Unit Title: Analysis Of Play Scenario
Word length: 1400 words
TASK: In this assignment, you will draw on your understanding of content from across the entire unit to analyse the learning potential of a play experience.You will be given a scenario that describes a group of children at play. Your task is to analyse the learning potential of this play experience with particular reference to topics that have been covered in the lectures and readings for Module 3.
Analysis Of Play Scenario Assessment – Australia.
Instructions:
1.Choose 2 of the following topics to use as the basis of your analysis
a. Creative thinking
b. Literacy development
c. Social play
d. Physical activity
NB: your analysis does not need to cover all aspects of your chosen topic or of the scenario. You can choose to analyse elements of the scenario that relate to specific aspects of your chosen topic.
2.Write an essay that analyses the learning potential of the play scenario in relation to your chosen learning areas.
3.In your essay analyse the children’s play scenario in reference to each of your two topics in turn.
4.Ensure that you:
i) define each of your chosen topics,
ii) explain why each of these topics is important to consider when thinking about children’s learning and/or development
iii) analyse how the children’s play in the scenario demonstrates and/or supports development and/or learning in these topics.
Analysis Of Play Scenario Assessment – Australia.
5.Use your conclusion to sum up your analysis and to identify 2 different ways (e.g., adaptation of materials, provision of another related experience, or an injection of adult involvement) in which adults could further support and enhance the children’s play in relation to one or both of your chosen topics. Include a brief explanation of how these actions could foster children’s learning or development.
NB: Your suggestions must draw from the specific teaching techniques suggested in the Module 3 required readings. These strategies are on the latter end of Van Hoorn and colleagues’ (2019 b) spectrum of adult roles (They are not passive practices such as mere provision of materials or allowing children to do something).
6.Include a final reference list that is consistent with APA 7th edition for all cited sources.
ASSESSMENT CRITERIA:
Demonstrated understanding of play and its potential for learning
Demonstrated understanding of chosen topics and ability to apply them to a practical scenario
Generate ideas about play/inquiry experiences that will enhance children’s experiences and learning
Use of appropriate references to support argument
Clear and articulate written expression that shows an understanding of the assignment instructions re: formatting and requirements
Demonstrated ability to use in-text citations and to construct a reference list using APA style referencing
The Scenario:
ECHE1130 Assignment 4 Play Scenario
A group of preschool aged children (4 to 5 years) are playing together in the block corner. They are experienced and skilled builders and over the past few weeks have been building increasingly complex towers. These towers have been growing taller and taller as the children’s skills and daring have increased. Under the supervision of their teacher, the children have added a small stepladder to the block area so that they are able to reach up to place (and importantly balance!) blocks on top of the taller towers – which, even with the step ladder, still require a stretch to reach the top.
While there are a number of individual towers being built, there is also a degree of collaboration between the children and they are constantly talking to each other, comparing their work and also providing advice, suggestions and encouragement to each other.
On this particular morning, Sue—Lin has incorporated into her tower a number of “window” blocks – blocks that have a translucent coloured window in the middle. As she continues to build her tower,one of the other children – Lucy – notices that sunlight coming through the window is shining through these blocks and casting coloured patterns onto the floor. Lucy calls out excitedly, “Look Sue— Lin, look – there are colours on the floor!”
Sue— Lin quickly comes to see, along with several other children.
“Where are they coming from?” asks Gabe
“It’s the sun shining through the windows on Sue—Lin’s tower” suggests Calum “I want to do that too” says Gabe
“Me too” says Calum, and both quickly gather the remaining window blocks to add to their own towers.
With this done the coloured pattern on the floor has grown but the window blocks are all used up.
For Lucy and the other tower builders – Tom and Freya – this means that they are unable to add any colour to their own buildings.
As the children begin to debate how to solve this problem Freya suddenly runs across to the art and craft area – calling out “I know what to do, I know what to do!”
She returns with several sheets of coloured cellophane and announces “we can make our own windows!”. The others seem unsure until Freya holds a piece of cellophane up against the window and they see how it produces the same coloured light effect as the window blocks.
“But how will we join it on?” asks Tom.
“We could glue it” suggests Lucy.
“But then you won’t be able to get it off again” says Gabe.
“Let’s use sticky tape then” says Tom.
The children then proceed to cut out and stick pieces of cellophane across the openings in their towers. The coloured pattern on the floor grows even bigger.
While they are busily working on this, Sue—Lin has been gathering a series of small blocks in a basket. When the basket is full, she carefully places it in the middle of the light pattern on the floor.
Calum asks her to move it: “It’s right in the way we can’t see the light”.
Sue—Lin however refuses, explaining no, it has to go there because: “it’s the treasure. This is a rainbow and it’s the treasure at the end of the rainbow”
The other children enthusiastically take up her idea – and their play shifts from building to pretend play.
Analysis Of Play Scenario Assessment – Australia.
“I’m a treasure hunter” announces Gabe “I have to find the treasure. And Sue—Lin you’re the rainbow fairy”.
“Make it that you can’t see the rainbow” says Ruby “Only fairies can see the rainbow” “And we ride unicorns!” adds Freya excitedly.
“We’ve got a map though” says Tom “it tells us where to go”
As they begin to play, however, they notice that the coloured light first begins to slowly move across the floor and then disappears altogether. As they try to solve this new puzzle, the teacher joins their conversation and suggests that the light has moved because the sun has moved and is no longer shining directly through the coloured windows and cellophane.
“But when will it come back?” demands Tom.
“I know, it will come back tomorrow” responds Freya “We need to look again tomorrow”
“We need to keep these towers until tomorrow then” says Tom. “We need to be ready when the sun comes back!”
“We need a sign so that everyone knows not to knock them down” suggests Lucy.
In consultation with the teacher, they develop the text for the sign – which reads: “Rainbow Towers
– DO NOT KNOCK THEM DOWN! We need to see if they make another rainbow tomorrow. Sue—Lin, Calum, Tom, Freya, Lucy and Gabe”
Calum writes the words onto a piece of cardboard. While he cannot yet spell the 3 words out, he knows how to write most letters and with assistance from the teacher is able to accurately transfer the note text onto the sign. As he writes the others gather around to watch.
Analysis Of Play Scenario Assessment – Australia.
“Which part says ‘don’t knock them down’?” asks Sue—Lin
“The bit in big letters” says Calum, indicating the section in capitals, before adding “That means it’s really important”.
Once he has finished the text of the sign, each of the children then adds their own name to the bottom. Finally, the sign is placed at the base of the towers before the children move off to morning tea.To cite a quote from this play scenario:
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