Week 12 learning materials folder on the unit’s
    vUWS site for lecture notes, a list of activities and
    readings to complete.
    Fleer, M. (2013). Planning for play development. In Play
    in the early years (pp. 167-188). Cambridge, UK:
    Cambridge University Press.
    4,5
    15 May
    WEEK 13
    F2F Tutorial
    Assessing play
    See Week 13 learning materials folder on the unit’s
    vUWS site. Complete at least one pre-class reading/s
    and online activities before coming to the face-to-face
    tutorial. Attempt to do the remaining activities after the
    tutorial.
    Fleer, M. (2013). Assessing play, assessing through play
    and assessing for play. In Play in the early years (pp.
    216-236). Cambridge, UK: Cambridge University Press.
    4,5
    22 May
    WEEK 14
    Being a play activist  See Week 14 learning materials folder on the unit’s
    vUWS site for lecture notes, a list of activities and
    readings to complete.
    Fleer, M. (2013). Being a play activist. In Play in the early
    years (pp. 237-248). Cambridge, UK: Cambridge
    University Press.
    Assignment 3: Submit draft copy of Assignment 3
    through Turnitin on 22 May. Check the Originlaity
    Report before submitting the final copy on 29 May.
    4,5
    WEEK 15  Assignment 3- Case Study Report: Final Turnitin copy: Due on 29 May 2017 at 5.00pm
    A SSESSMENT  S UMMARY
     Assessment for this unit will be based on the following components:
    A SSIGNMENT  I TEM D UE  D ATE W EIGHTING
    L INK TO  U NIT
    L EARNING
    O UTCOMES 
    Assignment 1
    Critical review of readings on
    theories of play and learning.
    Word Limit – Three 200 word
    reading responses
    Due to Turnitin: Draft Copy: 20
    March, 2017
    Final date for submission to Turnitin:
    27 March, 2017, 5.00 pm
    20%  1,2,3
    Assignment 2
    Report on a chosen topic relating
    to theories of play and learning.
    Word Limit –  1000 words
    Due to Turnitin: Draft Copy: 21 April,
    2017
    Final  date  for  submission  to
    Turnitin:28 April, 2017, 5.00 pm.
    30%  1,2,3
    Assignment 3
    3a. Child protection online
    training (Hurdle task before
    taking 3b)
    3b. Case study of a child’s play.
    Word Limit- 2000words
    Online training and test
    Due to Turnitin: Draft Copy: 22 May,
    2017
    Final date for submission to Turnitin:
    29 May, 2017, 5.00 pm
    Satisfactory
    or
    unsatisfactory
    50%
    4, 5
    Please note, word/time limits are +/- 10% of the total listed.
    All assessment items are mandatory. A combined overall mark of at least 50% is required to pass the
    unit.
    A SSIGNMENT  1 C RITICAL  R EVIEW OF  R EADINGS 
    This assignment requires you to submit three 200 word reading responses. See Teaching Schedule on
    page 7 of this Learning Guide for the three set readings for the Critical Review. The purposes of this
    assignment are to develop students’ in- depth reading and analytical skills and their knowledge of
    theories relating to children’s play and learning.
    What is a critical review?
    A critical review is an analysis of ideas presented in a text or a reading. Its purpose is to understand the
    connections between different ideas presented in the reading and to critique the underlying
    assumptions of the author/s and theory/ theoretical ideas in the reading. Therefore, in this assignment
    you have to go beyond summarising simple facts or ideas presented in a reading or a journal article.
    D UE DATE : 27 M ARCH , 2017, 5.00 PM
    L ENGTH : T HREE  200 WORD RESPONSES  (T OTAL  600 WORDS)
    A SSIGNMENT  1 D ETAILS
    In order to complete this assignment, follow the steps given below:
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    11
     In weeks 1-3, read the set weekly reading for the Critical Review Assignment.
    See the Teaching Schedule, page 7 of this Learning Guide. You can only access
    these readings from your text book. Due to copyright restrictions, you cannot
    access them online. Therefore, buy your textbook ASAP.
     Start with skimming each reading and identify its key points and the overall thesis
    or arguments of the author/s in each reading.
     Read the reading/s again critically to identify the main ideas, theoretical
    concepts, assumptions and the evidence that the author/s used to support the
    ideas, concepts, and assumptions.
     Draw the implications of the ideas or concepts presented in each reading for
    promoting children’s play, development and learning and for families and
    educators’ practices.
     Write your response for each reading using the template given below and make
    sure to include information relating to each sub-heading in the template.
     Edit the response and correct all writing, citation, referencing and presentation
    errors. Ensure all assessment standards are addressed in the response.
     Submit, in draft, the three 200 word responses in three separate templates to
    Turnitin.
     Submit the final copy of three 200 word responses or a total of 600 words for
    three readings in three separate templates to Turnitin on the final due date.
    Template for writing the Critical Review of weekly reading/s
    Weekly reading: Give the number (week 1 or 2 or 3) and its bibliographic details as per APA style
    Purpose/s
    What is the author/s trying to achieve in this reading? Is it to persuade
    readers, inform, describe, apply, and challenge an idea or a theory?
    Thesis or argument/s or theoretical
    perspectives
    What is the main thesis or argument or the theoretical perspectives that
    the author/s is trying to put forward ?
    Main point/s and assumptions
    What are the key points and assumptions of the reading and what
    evidence in the reading supports those ideas or assumptions?
    Critique and Links
    How do the various ideas or points or arguments link with each other
    and are there any limitations in the thesis or arguments or ideas
    proposed?
    Implications  What did you learn from this reading? Think about how the points and
    ideas presented in the reading could be used to promote children’s play,
    developments and learning and/or useful for families and educators’
    practices.
    This template is adapted from a presentation on In-depth Reading by Dr. Neera Henderson (2014) -
    Academic Writing Support Staff- Western Sydney University.
    W HAT DO  I NEED TO SUBMIT ?
    A written 200-word response for three readings in three separate templates, covering all
    headings in the template.
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     S UBMISSION DETAILS
      Submit a draft of your assignment (not a PDF) to Turnitin by 20 March,
    2017 so you have time to review your Originality Report and edit your
    work.
      Submit an electronic copy of your final assignment to Turnitin by 27 March,
    2017, 5.00 pm (include your reference list).
      Assignments submitted (Final Turnitin Copy) after the due date and time,
    without an approved extension, will be penalised 10% per day for late
    submission.
      You must keep a copy of your assignment.
    E XAMPLES OF ASSIGNMENT  1
    This is a new assignment, therefore, no past exemplars/excerpts of assignments identified as a
    distinction/credit/pass are not available. However, resources that can help you in completing the
    assignment can be found in the assessment 1 folder on the Unit’s vUWS site.
    A SSESSMENT CRITERIA
      Evidence of in-depth reading demonstrated through the identification of
    key points or assumptions, thesis or argument/s and the purpose/s of each
    reading.
      Critical analysis of the thesis or arguments or theoretical perspectives in
    each reading.
      Clearly  drawn  implications  of  the  reading  for  children’s
    play/development/learning and /or for families and educators.
      Presents work professionally, with clear academic writing and within the
    word/time limit.
      Uses the APA referencing style correctly for both in-text citations and
    reference list.
    A SSESSMENT  S TANDARDS
    The assessment standards outline what is expected for each of these criteria in order to pass this
    assignment, and to gain higher grades of credit, distinction and high distinction. All markers use these
    standards when assessing your work and you are strongly advised to use them to self-assess prior to
    submitting your assignment.
    1 0 2 1 0 4 T H E O R I S I N G P L A Y  1 H / A U T U M N 2 0 1 7
    Student Name  Student Number  Marker 
    /20
    Assessment Standards for Critical Review Assignment 1
    Criteria  FAIL  PASS  CREDIT  DISTINCTION  HIGH DISTINCTION
    0-9.8/20  10-12.8/20  13-14.8/20  15-16.8/20  17-20/20
    1  2  3  4  5
    Evidence  of  In  -depth
    reading
    /5
    Three set readings are not
    reviewed. Key points and
    purposes of each reading are
    not identified clearly.
    Information is presented
    verbatim from the reading/s.
    Three set readings are
    reviewed. Key points and
    purposes of each reading are
    identified clearly and
    presented in students’ own
    words.
    In addition to Pass, some
    attempt at synthesising the
    different ideas presented in
    each reading.
    In addition to Credit, clear
    synthesis of diverse ideas
    presented in each reading.
