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Talk to an Expert| Category | Assignment | Subject | Education |
|---|---|---|---|
| University | Northern Council for Further Education (NCFE) | Module Title | Unit 9 Understanding Play for Learning and Holistic Development (L/651/1398) |
| Qualification | NCFE CACHE Level 3 Diploma for Working in the Early Years Sector (Early Years Educator) 610/4164/6
NCFE CACHE Level 3 Extended Diploma for Working in the Early Years Sector (Early Years Educator) 610/6133/5 |
| Unit Reference Code | L/651/1398 |
| Unit Title | Understanding play for learning and holistic development |
| Unit Number (WF) | 09 |
| Unit Level | 3 |
| Unit credit value: | 10 |
| GLH | 92 GLH (includes 30 work/placement hours) |
| Unit status: | Mandatory |
Explore theories of play and its fundamental role in learning and development:
Word count: 1500 words
Explain different types of play and inclusive play practice:
Word count: 1500 words
| Learning outcomes (LOs)
The learner will: |
Assessment criteria (AC)
The learner can: |
| 1. Understand theories of play and its fundamental role in learning and development | 1.1 Summarise theories and philosophical approaches around play for babies’ and children’s development |
| 1.2 Outline the rights of children in relation to play, as detailed in the ‘UN Convention on the Rights of the Child’ | |
| 2. Understand the significance of play for learning and development | 2.1 Explain the significance of play for children’s learning |
| 2.2. Use examples to explain how play influences learning and holistic development for children | |
| 3. Understand play at different stages of babies’ and children’s development | 3.1. Describe how babies’ and children’s play needs and preferences change in relation to their interests and stage of development |
| 4. Understand different types of play for all children | 4.1. Describe benefits of providing an environment that is rich in play types |
| 4.2 Analyse benefits of outdoor play provision for babies’ and children’s learning and development | |
| 5. Understand inclusive play practice | 5.1 Explain the role of the early years educator when providing an inclusive play environment |
| 6. Be able to plan, lead and evaluate play opportunities in an early years setting | 6.1 Plan, lead and evaluate six experiences with babies and children in an early years setting. A minimum of one play experience must be carried out in an outdoor environment
6.2 Review one learning experience using theoretical perspectives and philosophical approaches to play that support the developmental stage, needs and interests of children |
| 7. Be able to lead and support inclusive play experiences | 7.1 Support individual children’s participation in planned and unplanned play experiences with regard to the child’s stage of development and personal interest |
| 8. Be able to apply theoretical perspectives and philosophical approaches in planning play opportunities | 8.1 Plan play experiences, demonstrating links to theoretical perspectives and philosophical approaches |
| 1. Understand theories of play and its fundamental role in learning and development |
| 1.1 Theories and philosophical approaches:• Wendy Russell • Stuart Lester • Froebel • Montessori • Steiner • McMillan |
| 2. Understand the significance of play for learning and development |
| 2.1 Significance of play
Explain the innate drive for children to play. |
| 4. Understand different types of play for all children |
| 4.1 Play types
Theories by Bob Hughes and Tina Bruce. |
| 6. Be able to plan, lead and evaluate play opportunities in an early years setting |
| 6.1 Plan
To allow for a balance of child-centred and adult-led experiences. |
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