Authorised assignment brief - Unit 2 - Learning aim A,B,C,D



|Assignment title |The Importance of Play |

|Assessor | |

|Qualification suite covered |BTEC Level 3 National Subsidiary Award in Children’s Play, Learning and Development |

| |BTEC Level 3 National Award in Children’s Play, Learning and Development |

| |BTEC Level 3 National Subsidiary Certificate in Children’s Play, Learning and Development |

| |BTEC Level 3 National Certificate in Children’s Play, Learning and Development |

| |BTEC Level 3 National Diploma in Children’s Play, Learning and Development |

|Units covered |Unit 2: Play in Early Years Settings |

|Learning aims covered |Learning aim A: Understand the links between play and children’s development |

| |Learning aim B: Understand how a range of play opportunities and types can support children’s |

| |development |

| |Learning aim C: Understand how a range of perspectives influence current approaches to play |

| |Learning aim D: Understand adults’ involvement in children’s play |

|Date issued | |Interim deadline | |

|Final deadline | |

|Duration |20 hours |

|Scenario |You work for an early years setting and part of your job role is to help train and update members of |

| |staff. The setting looks after children aged 0–8 years and it includes nursery, before school, after |

| |school and school holiday provision. |

| |

|Task number |1 |

|Task title |Linking Play and Development |

|Task instruction |Using relevant media sources, e.g. PowerPoint® with presenter’s notes, prepare a presentation about |

| |the value of play to provide training for learners at the setting. The use of images to support your |

| |text will be beneficial but make sure they are relevant and that you have gained the necessary |

| |permission to use images of children. You must cover ranges (0–2 years, 2–8 years). This could be |

| |done by using a case study for each age range. You need to include the importance of play to all |

| |aspects of development and how children play at different stages of development. Discuss a variety of|

| |play opportunities or types that children use, then select one example and give details of how it |

| |supports the various aspects of development. |

| | |

| |References, quotes and bibliography must be shown. |

|Evidence you must produce for this |Presentation notes or presentation slides with development notes |

|task | |

|Criteria covered by this task: |

|To achieve the criteria you must show that you are able to: |Unit |Criterion reference |

|Explain how play supports the physical, cognitive, language, social and emotional development of |2 |3A.P1 |

|young children. | | |

|Explain how children play at different stages of development. |2 |3A.P2 |

|Discuss the role of play in supporting the physical, cognitive, language, social and emotional |2 |3A.M1 |

|development of a child at different stages. | | |

|Task number |2 |

|Task title |Types of Play to Support Children’s Development |

|Task instruction |Use evidence from your placement settings and case studies for the ages 0–2 years and 2–8 years, to |

| |show how different types of play support children’s development. The evidence must also include how |

| |you differentiate play to meet individual needs of children and the resources you could use for the |

| |type of play shown. |

| | |

| |You also need to show evidence within your case studies from your placement of how you have |

| |interpreted and questioned the types of play you have discussed. Show how they would support a |

| |child’s overall development, and provide a rationale for the selection and suitability of resources |

| |used. |

| | |

| |Using your own opinion, judge the effectiveness of the different types of play and resources used to |

| |support the development of children within the age ranges 0–2 and 2–8 years. |

| | |

| |All five types of play must be included (physical play, imaginative play, sensory play, creative play|

| |and construction play). |

| | |

| |References, quotes and bibliography must be shown. |

|Evidence you must produce for this |Learner-initiated case studies or appropriate evidence from a setting |

|task | |

|Criteria covered by this task: |

|To achieve the criteria you must show that you are able to: |Unit |Criterion reference |

|Explain how types of play support the development of young children to include: |2 |3B.P3 |

|physical play | | |

|imaginative play | | |

|sensory play | | |

|creative play | | |

|construction play. | | |

|Explain how to differentiate play to meet the development needs of individual children. |2 |3B.P4 |

|Explain how resources can best support different types of play in early years settings. |2 |3B.P5 |

|Analyse how selected types of play meet the needs of a child and support the child’s all-round |2 |3B.M2 |