    In addition to Distinction, the
    diverse ideas presented in
    each reading are
    comprehensively and
    coherently synthesised
    Critical  analysis  of  key
    points or assumptions or
    theoretical ideas
    /5
    The thesis or arguments and
    theoretical perspectives are
    not identified. No attempt at
    critiquing the main ideas or
    arguments or theoretical
    perspectives.
    The thesis or arguments and
    theoretical perspectives are
    identified clearly. Basic
    attempt at critiquing the main
    ideas or arguments or
    theoretical perspectives.
    In addition to Pass, some
    attempt at critiquing the main
    ideas or thesis or arguments
    or theoretical perspectives
    using the evidence presented
    within the set reading.
    In addition to Credit, the
    main ideas or thesis or
    arguments or theoretical
    perspectives are critiqued
    clearly using the evidence
    presented within the set
    reading.
    In addition to Distinction, the
    main ideas or thesis or
    arguments or theoretical
    perspectives are analysed
    clearly and are also and
    synthesised effectively using
    the evidence presented within
    the set reading.
    Implications of the readings
    for
    children/families/educators
    /5
    No clear understanding of
    how the ideas presented in
    the reading could be used to
    promote children’s play,
    development and learning in
    early childhood settings
    and/or useful for families and
    educators’ practices.
    Basic understanding of how
    the ideas presented in the
    reading could be used to
    promote children’s play,
    development and learning in
    early childhood settings
    and/or useful for families and
    educators’ practices.
    In addition to Pass, clear
    understanding of how the
    ideas presented in the reading
    could be used to promote
    children’s play, development
    and learning in early
    childhood settings and/or
    useful for families and
    educators’ practices.
    In addition to Credit,
    Implications drawn are
    specific and highly practically
    applicable to children,
    families, and educators.
    In addition to Distinction,
    Implications drawn are
    original, showing strong
    understanding of the
    applications of the ideas in
    reading for children, families,
    and educators.
    Presents work professionally,
    with clear academic writing
    and within the word limit
    AND
    Uses the APA referencing
    style correctly for both in-
    text citations and reference
    list
    / 5
    Review lacks structure; little
    evidence it has been edited;
    terminology  inappropriate;
    frequent spelling/ typographic
    errors. Poor paraphrasing or
    overreliance  on  quotes.
    Submitted  to  Turnitin;
    originality report detects some
    insignificant  matches.
    Significantly below or above
    Generally clear; review and is
    developed with student’s voice;
    sentences  coherent  and
    grammatically correct; within
    word/time  limit;  some
    typographic and /or spelling
    errors.
    Some  appropriate  use  of
    evidence but needs to be better
    integrated;  submitted  to
    Well-structured and coherent
    text;  effective  grammatical
    expression;  adheres  to
    word/time  limit;  uses
    appropriate terminology; minor
    typographic and /or spelling
    errors.
    Analysis well developed with
    student’s voice and supported
    by literature and research.
    Clear  and  concise  review;
    strengthened  by  relevant
    research; grammar and syntax
    mostly correct; cohesive text
    within  word/time  limit;
    discriminating  use  of
    appropriate vocabulary; few
    typographic or spelling errors.
    Well-structured review within
    the word/time limit; explicitly
    identifies  the  key  issues;
    cohesive, grammatically correct
    structure; very few typographic
    or  spelling  errors.  With
    competent  integration  of
    evidence, submitted to Turnitin;
    original work with insignificant
    matches.
    1 0 2 1 0 4 T H E O R I S I N G P L A Y 1 H / A U T U M N 2 0 1 7
    14
    the word/time limit.  Turnitin;  originality  report
    detects  some  insignificant
    matches.
    Reference list is missing or
    mostly  incorrect.  In-text
    citations  omitted  or  used
    incorrectly.
    The 4 elements of the APA
    referencing style are present in
    most reference list, (creator,
    copyright date, title of work and
    source).
    Some attempt at appropriate in-
    text citation, formatting and
    punctuation  has  been
    demonstrated.
    All cited sources are included in
    the reference list.
    As for pass, and at least half of
    the reference list and in-text
    citations  are  correctly
    formatted  (Italics,
    capitalisation, regular text and
    spacing)  and/or  punctuated
    (alphabetically ordered, double
    spaced hanging indents, full
    stops and commas correctly
    positioned). In-text citations for
    direct quotes include page
    numbers.
    As for pass, and more than half
    of the reference list is correct
    formatted and/or punctuated,
    including complex citations or
    unusual source materials.
    The reference list and in-text
    citations are correctly formatted
    and  punctuated  throughout.
    See the Library APA Guide and
    APA style guide to electronic
    references.
    1 0 2 1 0 4 T H E O R I N I N G P L A Y  1 H / A U T U M N 2 0 1 7
    A SSIGNMENT  2: R EPORT ON A CHOSEN TOPIC OF PLAY AND LEARNING
    The purpose of this assignment is to develop students’ in depth knowledge of theories of play and
    learning and their practical application in early childhood settings. It requires you to produce an
    individual written report on how you as a future teacher would respond to a practical situation utilising
    your knowledge of theories of children’s play or learning.
    D UE  D ATE : 28 A PRIL , 2017, 5.00 PM .
    L ENGTH :1000 WORDS
    A SSIGNMENT  2 D ETAILS
    Choose one of the scenarios below:
    1. Three-year-old Sally is playing at the play dough table with her educator. She
    asks the educator to show her how to do cookies with the play dough, after
    watching her friend making cookies with the play dough. Sally copies the
    educator’s steps of taking a piece of play dough, rolling and flattening it into a
    cookie and cutting it into shapes using the cookie cutter.
    Points to cover and questions to answer in your report:
      Analyse Sally’s learning in this scenario using a related theory of learning
    and/or play.
      If you were in the same situation, how would you respond to Sally’s request
    for help and extend her learning and/or play with the play dough?
      Suggest three recommendations for extending Sally’s learning and/or play
    with the play dough and support your recommendations using recent
    literature.
    2. During free play time, Daniel enters the dramatic play kitchen area and begins
    to put on the apron. Sam and Lily, who were playing in the dramatic corner,
    turn around and start to laugh at Daniel by saying, “you are a boy. You should
    not be cooking like a girl. Go away!”.
    Points to cover and questions to answer in your report:
      Analyse Sam and Lily’s ideas of gender in this scenario using a related Play
    and or/learning theory.
      If you were in the same situation, how would you respond to the girls’
    comments?
      Suggest three recommendations for promoting non-gendered play for the
    girls and support your recommendations using recent literature.
    Guidelines for completing Assignment 2
    -Choose one of the above scenarios. Brainstorm it with your peers or on your own to understand the
    nature of play/learning and theories that may help to explain the play and learning in the scenario.
    -Begin with reading the two readings below to develop comprehensive knowledge of theories and to
    identify the theory/theories that relates to the scenario:
    Fleer, M. (2013). Classical, grand, developmental and post-developmental theories of play. In Play in the
    early years (pp. 99-136). Cambridge, UK: Cambridge University Press and
    MCDevitt, T.M., Ormrod, J.E., Cupit, G., Chandler, M., & Aloa, V. (2013). Child development and
    education. NJ: Pearson (Chapter 1).
    1 0 2 1 0 4 T H E O R I S I N G P L A Y 1 H / A U T U M N 2 0 1 7
    16
    Re-read and analyse your chosen scenario to understand and explain the nature or types of play or
    learning and the topics and issue/s in the scenario using a relevant theory. From this analysis, suggest
    three recommendations to address the chosen issue or topic relating to children’s play or development
    or learning.
    Collect literature on the topic/s of play or learning in the given scenario to support your discussion,
    analysis and recommendations. Refer to recent literature published in the last five years on the topic.
    Refer to only text books, journal articles, research or government reports. Do not refer to non-peer
    reviewed sources or general websites: Wikipedia, Parenting sites or blogs. Refer to primary sources
    only. The minimum number of references that you need to refer to in this assignment are FIVE. Avoid
    cross references and citations in text books as they can be outdated.
    Present your discussion in a well-argued report addressing the below points:
      A brief introduction to the scenario and what this report is about.
      Specific answers to the questions and discussion of the ideas and issues
    relating to the scenario using a related theory of children’s play or learning.
      Three relevant and practical recommendations to address the issue or
    problem identified for educators/ families/children or as appropriate to
    these stakeholders.
      Support with recent, relevant literature and theory or theories.
