create and design plans for learning environments (indoor):
Please use the reference list provided
Assignment 2: Folio · Due Friday by 10pm Friday 7th June Assessment context Related learning outcomes This task is assessing your ability to demonstrate that you meet the following unit learning outcomes: 4. Assess key aspects and features of play environments that support learning for children aged Birth-to-eight years of age. 5. Describe and define aesthetic and creative features of environments that invite engagement, active learning and constructive play. 6. Analyse nature pedagogy, natural materials and outdoor play spaces in children’s play. Assessment details You will create and design plans for learning environments (indoor): · PRI One plan for an indoor play based learning environment for children at primary school (ages 5-8 Foundation to year 2). You may further define a specific age group within the indicated age range. plan must incorporate: Overview/description Include an overview/description of the planned environment. Make sure you clearly state the objective of your plans to meet the assessment criteria – · describe and analyse the aesthetic and creative features of play environments that invite engagement, active learning and constructive play · describe and analyse the role of features: nature and natural materials in play environment for children aged 0-8 years of age · describe the philosophical, pedagogical and theoretical approaches that inform the learning environment and explain how that is translated into the plan Summary of key features of the space/setting Include a summary of key features of the space, including: targeted age group, type of environment (indoor), and intended objectives of your plan to address the assessment criteria – · Understand and make assessment of the key aspects and features of play environments that support children aged 0-8 years of age A rationale Within a rationale you need to describe and discuss key aspects and features of the play environment that support children’s learning in early childhood, and how these aspects and features are reflected and will be achieved in your plan. Additional key issues you must address include: o a description and analysis of key aesthetic and creative features of the environment that invite engagement, active learning, inclusive and creative play. o a description and analysis of the role of nature and natural materials (Rationale is an argument as to why those features are important, this would include theoretical and philosophical justifications). Sources Include a range of sources that have inspired your design and an analysis of the aesthetic and creative features and discuss how they support children’s play experiences. Floor plan Include a floor plan (you may attach sketches or images to illustrate the resources, settings or effects) Your plans may be focused on an entire place/space or specifically concentrated on one area within that place, for example you might design a book corner, a sensory play area or a vegetable garden. This section refers to criteria 4 – take care and time in developing the presentation of this section along with the sources you use. For instance think about how you might annotate the floor plan (design) to support your rationale. Terminology within your assessment - Ensure you demonstrate your understanding of key words such as 'key aspects and features', 'aesthetic', 'creative', 'engagement', 'active learning' and 'constructive play', as well as how you plan the environments actively utilising these key words and phrases. Preparing your folio items You will prepare your folio as a Word document. Make sure that both of your learning environments are clearly marked and differentiated within this document (i.e. each should begin on a new page with a clear title). The learning material in the third theme for this unit (Weeks 8-11) has been specifically designed to support you as you prepare the learning environments for your folio: · Key aspects and features of the play environment - introduces the key features of the learning environment. · Aesthetic and creative features of the play environment - will help you to address the requirement that you describe the aesthetic and creative features of your environments. According to the Oxford dictionary (Oxford University Press, 2015): 1. Aesthetics (Links to an external site.)Links to an external site. refers to 'a set of principles concerned with the nature and appreciation of beauty'. 2. Creativity (Links to an external site.)Links to an external site. is 'relating to or involving the use of the imagination or original ideas to create something'. · Nature, natural materials and outdoor play spaces - will help you to address the requirement that you need to incorporate nature and natural materials into your environments. · Resources and materials - will help you put the finishing touches to your environments by looking at how you can incorporate resources and materials. You are strongly advised to engage with all resources provided in these weeks and, especially, to participate in the collaborative activities as these will help you to build your understanding of the key features of learning environments, and to prototype and workshop your ideas. Incorporating visual material into your folio items Note that, as described above, you are required to include visual material (e.g. floor plans, photos or drawings of specific resources) this is part of criteria 4 - presentation and written expression (refer to the rubric). You can either create these using electronic drawing tools or you can simply draw them on paper and then digitise them, e.g, by scanning or photographing any drawings you create. Once your visual resources have been converted to a digital format, they can be inserted into your Word document. Submission details Please submit your assignment through Turnitin. Assessment criteria 1. Understand and make assessment of the key aspects and features of play environments that support children aged 0-8 years of age 2. Capacity to describe and analyse the aesthetic and creative features of play environments that invite engagement, active learning and constructive play 3. Capacity to describe and analyse the role of features: nature and natural materials in play environment for children aged 0-8 years of age 4. Presentation and written expression. Your work will be assessed using the following marking guide: Pass (50-59%): · Two completed plans are presented. All main points are described and explained. All the plans are sound for their intended objectives and targeted groups in the Australian early childhood context. You have: · discussed key aspects and features of the play environment that support children’s learning in early childhood, and how these aspects and features are reflected and will be achieved in your plans. · described aesthetic and creative features of your environments that invites engagement, active learning and constructive play. · included elements of nature and natural materials in the planning. · You have some clear ideas about the best practice of planning learning environment in the Australian early childhood context. You have discussed your plans and justified the rationale and intended objectives within the context of birth-to-eight years of agein relation to the EYLF and other professional support resources. However, your discussion is generic. While all the basic elements are included, further work with demonstrating how the different elements and aspects in each plan are integrated and coordinated to achieve the intended objectives is required. · Clear visual presentation is provided to illustrate how your intended objectives can be achieved through your planning. The written expression is consistent with the requirements of a university course: spelling, punctuation, grammar, and sentence structure demonstrate competence in academic writing. The work is the author’s own unless where the ideas and words of others have been cited according to APA referencing conventions resulting in a professional folio presentation Credit (60-69%): All requirements of the pass have been met. In addition: · Your plans are sound, clearly presented, thoroughly described and explained. Different perspectives are considered to ensure inclusive practice. · In the rationale, clear and relevant points are presented offering a balanced discussion of diverse perspectives, particularly in regard to your descriptions of aesthetic and creative features and nature and natural materials. You show evidence of depth of thinking. All the key words are succinctly explained and well supported throughout the planning. · Editing has been a key part of the preparation to ensure a high quality standard folio. Careful and thorough proofreading has resulted in a consistent with academic writing and referencing expectations. Please use these references · Chapter 5 Classical, grand, developmental and post-developmental: theories of play, (Fleer, 2013, pp. 113-136). · Chapter 6 Fair play: playing fair ( (Grieshaber & McArdle, 2010, pp. 75-88). · Chapter 2 Play environments that supports, intrigue, challenge and inspire ( (Casey, 2010, pp. 16-40) · Chapter 5: Setting up the learning environment [PDF, 3.7MB] (Walker, 2011, pp. 46-pp. 69) · Chapter 8: Assessment and reporting ( (Walker, 2011, pp. 78-83) · Chapter 6 Developing a pedagogy of play ( (Wood & Attfield, 2005, pp. 158-184). · Chapter 3 Enabling inclusive play opportunities - the role of adults . (Casey, 2010, pp. 41-54). · Chapter 2 Inspiring resources (Link (Rosback & Coulson, 2015, pp. 10-11). Fraser (2006), Chapter 5 The environment as third teacher [PDF, 5.1MB] (Links to an external site.)Links to an external site., (pp. 101-126), Chapter 5 The role of the teacher and other adults in play (Links to an external site.)Links to an external site. (Briggs & Hansen, 2012, pp. 63-76).