Reference no: EM133840932 , Length: word count:300

Assessment - Invitations To Play

Learning Outcome 1: Articulate and explore the many and varied languages of human expression through personal, social and philosophical perspectives

Learning Outcome 2: Apply the many languages of expression to create learning environments that support children's play and exploration, showing ability to cater to linguistic diversity, including supporting learners of English as an additional language. Can you do my assignment for me? We sure can!

Learning Outcome 3: Make connections between place-based and First Nations perspectives, Indigenous modes of expression, and languages, literacies and the arts

Assessment Details

Imagine that you are working at an Early Childhood Service as an early childhood teacher. You have been asked to design and prepare 2 Invitations to Play that supports children's language, artistic languages AND communication. You will need to demonstrate your understanding of language and communication in early childhood and the importance of the role of the teacher in constructing communication-rich environments.

An Invitation to Play is a collection of materials/tools/resources that have been set up as a curated experience that invites children to learn and express themselves through creative exploration and experimentation. It presents a space that is an opportunity for children's free expression and is not directed or instructed by an adult.

You are planning for independent play (ie without adult involvement) and will prepare immersive experiences suitable for young children, using a range of materials you have explored throughout this unit.

STRUCTURE/FORMAT
You will plan/design and prepare 2 invitations to play (with one videoed and presented to your peers in the Padlet provided) for a chosen age group of children with a focus on language and communication (the hundred languages of children).
One invitation must be set up by you with real materials that you would use with children. This must be videoed - you must appear in the video (for OSP) and presented in class (for IP).
You must provide the concept plans for both invitations to play, providing the written rationale, including a graphic representation (eg, sketches, diagrams, photographs (including stock images of specific materials - NOT A STOCK IMAGE OF AN INVITATION TO PLAY).
The Invitations must focus on the use of creative arts and materials and include:
• 1 invitation to focus on an experience for children that supports oral language development
• 1 invitation that focuses on supporting EAL learners

Both Invitations to Play will include:

1. Title
Name your invitation to play

2. Rationale including Resources and arrangement (100-150 words)
Link this back to explain how your invitation to play connects to each of the focus areas connected to the unit readings/materials. State why you chose these materials and arrange them as you did. Explain how this invitation to play fosters language and communication through play.

3. Use of Unit Resources and Referencing
While you are not assessed on APA referencing for this assessment task, all sources must be referenced, giving credit to original authors or creators, and showing experiences are evidence based. Failure to do this could result in a breach of academic integrity.
• If the task does not match assessment task instructions, the total grade is a 0 and will be investigated for Integrity breaches
• If the task does not draw from the course materials on VU Collaborate the total grade is a 0 and will be investigated for Integrity breaches

4. Select one (1) of your Invitation to Play to set-up
Practical Set-Up with Video Evidence. You will set up one (1) of your invitations to play using a range of materials and video it - you need to be VISIBLE in the video too.

alphabet work, written translations or anything else that assumes children can read. This includes children's picture books - these can only be included if you make it clear that the children will not read the books, and will not have them read to them as part of this play context.

2. You must not use colouring-in sheets. You must not use cue cards.

3. The materials exploration offering should include a limited number of materials that can be used together. It should be open ended process art. Do not provide any models for children to copy or be prompted by. This activity is similar to the one you did yourselves in Task 1, but is set up for children to be able to do it independently.

4. Play must be independent. It must not require any adult supervision or explanation. You can assume some prior teaching eg reading of a particular book, or teaching how to use a particular tool, as prior groundwork, but it must not be necessary for playing there now.

5. Only Outcome 5 - communication and the main body of EYLF text are relevant to this unit. Do not include other outcome areas if you reference the EYLF.

6. Hand eye co-ordination and fine motor skills are physical skills that come under the Wellbeing area. Do not include them as rationale for your language activity. They are not language.

7. You must provide a photo of a hand-drawn sketch of the invitation to show how it would be set up and where elements would be placed. This must not be computer generated.