      Present your report using appropriate levels of academic writing,
    presentation, and referencing as per APA guidelines.
    W HAT DO  I NEED TO SUBMIT ?
    Assignment 2- A Written Report on one of two scenarios or topics of play and
    learning given in this Learning Guide.
     S UBMISSION DETAILS
      Submit a draft of your assignment (not a PDF) to Turnitin by 21 April so you
    have time to review your Originality Report and edit your work.
      Submit an electronic copy of your final assignment to Turnitin by 28 April
    (include your reference list).
      Assignments submitted after the due date and time, without an approved
    extension, will be penalised 10% per day for late submission.
    You must keep a copy of your assignment.
    A SSESSMENT CRITERIA
      Clear identification and overview of the key ideas, questions and issues
    related to the chosen scenario.
      Clear discussion of chosen issue/s relevant to the scenario.
      Clear, relevant, and practical recommendations to address the chosen
    issue/s in the scenario for educators and/or families or children.
      Uses theory and academic literature to identify and discuss the ideas and
    issues raised.
      Presents work professionally, with clear academic writing and within the
    word limit AND Uses the APA referencing style correctly for both in-text
    citations and reference list.
    1 0 2 1 0 4 T H E O R I S I N G P L A Y 1 H / A U T U M N 2 0 1 7
    17
    E XAMPLES OF ASSIGNMENT  2
    This is a new assignment, therefore, no past exemplars/excerpts of assignments identified as a
    distinction/credit/pass are not available. However, resources that can help you in completing the
    assignment can be found in the assessment 2 folder on the Unit’s vUWS site.
    A SSESSMENT  S TANDARDS
    The assessment standards outline what is expected for each of these criteria in order to pass this
    assignment, and to gain higher grades of credit, distinction and high distinction. All markers use these
    standards when assessing your work and you are strongly advised to use them to self-assess prior to
    submitting your assignment.
    1 0 2 1 0 4 T H E O R N I N G P L A Y  1 H / A U T U M N 2 0 1 7
    18
    Student Name  Student Number  Marker 
    /30
    Assessment Standards for Report on a chosen topic of Play/development/learning- Assignment 2
    Criteria  FAIL  PASS  CREDIT  DISTINCTION  HIGH DISTINCTION
    0-14.7/30  15-19.2/30  19.5-22.2/30  22.5-25.2/30  25.5-30/30
    1  2  3  4  5
    Clear identification and
    overview of the key
    ideas, questions and
    issues related to the
    chosen scenario.
    /5
    No clear overview with a vague
    summary of information, not all
    key ideas or questions in the
    chosen scenario are clearly
    identified.
    Clear overview with an outline
    and basic discussion and answers
    to all key questions of the
    scenario. Clear identification of
    one issue.
    In  addition  to  Pass,  the
    discussion and answers are
    specific to the scenario.
    In  addition  to  Credit,  the
    discussion  is  highly  specific,
    covering diverse ideas.
    In addition to Distinction, an
    excellent grasp of the context
    and key ideas related to the
    chosen scenario.
    Clear discussion of
    chosen issue/s
    relevant to the
    scenario.
    /5
    The issue chosen is not
    relevant to the selected
    scenario. Very broad and
    basic mention of an issue
    without any details and
    further discussion.
    The issue chosen is broadly
    relevant to the topic /scenario.
    Basic details and discussion on
    the issue.
    In addition to Pass, the chosen
    issue is specific and relevant.
    The discussion of the chosen
    topic/issue is adequate
    In addition to Credit, the issue
    chosen is highly relevant and the
    discussion on the issue is in
    depth.
    In addition to Distinction, the
    chosen issue is very topical, and
    the discussion on the issue
    covers diverse perspectives.
    Clear, relevant and
    practical
    recommendations to
    address the chosen
    issue for educators or
    families or children
    /5
    Recommendations did not
    relate to the issue identified.
    Three recommendations are
    not proposed. They are not
    clear or appropriate to
    educators and/or families or
    children.
    Recommendations relate
    broadly to the issue identified.
    Three recommendations are
    proposed. They are clear and
    appropriate to educators and/or
    families or children.
    In addition to Pass,
    recommendations are specific
    to the issue identified and
    practically applicable to
    educators and or families or
    children.
    In addition to Credit, the
    recommendations proposed
    are highly relevant and specific
    to the issue identified in the
    topic. They are also highly
    practical and applicable to
    educators/and or families and
    children.
    In addition to Distinction,
    recommendations proposed
    are original, showing strong
    understanding of the relevant
    issue, and covers diverse
    perspectives.
    Uses theory and
    academic literature to
    identify and discuss
    the ideas and issues
    raised.
    /5
    References do not contribute to
    the points being made.
    Required 5 academic sources
    are not used. Little or no
    support from literature. No
    mention of appropriate
    theoretical concepts.
    Reference to inappropriate
    theory or misinterpretation of
    theoretical concepts.
    May contain some discussion
    unsupported by references but 5
    academic sources are used.
    Some general links to theoretical
    concepts.
    In addition to Pass, discussion is
    supported with appropriate
    literature. Effectively utilises at
    least 6 academic sources.
    Discussion is supported by
    appropriate theoretical
    concepts.
    In addition to Credit, discussion
    is supported with highly credible
    literature.
    Effectively utilises up to -8
    academic  sources.  Strong
    understanding of theory/theories
    demonstrated in the use of
    highly  relevant  theoretical
    concepts.
    In addition to Distinction, the
    discussion is led by student’s
    voice along with the support with
    strong support from literature.
    Effectively utilises 8 or more
    academic sources. Excellent
    understanding  of  theoretical
    perspectives  along  with  a
    thorough  analysis  and
    application  of  theoretical
    concepts.
    1 0 2 1 0 4 T H E O R N I N G P L A Y  1 H / A U T U M N 2 0 1 7
    19
    Presents  work
    professionally,  with
    clear academic writing
    and within the word
    limit
    /5
    Report lacks structure; little
    evidence  report  has  been
    edited;  terminology
    inappropriate;  frequent
    spelling/  typographic  errors.
    Poor  paraphrasing  or
    overreliance  on  quotes.
    Submitted to Turnitin; originality
    report  detects  some
    insignificant  matches.
    Significantly below or above the
    word/time limit.
    Generally  clear;  Report,  has
    introduction,  body  and
    conclusion;  developed  with
    student’s  voice;  sentences
    coherent  and  grammatically
    correct; within word/time limit;
    some typographic and /or spelling
    errors. Some appropriate use of
    evidence but needs to be better
    integrated; submitted to Turnitin;
    originality report detects some
    insignificant matches.
    Well-structured and coherent
    text;  effective  grammatical
    expression;  adheres  to
    word/time  limit;  uses
    appropriate terminology; minor
    typographic and /or spelling
    errors. Analysis well developed
    with  student’s  voice  and
    supported by literature and
    research.
    Clear and concise structure;
    strengthened  by  relevant
    research; grammar and syntax
    mostly correct; cohesive text
    within  word/time  limit;
    discriminating use of appropriate
    vocabulary; few typographic or
    spelling errors.
    Well-structured report within the
    word/time  limit;  explicitly
    identifies  the  key  issues;
    cohesive, grammatically correct
    structure; very few typographic
    or  spelling  errors.  With
    competent  integration  of
    evidence, submitted to Turnitin;
    original work with insignificant
    matches.
    Uses  the  APA
    referencing  style
    correctly for both in-
    text  citations  and
    reference list
    /5
    Reference list is missing or
    mostly  incorrect.  In-text
    citations  omitted  or  used
    incorrectly.
    The 4 elements of the APA
    referencing style are present in
    most reference list, (creator,
    copyright date, title of work and
    source).
    Some attempt at appropriate in-
    text  citation,  formatting  and
    punctuation  has  been
    demonstrated.
    All cited sources are included in
    the reference list.
    As for pass, and at least half of
    the reference list and in-text
    citations are correctly formatted
    (Italics,  capitalisation,  regular
    text  and  spacing)  and/or
    punctuated  (alphabetically
    ordered, double spaced hanging
    indents, full stops and commas
    correctly  positioned).  In-text
    citations  for  direct  quotes
    include page numbers.
    As for pass, and more than half
    of the reference list is correct
    formatted and/or punctuated,
    including complex citations or
    unusual source materials.
    The reference list and in-text
    citations are correctly formatted
    and punctuated throughout. See
    the Library APA Guide and APA
    style  guide  to  electronic
    references.
