EDF2032 - Learning through play pedagogies - 2017

6 points, SCA Band 1, 0.125 EFTSL

Undergraduate - Unit

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered.




Dr Liang Li (City, Peninsula)

Dr Megan Adams (Clayton)

Unit guides


City (Melbourne)

  • Term 1 2017 (On-campus block of classes)


  • First semester 2017 (Day)


  • First semester 2017 (Day)


In this unit students examine research which explores contemporary theories about play and how play supports children's learning. Students learn how to interpret play-based curriculum that encourages children to explore, solve problems, create and construct new knowledge and explore how play is re-defined and theorised. In addition, students explore the diverse culturally informed ways in which children in contemporary society play and learn in early childhood settings, primary schools, families and communities. Importantly, students undertake an analysis of the contemporary theories of play and, noting the research upon which a variety of theories are based, examine multicultural variations, popular culture and gendered interactions. They become familiar with a range of children's play contexts. Students further develop their understanding through observing children at play and undertaking analyses of re-theorising play as a pedagogical construct to support students' ability for leading pedagogical practice change.


Upon successful completion of this unit students should be able to:

  1. demonstrate an understanding of the importance of learning through play pedagogies
  2. develop an understanding of curricular documents and their application within play-based curricula
  3. critically analyse the research base underpinning the range of theoretical perspectives on play-based learning
  4. develop an understanding of a range of tools and methods to assess children's learning in play
  5. use contemporary theories of play to creatively explore possibilities for pedagogical practice change in early childhood settings, primary schools, families and communities.


Oral presentation (2000 words equivalent, 50%)

Reflective task (2000 words equivalent, 50%)

Workload requirements

Minimum total expected workload equals 144 hours per semester/term comprising:

  1. Contact hours for on-campus students:
    • 2 hours per week
  2. Requirements for on-campus block City-based students:
    • one intensive weekend block
    • at least 4 hours of active online engagement in Moodle activities per term
  3. Requirements for offshore Kaplan-based students:
    • one intensive block (usually from Thursday to Sunday)
    • at least 4 hours of online study per term
  4. Additional requirements (all students):
    • independent study to make up the minimum required hours per week

See also Unit timetable information

Chief examiner(s)

This unit applies to the following area(s) of study