|development. | | |

|Discuss the suitability of selected types of resources to support play and play opportunities in |2 |3B.M3 |

|early years settings to meet the needs of children at different stages of development. | | |

|Evaluate the extent to which different examples of play and selected resources support the all-round|2 |3B.D1 |

|development of children from birth up to 2 years and children from 2 up to 8 years. | | |

|Task number |3 |

|Task title |Perspectives and their Influences on Play |

|Task instruction |Write a report on your setting to discuss approaches to play. You need to include one theoretical, one |

| |philosophical and one other approach to play which commonly influence the provision in the early years |

| |setting. You also need to investigate and question to what extent the curriculum has been influenced by |

| |these approaches and, in your own opinion, judge how effective the application of one of these approaches |

| |has been within the early years setting. |

| | |

| |References, quotes and bibliography must be shown. |

|Evidence you must produce for |Learner- or tutor-initiated case studies or appropriate evidence from a setting |

|this task | |

|Criteria covered by this task: |

|To achieve the criteria you must show that you are able to: |Unit |Criterion reference |

|Describe theoretical, philosophical and other approaches to play that commonly influence provision in early|2 |3C.P6 |

|years settings. | | |

|Analyse the extent to which an early years curriculum/framework has been influenced by theoretical, |2 |3C.M4 |

|philosophical or other approaches to play. | | |

|Evaluate the success of the application of a theoretical, philosophical or other approach to play in an |2 |3C.D2 |

|early years setting. | | |

| | | |

|Task number |4 |

|Task title |Are Adults Important? |

|Task instruction |Produce a leaflet for early years practitioners and learners to discuss the benefits to children’s |

| |development of adult involvement in play. You must also include examples of adults initiating and directing|

| |children’s play effectively and evidence of how they recognise and respond to the individual needs of |

| |children. Use examples from an appropriate setting. Within the leaflet you also need to discuss and |

| |interpret the skills required by adults to support child-initiated play and present reasoned judgements on |

| |these skills, including how, why and when you would use the skills and any limitations you have come across|

| |when conducting child-initiated play to support learning. |

| | |

| |References, quotes and bibliography must be shown. |

|Evidence you must produce for |Leaflet for early years practitioners and learners |

|this task | |

|Criteria covered by this task: |

|To achieve the criteria you must show that you are able to: |Unit |Criterion reference |

|Explain the benefits of adult involvement in play to babies’ and children’s development. |2 |3D.P7 |

|Explain how adults can effectively initiate and direct play. |2 |3D.P8 |

|Analyse the skills that are required by adults in early years settings for effective child-initiated play, |2 |3D.M5 |

|with examples. | | |

|Evaluate how skilled adults in early years settings can contribute to effective child-initiated play. |2 |3D.D3 |

|Sources of information |Textbooks |

| |Bruce, T. (1991) Time to Play in Early Childhood Education, London: Hodder Arnold, 978-0-34053-878-4. |

| |Garvey, C. (1991) Play (The Developing Child), Waukegan, IL: Fontana Press, 978-0-00686-224-6. |

| |Macleod-Brudenell, I. et al (2004) Advanced Early Years Care and Education, Oxford: Heinemann, |

| |978-0-43540-178-8. |

| |Moyles, J. (1989) Just Playing?: Role and Status of Play in Early Childhood Education, Oxford: Oxford |

| |University Press, 978-0-33509-564-3. |

| |Tassoni, P. and Hucker, K. (2005) Planning Play and the Early Years (Professional Development), Oxford: |

| |Heinemann, 978-0-43540-119-1. |

| |Tassoni, P. (2008) Penny Tassoni’s Practical EYFS Handbook. Oxford: Heinemann, 978-0-43589-991-2. |

| |Tassoni, P., Baker, B. and Squire, G. (2012) BTEC National Children's Play, Learning and Development |

| |Student Book 1, Essex: Pearson Education Ltd., 978-1-44690-134-2. |

| |Websites |

| |bbc.co.uk/parenting/play – website for the BBC |

| |.uk – website for the Department for Education |

| |.uk – website for professionals working with children and families in the foundation|

| |stage |

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