    1 0 2 1 0 4 T H E O R I I N G P L A Y  1 H / A U T U M N 2 0 1 7
    20
    A SSIGNMENT  3 C ASE STUDY ON A FOCUS CHILD ’ S PLAY
    The purpose of this assignment is to help you plan for a focus child’s play by applying a case study
    approach and in-depth investigation of the child’s play, developments and learning. This assignment
    requires you to write an individual research report from an in-depth investigation of your focus
    child’s play.
    Note: You must have completed WSU’s online Child Protection Training before you begin this
    assignment. Child Protection Training will be available to you from the beginning of semester. You
    must complete this training before 31 March 2017.
    You must obtain informed consent from the child’s parent or caregiver before commencing any
    observations on a child. Permission given by other people on behalf of the parent or caregiver is not
    valid and cannot be accepted. Failure to submit the Parent Consent Form may result in a fail grade.
    D UE DATE : 29 M AY , 2017, 5.00 PM .
    L ENGTH : 2000 WORDS  ( EXCLUDING ATTACHMENTS / APPENDICES )
    A SSIGNMENT  3 D ETAILS
    What is a case study?
    The case study method of investigation brings together a wide range of information on one child or a
    specific issue, gathered through interviews, observations, test scores, work samples, artefacts and so
    on. “The aim is to obtain as complete a picture as possible of that child’s psychological functioning
    and the experiences that led to it” (Berk, 2006, p. 48).
    The case study approach helps you to apply your recommendations specifically to your focus child.
    How do I conduct a case study?
    Read the example below to understand how to do a case study?
    Samantha, a student in the Play unit, chose 2-year-old John as her focus child in consultation with
    the child’s family. After speaking to John’s parents a few times, Samantha understood that John is
    very interested in socio-dramatic play and that he is highly imaginative. She became interested to
    know, if it is John’s dramatic play that is contributing to his imagination, which is currently advanced
    and is beyond what is expected in his stage of development. Therefore, she wanted to investigate-
    “How John’s pretend play is contributing to his imagination”. To answer this question, Samantha
    collected information on a) John’s home and family contexts, his play, routines, and other
    community experiences using a parent questionnaire and b) conducted five observations when he
    was playing in home corner and engaged in socio-dramatic play with peers. She then analysed all
    information collected from the child’s family, and her own observations to understand HOW his
    socio-dramatic play was promoting his imagination and specifically analysed observations for
    imagination skills. To avoid bias in her analysis, she cross-checked her analysis with related theory
    and research and The Early Years Learning Framework. This analysis of the information from various
    sources has helped her to find answers or explain John’s interest in socio-dramatic play and to
    answer the question of how his play socio-dramatic play was promoting his imagination. From this
    analysis, Samantha came up with three recommendations to further extend and support John’s
    socio-dramatic play and imagination. Finally, Samantha prepared a report on her research into
    John’s play and imagination and submitted it to University for marking.
    1 0 2 1 0 4 T H E O R I I N G P L A Y  1 H / A U T U M N 2 0 1 7
    21
    Steps in Case Study research
    Step 1: Find a Focus Child
    First find a focus child in the 0-12 years’ age group to complete the Case Study assignment. You can
    choose the child either from
    A) your network of friends or extended family or
    B) from your work setting, i.e. an early childhood setting or OOSH service. Option B is available
    only to students already working in an early childhood setting that caters for children from Birth-12
    years. Students wanting to complete the Case study assignment in their work setting must seek
    verbal approval from the Unit Coordinator and then written permission from their Supervisor in the
    work setting. Attach the written permission from the supervisor to the Assignment 3.
    After finding a focus child from your networks / work setting, explain and discuss the requirements
    of Assignment 3 to the parent/s or caregiver/s or educators using this Learning Guide. Hand the
    consent form to the parent/s or caregiver/s to seek their written approval to collect information and
    to observe their child. Assure confidentiality with the information collected from them. Seek
    separate permission to take photos and artefacts and to use them in your assignment. There is a
    consent form on the vUWS site in the Assignment 3 folder. Parents may not consent to photos and
    photos are not essential in the report. Gently remind parent/s or caregiver/s about the need to
    return the consent form as soon as possible. Develop rapport and trust with the focus child and their
    family or caregivers before conducting observations or collecting other information from the family.
    STEP 2: Choose a specific topic and question for the Case Study Research
    Choose a specific topic for your case study in consultation with the child’s parent/s or caregiver/s
    and supervisor (if applicable). Some examples for the case study topics are:
      Peer interactions in group play
      Enhancing pretend play
      Developing handedness through constructive play
      Improving pronunciation through linguistic play
      Scaffolding imagination through socio-dramatic play and so on.
    After choosing a specific Case study topic, then come up with a specific question for the study. For
    example, if you chose the topic of peer interactions in group play, your research question could be:
    Why is my focus child not interacting with peers in group play and how I can extend my focus child’s
    peer interactions through group play? Also, be clear with the purpose/s of the case study: Ask
    questions such as why I am doing the case study and what are its purposes and what do I want to
    achieve from the case study and what are its benefits for my focus child/family/educators?
    PS: Choose your focus child first and then a specific topic and research question for your case study.
    When selecting the topic take into account your focus child’s current strengths in
    play/learning/developments, individual needs and interests as well as family’s needs and priorities
    for their child’s play, development and learning.
    STEP 3: Collect information needed to answer your research question
    Child’s background/family information (Essential): Collect information on your focus child’s age,
    culture, gender, position in the family, siblings, routines at home, and his or current play or learning
    or developmental strengths, interests, needs and family’s priorities and expectations for their child’s
    play/developments and so on. You can either use an interview or a questionnaire and/or daily
    conversations to collect this information.
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    PS: If you are doing this assignment in your work setting, you must first show the questions to your
    supervisor/director before interviewing the parent/s or sending them a questionnaire. All students
    are encouraged to bring a copy of their questionnaire to the tutorials for discussion and finalisation
    in week 9 of the semester.
    Complete FIVE observations (Essential)
    When selecting your method/s for observations, consider running records, anecdotes, and learning
    stories as they enable you to capture details of young children’s play and interactions. You can also
    use photo observations but you need to ensure that you have a separate permission to take photos
    of your focus child and to use them in Assignment 3. If you are using photo observation, you must
    include a narrative and the context of the photo observation, as photos on their own do not tell
    anything.
    Observe your focus child’s play at different times of the day and in different activities to gain further
    insights into your chosen topic using your chosen methods. In total, you need to have FIVE
    observations. Make sure those observations are specific and relevant to your case study question. A
    copy of the anecdote or narrative observation template is in the assignment 3 folder on the vUWS
    site. For other types of observations e.g., learning stories you may use a different template. Try to
    record as many details a possible in each observation, i.e. what the child does and says, how he or
    she plays, his or her interactions with peers and caregivers, the type of play materials he or she uses
    in play and so on. Also, try to take detailed notes without disrupting the child’s natural play. The
    tone of writing must be positive. You must record only what you see and hear and avoid a negative
    tone of writing.
    PS: Avoid writing observations as summaries of your child’s activities. Collect observations on
    children’ play rather than their routines such as meal and sleep times, drop off and pick-ups, unless
    they are important and required to answer your research question.
    Talk to the child’s educator/s (as applicable) (Essential)
    Interview the child and/or collect the child’s work samples/ artefacts (Optional)
    PS: You need to seek separate permission for collecting the artefacts and for taking photos of
    children.
    STEP 4: Analyse the information collected from families/educators and your observations
    1. Five Observations
    First analyse all FIVE observations to find answers for your research question. For example, if your
    research question is on finding an answer to why your focus child is not interacting with peers then
    the analysis of all your observations should be just on that point. For example, in your analysis you
    may focus on reasons for disinterest such as limitations and issues in his/her physical, language,
    socio-emotional development and learning or a mis-match in children’s play interests. Remember,
    the aim of the analysis is to find an explanation or specific answers for your research question. This
    analysis will help you to write the discussion in section 2. Take into account the contextual factors
    and other background information such as age, gender etc. in drawing conclusions on the child’s
    play, learning and development. Examples of how to document and analyse observations are
    available on the unit’s vUWS site in the assignment folder. You will also get hands on practice in
    documentation and interpretations in the face-to-face tutorial classes. Also read: McDevitt et al.
    (2013), Chapter 2 for details on how to collect data using observation, interviews, case study and so
    on.
