Course Title: Provide experiences to support children's play and learning
Part B: Course Detail
Teaching Period: Term1 2012
Course Code: HWSS5610C
Course Title: Provide experiences to support children's play and learning
School: 360T Education
Campus: City Campus
Program: C3258 - Certificate III in Education (Aboriginal and Torres Strait Islander)
Course Contact : Robyn Blaikie
Course Contact Phone: +61 3 9925 4838
Course Contact Email:robyn.blaikie@rmit.edu.au
Name and Contact Details of All Other Relevant Staff
Fiona Dean: Teacher
fiona.dean@rmit.edu.au
99254650
Nominal Hours: 40
Regardless of the mode of delivery, represent a guide to the relative teaching time and student effort required to successfully achieve a particular competency/module. This may include not only scheduled classes or workplace visits but also the amount of effort required to undertake, evaluate and complete all assessment requirements, including any non-classroom activities.
Pre-requisites and Co-requisites
No specific pre-requisite and co-requisite.
Course Description
This course describes the knowledge and skills required to conduct a range of activities that assist in enhancing children’s developmental and leisure experiences
National Codes, Titles, Elements and Performance Criteria
National Element Code & Title: |
CHCPR301A Provide experiences to support children's play and learning |
Element: |
1. Create a stimulating, positive and developmentally appropriate environment to foster development, play and learning |
Performance Criteria: |
1.1 Provide areas, resources and materials for different kinds of play and physical activity |
Element: |
2. Actively guide and encourage children to undertake a variety of developmentally appropriate activities |
Performance Criteria: |
2.1 Encourage and acknowledge children’s efforts |
Element: |
3. Facilitate children’s play, learning and physical activity |
Performance Criteria: |
3.1 Follow child’s lead in play and physical activity and participate when invited |
Learning Outcomes
Develop the knowledge and skills required to conduct a range of activities that assist in enhancing children’s developmental and leisure experiences
Details of Learning Activities
The student learning experience will be facilitated through participation in a range of activities:
Group discussion
Guest speakers
Oral and/or written questions on "What if?" scenarios
Individual and group projects
Realistic simulations and role play
Practical demonstrations and direct observation of actual work and simulated work practice
Oral Presentations
Teaching Schedule
Semester 1
Week 1-4
Theory – Providing experiences to support children’s play & learning
Children’s developmental stages
Importance of childhood, play and leisure to human development and health
National Physical Activity Recommendations for Children and Youth
Safety measures minimising safety risks for children and others
Discussion, Q&A activities, Evidence Guide
Week 5-9
Theory – Providing experiences to support children’s play & learning
Different cultural beliefs about play; areas of play regarded as important and appropriate
Creating stimulating, positive and developmentally appropriate environments fostering
development, play and learning
Ensuring play and physical activity reflecting the cultural diversity, gender and abilities of
children
Identifying children’s individual interests and needs
Discussion, Q&A activities,
Assignment 1 – Q&A
Week 10-14
Theory– Identifying children’s individual interests and needs
Setting up environments in a way that is safe, non threatening, challenging and stimulating
Providing a range of physical activities to allow choice
Providing opportunities for both group and individual play activities and experiences
indoors and outdoors
Discussion, Q&A activities
Week 15-18
Theory – Providing experiences to support children’s play & learning
Actively guiding and encouraging children to undertake a variety of developmentally
appropriate activities
Encouraging participation in a variety of experiences to support development and fundamental
movement skills, competency and confidence
Discussion, Q&A activities
Progress interview – Evidence guide, Assignment 1, Evidence of Practical experience working with children and young people; e.g Observation/Demonstration, Third party
Semester 2
Week 1-4
Theory – Facilitating children’s play, learning and physical activity
Dependent and independent play
Effective interaction encouraging play
Monitoring effects of play environments
Inclusive play
Discussion, Q&A activities
Week 5-9
Theory – Facilitating children’s play, learning and physical activity
Monitoring interaction between children
Maintaining safety and appropriate interaction
Redirecting inappropriate play
Discussion, Q&A activities
Assignment 2 – Scenarios
Week 10-14
Theory– Types and complexities of play and leisure
Adapting environments to encourage different types of play and stages of play
Adapting play or leisure experiences for different children according to needs, interests
Impacts through lack of play
Discussion, Q&A activities
Project – Presentation (oral and/or written)
Week 15-18
Theory – Reviewing and reflecting on experiences working with children
Reviewing and reflecting on planning play activities
Issues relating to play environments
Issues relating to current play practices
Discussion, Q&A activities
Assessment interview – review folio of final assessments e.g :
Evidence Guide, Assignment 1 and 2, Evidence of Practical experience working with children and young people, e.g Observation/Demonstration, Third party, Project – Presentation (oral and/or written)
Learning Resources
Prescribed Texts
References
Other Resources
Overview of Assessment
You must demonstrate an understanding of all elements of the competencies in order to be deemed competent. Assessment methods have been designed to measure achievement of each competency in a flexible manner over a range of assessment tasks. You may be assessed by:
• Direct observation of actual and simulated work practice
• Oral or written questioning
• Assignments and projects
• Presentation of a portfolio of evidence which may comprise documents, and/or photographs and/or video and audio files
• Review of products produced through work-based or course activities
• Third-party feedback from a work supervisor/employer
Feedback will be provided throughout the semester in class and/or online discussions, through individual and group feedback on practical exercises and by individual consultation.
If you have a long term medical condition and/or disability it may be possible to negotiate to vary aspects of the learning or assessment methods. You can contact the program coordinator or the Disability Liaison Unit if you would like to find out more.
An assessment charter (http://mams.rmit.edu.au/kh6a3ly2wi2h1.pdf) summarises your responsibilities as an RMIT student as well as those of your teachers.
Your courses assessment conforms to RMIT assessment principles, regulations, policies and procedures which are described and referenced in a single document: http://www.rmit.edu.au/browse;ID=ln1kd66y87rc
Assessment Tasks
Assessment methods have been designed to measure achievement of each competency in a flexible manner over a range of assessment tasks. You may be assessed by:
• Direct observation of actual and simulated work practice
• Oral or written questioning
• Assignments and projects
• Presentation of a portfolio of evidence which may comprise documents, and/or photographs and/or video and audio files
• Review of products produced through work-based or course activities
• Third-party feedback from a work supervisor/employer
Feedback will be provided throughout the semester in class and/or online discussions, through individual and group feedback on practical exercises and by individual consultation.
Assessment Matrix
In Assessment matrix Booklet given to students at commencement of program.
Course Overview: Access Course Overview