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    23
    PS: The analysis of each observation should be supported by related theory or theories, research
    literature and The Early Years Learning Framework (DEEWR, 2009)/My Time, Our Place (2011). It
    is not enough to support your interpretations only with the EYLF outcomes.
    2. Information from family/ educators/Artefacts
    Similarly, analyse information collected from the child’s family/ educators/Artefacts to find
    answers for your research question or explain it. Appropriately support this analysis as well with
    theory, literature and EFLF outcomes.
    STEP 5: Suggest Recommendations
    Provide recommendations that are relevant to your focus child and his or her family and educators
    to extend your focus child’s play, development and learning in the early childhood settings and to
    address the issues identified in the data analysis. Avoid making broad generalisations and
    judgemental comments about the family’s practices or the child’s behaviours, development, play or
    learning.
    Step 6: Write the Case Study Report
    Write the Case Study Report and organise the contents into four sections. Include the information
    listed below under each section.
    Section 1 (500 words)
    The aims of the Section 1 is to give an overview to the case study/ research question, introduce your
    focus child and his /her family and provide information on the child’s background and provide a clear
    justification for the case study.
    What information to include in Section 1?
     A general introduction to the case study research outlining the objectives and
    purposes of the Case Study and the report.
     An introduction to your focus child and details of his/her personal and family
    background and family experiences and so on (age, gender, culture,
    interests, play at home, daily routines, siblings, family expectations etc.).
     Specific research question and justification for choosing the question, i.e. why
    you chose this research question? how this research is going to benefit the
    child/family/educators?  Support  the  selection  of  the  research
    question/topic using the information collected from the family/ your
    conversations with educators (if applicable), relevant theory, research
    literature and/or the learning outcomes of The Early Years Learning
    Framework appropriately.
     Outline the structure for the case study report or what information is
    presented in different sections of the report.
    Section 2 (1100 words)
    The purposes of this section is to explain or provide answers for the case study research question
    using the analysed data collected from family, your observations, educators and artefacts.
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    What information to include in section 2:
      Methods used to collect data and their justification: provide an outline
    of the various methods you have used to collect data for your case
    study (i.e. questionnaire, observations, artefacts and so on). Clearly
    justify why you chose these several methods and support your selection
    with literature/references. For example, if you chose anecdotal
    observations you must clearly say how and why they are suited and
    important in your case study. Similarly, justify the need to collect parent
    conversations  or  interviews  /artefacts  using  published
    literature/references.
      Results of the case study and discussion of the findings of the case
    study: What did your results say about the case study or what
    explanation or answers you could provide for the research question
    using the analysis drawn from your own observations, the child’s family
    and educators, and artefacts. Support this discussion with relevant
    theory, research literature and the learning outcomes of The Early Years
    Learning Framework.
    Section 3 (400 words)
    The purposes of this section is to provide recommendations drawn from the discussion and analysis
    of all data collected in the case study research.
    What information to include in Section 3?
     Three specific strategies or recommendations to extend your focus child’s
    learning, development and play, specific to your chosen topic or research
    question. Make sure those recommendations are practical and appropriate
    to families, educators and specific to your focus child and the selected topic
    of case study.
     A general conclusion to the report outlining your key findings.
    Keep to the word count specified for each section of the report. Submit the completed report with
    the reference list, parent consent, and all the appendices through Turnitin as one document. If you
    are using photos, make sure you convert the whole document into a pdf document for uploading, as
    it is difficult to upload large word documents through Turnitin.
    See page 28 of this Learning Guide for instructions on how to combine all documents into one single
    file to upload through Turnitin.
    Please note: Do not include details of the questionnaire, five
    observations, artefacts and so on in this section. Keep those details
    in the appendix.
    NOTE: you do not need to plan and or implement play or learning
    experiences at the home/ e.c setting
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    Section 4: Appendix (No Word Count) 
    What information do I need to include in the Appendix?
      Details of all five observations, their analysis and recommendations to
    extend the focus child’s play/developments/learning and specific to the
    case study topic.
      A copy of the questionnaire and/or notes from informal conversations
    with parent/s or caregiver/s and/or staff.
      Artefacts/ children’s work samples (only if you collected these –
    optional).
      Parent Consent Form.
      A Copy of permission form Centre Director/supervisor (applicable only
    to students who completed this assignment in their work setting).
    PROFESSIONAL AND ETHICAL CONDUCT OF CASE STUDY
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      First and foremost, complete WSU Online Child Protection Training
    before undertaking the Case Study.
      Politely introduce yourself to the selected family and explain the
    assignment 3 requirements and the need to choose a focus child. Seek
    written permission from the selected child’s parent/s/caregiver/s to
    conduct the study on their child. Take with you a copy of WSU Insurance
    letter and Student Profile form.
      Be Punctual and let the child’s family or the centre director know if you
    are unable to visit the child/setting.
      Be friendly and respectful in all communication.
      Keep the information collected private and confidential and do not
    identify the child/parent/home/child care setting individually. Use
    pseudonyms, instead of the first and last names in writing your report.
    When referring the centre, do not give its registered name/address.
    Just refer to it as: the selected child care.
      Dress appropriately and make sure that your clothing covers you
    adequately allowing for bending down to work with children.
      Turn  off  your  mobile  phone  while  interacting  with  the
    child/family/educators.
      Be attentive to the focus child and not engrossed in documenting
    observations. Wear a WSU student name badge whilst visiting the focus
    child.
    o The WSU student name badge will have the student’s Given Name,
    Surname & WSU logo on the first line and the words “Pre-Service
    Teacher” on the second line.
    o The purchase price of the WSU student name badge is $8.00 at the time
    of finalising this Learning Guide.
    o Please purchase your name badge from the University store either
    online at: http://theuniversitystore.com.au/, or in-store at your home
    campus.
      Maintain your own personal health and wellbeing.
      Inform the unit coordinator if there are any issues in relation to
    conducting the Case study professionally and ethically as soon as they
    are identified.
      Take a copy of WSU’s Insurance letter and Student Profile form with
    you.
    In addition, students with an Academic Integration Plan and with adjustments such as
    bending, lifting, back care, repetitive tasks, manual handling or in a wheel chair must
    speak with The Academic Course Advisor for Professional Experience, Denise Fraser at
    WSU and the unit coordinator before undertaking the Case Study. Students also need
    to take adequate care and responsibility to keep themselves safe and well at all times.
    Students must report any injury to The Academic Course Advisor for Professional
    Experience, Denise Fraser and unit coordinator, Dr. Prathyusha Sanagavarapu as soon
    as possible.
    I N THE EVENT OF AN ACCIDENT
    Pre-service teachers who are involved in an accident travelling to or from a setting should initially
    seek appropriate medical care and follow the reporting procedures in their school. Contact should
    be made with the Professional Experience Unit on (02) 4736 0262 ASAP.
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    Most frequently asked questions related to this assignment
    1. Do I need to analyse all FIVE observations, suggest recommendations, and support the analysis
    with theory/literature/EYLF outcomes? The answer is YES. This analysis will help to provide an
    explanation for your focus child’s play/developments/learning , relating to your chosen case study
    topic or research question.
    2. Can I do more than one observation in each visit? The answer is YES and you are in fact
    encouraged to do so.
    3. Do I need to include photos of my focus child in the assignment and will I lose marks if I did not
    have photos? The answer is NO. Your marks are based on the content of the assignment, not the
    photos.
    4. How long should each observation be or what is the minimum word count for each observation?
    There is no set limit on the word count or length of time to spend on each observation, but ensure
    that each observation and its details are not more than 1-2 paragraphs.
    5. Are observations included in the total word count? The answer is NO. The observations,
    reference list and anything else included in the appendix is not counted.
    6. Should I include the details of observations with the analysis, recommendations in Section 2? The
    answer is NO. All observations should be included in the Appendix. The analysis that is drawn from
    the observation, however, is to be used to support the discussion in section 2.
    W HAT DO  I NEED TO SUBMIT ?
      Case Study Report
      Appendices (Parent Consent form, Five observations, parent interview
    and/or questionnaire; artefacts/focus child’s works/Centre Director’s or
    Supervisor’s written permission (only if applicable).
     S UBMISSION DETAILS
    Submit a draft of your assignment (not a PDF) to Turnitin by 22 May, 2017 so you have time to
    review your Originality Report and edit your work.
    Submit an electronic copy of your final assignment to Turnitin by 29 May, 2017, 5.00 pm (include
    your reference list). This final Turnitin copy MUST have the following attachments: Case Study
    Report, Parent Consent form, Details of Five observations, Parent interview and/or
    questionnaire, artefacts/focus child’s works AND. (Also, submit the Director’s Permission where
    applicable).
    Assignments submitted after the due date and time, without an approved extension, will be
    penalised 10% per day for late submission.
    You must keep a copy of your assignment.
    E XAMPLES OF ASSIGNMENT  3
    Past exemplars/excerpts of Case Study Reports identified as a distinction/credit/pass can be found in
    the assessment folder on the Unit’s vUWS site. However, they are to be to be used as general guides
    only when completing the Case Study assignment because the requirements for the Case study
    assignments have changed from this year. Students in this unit are no longer required to complete
    this assignment through a 10-day placement in an early childhood setting, unlike in the previous
    1 0 2 1 0 4 T H E O R I I N G P L A Y  1 H / A U T U M N 2 0 1 7
    28
    years. Therefore, the requirements for the Case Study assignment are different to the previous
    years.
    A SSESSMENT CRITERIA
     Covers all the areas of the report clearly and adheres to ethical requirements,
    including the submission of parent consent form and signed attendance log.
     Draws on and integrates a relevant theory or theories into discussion.
     Draws on and integrates academic literature into discussion.
     Presents work professionally, with clear academic writing and within the
    word, limit and uses APA referencing style correctly, including competently
    integrating evidence.
     Uses the APA referencing style correctly for both in-text citations and
    reference list.
    A SSESSMENT  S TANDARDS
    The assessment standards outline what is expected for each of these criteria in order to pass this
    assignment, and to gain higher grades of credit, distinction and high distinction. All markers use
    these standards when assessing your work and you are strongly advised to use them to self-assess
    prior to submitting your assignment.
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    Student Name  Student Number  Marker 
    /50
    Assessment Standards for Case Study Assignment 3
    Criteria  FAIL  PASS  CREDIT  DISTINCTION  HIGH DISTINCTION
    0-24.5  25-32  32.5-37  37.5-42  42.5-50
    14 18 20 23 30
    Covers all areas of
    the report clearly
    and adheres to
    ethical
    requirements,
    including the
    submission of
    parent consent
    form.
    / 30
    Case study research question
    is not identified or answered
    clearly. Data gathered from
    families/ observations/centre
    staff is insufficient. Limited or
    no analysis of data collected;
    No clear implications or
    inappropriate implications.
    No/unclear conclusions and
    recommendations to extend
    the child’s play/development
    /learning. Ethical and
    professional research
    processes are not adhered to
    Parent consent form and
    signed attendance log not
    submitted. 
    Clear identification of the
    research question and clear
    answers are provided to the
    question. Data gathered from
    families/observations/centre
    staff is adequate. Basic analysis
    of data collected. Conclusions
    and recommendations are
    proposed to extend the child’s
    play/development /learning.
    Professional presentation
    without any bias or
    unsubstantiated comments.
    Ethical and professional
    research processes are adhered
    to. Parent consent and signed
    attendance log submitted.
    In addition to Pass, clear
    justification for the case study
    research question. Data
    gathered from
    observations/families
    /child/staff is highly relevant and
    specific to the case study
    question.
    Clear analysis and interpretation
    of data collected.
    Clear and specific conclusions
    are drawn with
    recommendations/implications
    to extend the child’s
    play/development /learning.
    In addition to Credit, Critical
    analysis and interpretation of
    data gathered. Conclusions,
    implication and
    recommendations proposed
    to extend the child’s
    play/development /learning
    are individualised and very
    specific to the chosen case
    study question.
    In addition to Distinction,
    outstanding understanding and
    analysis of the research
    question with evidence from
    multiple sources. Critical
    analysis and clear interpretation
    of data gathered. Clearly drawn
    implications and highly
    individualised recommendations
    to extend the child’s
    play/development /learning and
    are responsive to all families
    and educators as well. 
    1
    2  3  4  5
    Draws on and
    integrates a
    relevant theory or
    theories into
    discussion
    /5
    Little or no mention of
    appropriate theoretical
    concepts.
    Reference to inappropriate
    theory/theories or
    misinterpretation of
    theoretical concepts. 
    Some general links to
    theoretical concepts. 
    Demonstration of a clear
    understanding and use of
    theoretical concepts.
    Good understanding of
    theoretical concepts with
    some analysis and application
    of theoretical concepts.
    Excellent understanding of
    theoretical perspectives along
    with a thorough analysis and
    application of theoretical
    concepts. 
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    30
    Draws on and
    integrate academic
    literature into
    discussion.
    /5
    In general, discussion is not
    supported by literature or
    references used do not
    contribute to points being
    made. A minimum of five
    academic or credible
    references are not used.
    Predominant use of quotes
    rather than paraphrases.
    May contain some discussion
    unsupported by literature
    and/or references which are not
    fully integrated into the
    discussion. Utilises at least 5
    academic or credible
    references. Attempts to
    paraphrase information from
    other references.
    Discussion is generally
    supported with appropriate
    literature. Effectively utilises at
    least 6 academic or credible
    references. Attempts to clearly
    paraphrase information from
    other references. 
    Discussion is clearly
    supported with appropriate
    and relevant literature.
    Examples and references are
    fully incorporated into the
    discussion. Effectively utilises
    at least-8 academic or
    credible references, including
    some research references.
    Led by student’s voice.
    Discussion is clearly supported
    with appropriate and relevant
    literature which is used to draw
    out extra levels of analysis and
    meaning. Led by student’s voice.
    Examples and references are
    fully integrated into the
    discussion. Effectively utilises 8
    or more academic or credible
    references, including many
    research references. 
    Presents work
    professionally,
    with clear
    academic writing
    and within the
    word limit
    /5
    Report lacks structure; little
    evidence report has been
    edited; terminology
    inappropriate; frequent
    spelling/ typographic errors.
    Poor paraphrasing or
    overreliance on quotes.
    Submitted to Turnitin;
    originality report detects some
    insignificant matches.
    Significantly below or above the
    word/time limit.
    Generally clear report and has
    introduction, body and
    conclusion; developed with
    student’s voice; sentences
    coherent and grammatically
    correct; within word/time limit;
    some typographic and /or
    spelling errors. Some appropriate
    use of evidence but needs to be
    better integrated; submitted to
    Turnitin; originality report detects
    some insignificant matches.
    Well-structured and coherent
    text; effective grammatical
    expression; adheres to
    word/time limit; uses
    appropriate terminology; minor
    typographic and /or spelling
    errors. Analysis well developed
    with student’s voice and
    supported by literature and
    research.
    Clear and concise structure;
    strengthened by relevant
    research; grammar and syntax
    mostly correct; cohesive text
    within word/time limit;
    discriminating use of
    appropriate vocabulary; few
    typographic or spelling errors.
    Well-structured report and is
    within the word/time limit;
    explicitly identifies the key issues;
    cohesive, grammatically correct
    structure; very few typographic or
    spelling errors. With competent
    integration of evidence,
    submitted to Turnitin; original
    work with insignificant matches.
    Uses the APA
    referencing style
    correctly for both
    in-text citations
    and reference list
    /5
    Reference list is missing or
    mostly incorrect. In-text
    citations omitted or used
    incorrectly.
    The 4 elements of the APA
    referencing style are present in
    most reference list, (creator,
    copyright date, title of work and
    source).
    Some attempt at appropriate in-
    text citation, formatting and
    punctuation has been
    demonstrated.
    All cited sources are included in
    the reference list.
    As for pass, and at least half of
    the reference list and in-text
    citations are correctly formatted
    (Italics, capitalisation, regular
    text and spacing) and/or
    punctuated (alphabetically
    ordered, double spaced hanging
    indents, full stops and commas
    correctly positioned). In-text
    citations for direct quotes
    include page numbers.
    As for pass, and more than half
    of the reference list is correct
    formatted and/or punctuated,
    including complex citations or
    unusual source materials.
    The reference list and in-text
    citations are correctly formatted
    and punctuated throughout. See
    the Library APA Guide and APA
    style guide to electronic
    references.
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    31
    A SSIGNMENT  S UBMISSION  D ETAILS
    C OVER  S HEET
    When submitting your assignment through Turnitin, you do not need to submit a signed cover sheet.
    You agree to the declaration on the cover sheet as part of the online submission process.
    T URNITIN
    Assignments must be submitted to Turnitin. Include your reference list in your submission. After the
    due date Turnitin will generate an Originality Report (usually within 24-48 hours after the due date
    and time).
    What is Turnitin?
    Turnitin is an online web-based text-matching software that identifies and reports on similarities
    between documents. It is widely utilised as a tool to improve academic writing skills. Help with
    Turnitin is available through the library. You will find links to video clips, FAQ and help sheets at: 
    http://library.westernsydney.edu.au/uws_library/guides/turnitin
    Why Turnitin?
    Turnitin supports the development of your academic writing and referencing skills. You will find the
    Turnitin Originality Check useful for editing your paper and avoiding inappropriate use of other's
    work and plagiarism. Students in the past have found it has helped them refine their skills; however,
    you do need to provide yourself with enough time to consider the Originality Report and to edit your
    work.
    Special instructions on how to insert the Parent Consent form and signed Attendance Log to the Case Study
    Turnitin assignment.
    Follow the steps below to combine MSWord and PDF documents so that you can create one single
    file to submit through Turnitin:
      Remember to submit your assignment one week
    prior to the due date to give yourself time to
    check referencing through Turnitin.
      Originality Check Reports may take 24 hours or
    longer to be returned, usually longer closer to
    the due date, therefore do not leave this
    important step to the last minute.
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    32
    1. Scan the Parent and/or Director consent form to PDF (this renders it a smaller
    file so that when it is turned into an image it is smaller also).
    2. Save as 'image' JPG.
    3. Open the destination Word document (your assignment ) and place cursor
    where inserted JPG is to go.
    4. Go to 'Insert' in the options at the top of the screen and down to photo
    5. Choose 'Picture from file'.
    6. Using the file directory, locate the image to be inserted and click on it.
    7. Picture will now be embedded into the MS Word document – Click save.
    8. Go to 'Insert' in the options at the top of the screen and down to photo
    9. Choose 'Picture from file'.
    10. Using the file directory, locate the image to be inserted and click on it.
    11. Combined image will be created from the original PDF that was saved as a JPEG)
    – Click save.
    E XTENSION OF  A SSESSMENT  D UE  D ATE
    If you need to apply for an extension of time to complete an assessment task, then please contact
    the Unit Coordinator with a Request for Extension form, which is available from the WSU website or
    Student Central. Where special consideration is sought for misadventure or extenuating
    circumstances during a teaching period, you should complete a Special Consideration online
    application, which will be processed by the Unit Coordinator.
    You may apply for an Extension up to two days after the assignment is due. Applications must be
    submitted no later than 5.00pm on the second working day after the due date of the assessment
    task. If the extension is not approved late penalties will apply. You will need to provide documentary
    evidence to explain your situation when requesting an assignment extension (e.g. a medical
    certificate or letter from a counsellor). An extension will not be granted if you have not provided this
    evidence. You may be asked to show evidence that you have completed a draft of your assignment.
    L ATE  S UBMISSION OF  A SSIGNMENTS
    A student who submits an assessment late without approval for an extension will be penalised by
    10% per day up to 10 days, i.e., marks equal to 10% of the assignment’s weight will be deducted as a
    “flat rate” from the mark awarded. For example, for an assignment that has a possible highest mark
    of 50, the student’s awarded mark will have 5 marks deducted for each late day; Saturday and
    Sunday each count as one day. Assessments will not be accepted after the marked assessment task
    has been returned to students who submitted the task on time.
    R ETURN OF  A SSIGNMENTS
     Your marks and feedback on your assignments will be available on the unit’s vUWS site as
    assignments in this unit are marked online.
    L EARNING  R ESOURCES
     P RESCRIBED  T EXT
    Australian  Curriculum,  Health  and  Physical  Education,  Retrieved  from
    http://www.australiancurriculum.edu.au/health-and-physical-education/curriculum/f-10?layout=1
    Fleer, M. (2013). Play in the early years. Australia: Cambridge University Press.
    1 0 2 1 0 4 T H E O R I I N G P L A Y  1 H / A U T U M N 2 0 1 7
    33
      E SSENTIAL  R EADINGS
    Arthur, L., Beecher, B., Death, E., Dockett, S., & Farmer, S. (2015). Programming and planning in
    Schedule for chapters to read.
    Department of Education, Employment, Employment and Workplace Relations. (2009). Belonging,
    being and becoming: The early years learning framework for Australia. Canberra, Australia:
    Commonwealth of Australia.
    Department of Education, Employment, Employment and Workplace Relations. (2011). My Time,
    Our Place. Framework for school age care in Australia. Canberra, Australia: Commonwealth
    of Australia.
    Fleer, M. (2013). Play in the early years. Australia: Cambridge University Press.
    Gupta, A. (2009). Vygotskian perspectives on using dramatic play to enhance children's development
    and balance creativity with structure in the early childhood classroom. Early Child
    Development and Care, 179(8), 1041-1054.
    Irby, B. J., & Brown, G. (2011). Gender and early learning environments. Charlotte, NC: Information
    Age Pub.
    Maynard, T., & Waters, J.(Eds.) (2014). Exploring outdoor play in the early years. Maidenhead,
    England: Open University Press.
    MCDevitt, T.M., Ormrod, J.E., Cupit, G., Chandler, M., & Aloa, V. (2013). Child development and
    education. NJ: Pearson:
    McLachlan, C., Fleer, M., & Edwards, S. (2013). Early childhood curriculum (2nd ed.). Cambridge,
    England: Cambridge University Press Cambridge University Press.
    Palaiologou, I. (2016). Teachers’ dispositions towards the role of digital devices in play-based
    pedagogy in early childhood education Early Years, 36 (3), Pages: 305-321 | DOI:
    10.1080/09575146.2016.1174816
      R ECOMMENDED  R EADINGS
    American Psychological Association, (2010). Publication manual of the American Psychological
    Association. (6th ed.). Washington, D.C.: Author. There is a link on the library page.
    Board of Studies NSW, (2007). Personal Development, Health and Physical Education (PDHPE)
    syllabus  K-6.  Retrieved  from  http://k6.boardofstudies.nsw.edu.au/go/personal-
    development-health-and-physical-education-pdhpe
    Fleer, M. (2010). Early learning and development: Cultural-historical concepts in play. Retrieved from
    http://site.ebrary.com
    Frost, J. L., Wortham, S. C., & Reifel, S. (2012). Play and child development (4th ed.). Boston, MA:
    Pearson.
    Gronlund, G. (2010). Developmentally appropriate play: Guiding young children to a higher level.
    Retrieved from http://ebookcentral.proquest.com/lib/UWSAU/detail.action?docID=927903
    Hughes, A. M. (2015). Developing play for the under 3s: The treasure basket and heuristic play (3rd
    ed.). Retrieved from http://ebookcentral.proquest.com
    Museum Victoria: Play & folklore: http://www.museum.vic.gov.au/playfolklore .
    Pellegrini, A. D., Hoch, J., & Symons, F. J. (2013). Observing children in their natural worlds: A
    methodological primer (3rd ed.). New York, NY: Psychology Press.
    Rogers, S. (2011). Rethinking play and pedagogy in early childhood education concepts, contexts and
    cultures. Retrieved from http://ebookcentral.proquest.com/
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    34
    Shonkoff, J. P. (2010). Building a new biodevelopmental framework to guide the future of early
    childhood policy. Child Development, 81(1), 357-367.
    K EY  W EBLINKS
    There is a comprehensive range of helpful web links on vUWS.
    A CADEMIC LITERACY SUPPORT FOR ASSIGNMENT PREPARATION
     FINDING INFORMATION AND REFERENCING
    The Western Sydney University Library website provides a number of online resources that will assist
    you when completing your assignments. It is recommended you complete at least the first two
    online modules if you have not already done so.
     Make use of the library staff and the School of Education Liaison Librarian – they are there to
    help you. Have you tried the online librarian? You can chat with a librarian from home. This facility
    can be accessed from the library home page.
    A CADEMIC WRITING 
    The School of Education ‘Effective Communication at University’ vUWS site includes a folder titled
    Academic Writing, which contains a comprehensive Academic Writing Guide. This resource is divided
    into 12 chapters, including: understanding the task, reading and note-taking, essay writing, features
    of academic writing, academic argument and using evidence, and grammar in academic writing
    The past exemplars/excerpts of assignments that are provided on this Unit’s vUWS site are also
    valuable in terms of understanding the expectations of your assignments. Additionally, the marking
    rubrics provide guidance for writing your assignments and it is important that, as you write, you
    consistently check your assignments against the criteria and standards.
    The Library Study Smart website (www.westernsydney.edu.au/studysmart) provides support for
    academic writing and reading, critical thinking, academic integrity, exams, numeracy, and using
    Successful Searching  http://library.westernsydney.edu.au/uws_library/guides/online-tutorials
    Arts Information Basics  http://library.westernsydney.edu.au/main/module1-the-search-strategy
    Online librarian: Chat
    with a librarian from
    home
    http://library.westernsydney.edu.au/main/
    Referencing: You are expected to use the APA style. The library provides a range of citing resources.
    APA Referencing Style
    Guide
    http://library.westernsydney.edu.au/main/sites/default/files/cite_APA.pdf
    APA Central  http://apastylecentral.apa.org.ezproxy.uws.edu.au/#/
    I-Cite  https://library.westernsydney.edu.au/main/guides/referencing-
    citation/i%3aCite
    APA Frequently Asked
    Questions
    http://www.apastyle.org/learn/faqs/index.aspx
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    35
    technology to support your learning. You can also find the Library Study Smart vUWS site in your My
    vUWS unit list.
    The Library Study Smart service also includes Study Smart Advisors who are available in all campus
    libraries to help you with your academic writing. Check the Study Smart Advisor hours:
    http://library.westernsydney.edu.au/main/services/study_smart/location_time , and drop into your
    campus library for a 30-minute consultation.
    If a Study Smart Advisor is not available or you are not on campus, you can chat with an experienced
    tutor online via the YourTutor service. Look for the YourTutor link in the left hand menu of any of
    your unit vUWS sites.
    Peer Assisted Study Sessions (PASS) is a free and voluntary student centred learning program offered
    face to face or online. In PASS you will meet and work collaboratively with other students from your
    unit to understand the unit content and develop study strategies to help improve your academic
    performance. See www.westernsydney.edu.au/pass for timetable information.
    N UMERACY
    In your program vUWS site you will find a folder titled School of Education Numeracy Support. In this
    site, you will find resources designed to assist you with preparation for the Numeracy Assessment
    Task.
    For ongoing numeracy support, you may also access further learning materials from the
    Mathematics Education Support Hub (MESH) (http://westernsydney.edu.au/mesh/mesh) or their
    vUWS site at
    http://ceam.uws.edu.au/cgi-bin/auth/auto-register.pl?st2_ssd_improvemaths_2012_1
    Y OU AND  T HIS  U NIT
    A TTENDANCE
    On-campus sessions are designed to scaffold your learning and assist you to complete your
    assessment tasks. You should endeavour to attend all scheduled classes. If there is a legitimate
    reason for an absence, then the tutor should be emailed as a courtesy to explain the absence.
    Attendance rolls will be taken to verify attendance.
    Why attend the on-campus sessions?
    Your learning is enhanced.
    Your learning is scaffolded to assist you to complete assessment tasks.
    You can get better marks because you know what is required in assignments.
    You have the opportunity to ask questions and clarify your understandings.
    You get to know your lecturers and they you.
    You get to know your fellow students, allowing you to form support and study groups.
    B LENDED  L EARNING
    This unit uses Flipped Classrooms- a blended approach to enable you, as an independent learner, to
    engage with the key concepts and content in your own time and at your own pace. Your
    engagement with the online materials, and independent study, is essential in addition to attendance
    at on campus tutorials for your successful completion of this unit.
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    36
    W HAT IS EXPECTED OF YOU AND WHAT YOU CAN EXPECT FROM STAFF AT  WSU
    S TUDENT RESPONSIBILITIES AND CONDUCT
    Student
    Responsibilities
    Familiarise yourself with University policies on assessment and examinations.
    Familiarise yourself with the Inherent Requirements for your course:
    http://www.uws.edu.au/ir/inherent_requirements/
    inherent_requirements_for_teaching_courses_postgraduate
    Ensure that you understand the requirements, including timetables, for examinations and
    other assessments tasks.
    Access the unit vUWS site at least weekly for learning activities, resources, information
    discussions and assignment submission.
    Ensure you read and understand the assessment requirements and note the submission dates,
    and seek assistance from the lecturer and/or unit coordinator when needed.
    Notify relevant staff (e.g. lecturer, unit coordinator, disability adviser) as soon as possible prior
    to, or at the beginning of, the semester to have special requirements accommodated.
    Submit your own individual and unassisted assessment work, except as otherwise permitted.
    Cheating, plagiarism, fabrication or falsification of data will be severely dealt with.
    Behave ethically and appropriately, avoiding any action or behaviour, which would unfairly
    disadvantage or advantage another student. Where group work is assigned, ensure that every
    group member has the opportunity to contribute in a meaningful way to the assignment.
    Allocate time for independent study when it suits you during each week to complete your
    readings, research and assignment preparation. It is expected you will have completed the
    nominated readings and any other required preparation prior to the on-campus tutorials.
    Student Conduct
    and Behaviour
    Attend all on-campus sessions and complete all online activities– failure to attend is often the
    main cause for low final grades.
    Respect the needs of other students who are participating in any class activities.
    Pay attention in lectures and tutorials – these provide key information for all examinable
    material.
    Do not use mobile phones to surf the web or check emails during the lecture and tutorials and
    do not have ongoing conversations with fellow students during the lecture or if another
    student is presenting work in the tutorials.
    Use vUWS discussion boards constructively – they are there for interaction between the
    students and between teaching staff and the students. Unfounded criticisms will be removed
    from the relevant discussion board.
    If you have a concern about this unit, other students or teaching staff, contact your Unit
    lecturer or tutor in the first instance. If the matter is not resolved, then you may contact the
    unit coordinator (see inside front cover). If you would prefer to speak to someone else, you are
    advised to contact the Director of Academic Program responsible for the unit. Please note the
    Director of Academic Program may refer your concern to a delegate to review and to respond
    to you. The University also has a Complaints Resolution Unit (see link below). Staff in that unit
    can provide you with advice on addressing your concerns within the School and, in some
    circumstances, they may undertake an investigation. Concerns must be raised with the
    Complaints Resolution Unit within a six-month timeframe.
    http://www.uws.edu.au/about_uws/uws/governance/complaints_management_and_re
    solution
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    37
    W HAT YOU EXPECT FROM THE TEACHING TEAM
    Staff
    Responsibilities
    Assess students' work fairly, objectively and consistently and when in doubt consult initially
    with the Unit Coordinator, the Academic Course Advisor or the Director of Academic Program.
    Provide students with appropriate, helpful and explanatory feedback on all work submitted
    for assessment.
    Make reasonable accommodation (e.g. length of time to complete) in assessment tasks and
    School of Education 教育学 assignment 代写

    examinations for students with special requirements and to seek assistance from the Disability
    Advisor and Counsellor where appropriate and needed.
    Ensure deadlines for the submission of examination papers to the Academic Registrar are met.
    Immediately report to the unit coordinator any instances of student cheating, collusion and/or
    plagiarism.
    L INKS TO  K EY  P OLICIES AND  S TUDENT  I NFORMATION
    Refer to this web site for relevant WSU policies: http://policies.uws.edu.au/students.php
    S TUDENT MISCONDUCT
    Misconduct refers to plagiarism, cheating, collusion and other listed misconduct for which serious
    penalties potentially apply. It also includes, but is not limited to, the harassment, abuse and
    vilification of a member of the University directly or by other means of communication; the
    unreasonable disruption of staff or students or other WSU members from undertaking their normal
    activities at the University; a failure to follow reasonable directions of an employee of the University;
    or behaviour that is inappropriate in an activity.
    Read the disclaimer before you upload your assignment to Turnitin for online submission. By
    doing this you agree to the following:
     I hold a copy of this assignment if the original is lost or damaged.
     I hereby certify that no part of this assignment or product has been copied from any other
    student’s work or from any other source except where due acknowledgement is made in
    the assignment.
     I hereby certify that no part of this assignment or product has been submitted by me in
    another (previous or current) assessment, except where appropriately referenced, and
    with prior permission from the Lecturer/Tutor/ Unit Co-ordinator for this unit.
     No part of the assignment/product has been written/ produced for me by any other person
    except where collaboration has been authorised by the Lecturer/Tutor/Unit Co-ordinator
    concerned.
     I am aware that this work will be reproduced and submitted to plagiarism detection
    software programs for the purpose of detecting possible plagiarism (which may retain a
    copy on its database for future plagiarism checking).
    School of Education 教育学 assignment 代写