TCHR5001 Play and Pedagogies in Early Childhood Education

Assessment 1: Pitch Your Pedagogy

Due Date: Monday 15th September 2025, 11:59 pm AEST (start of Week 4)

Type: Digital Presentation (Recorded) – Individual

Length: 10 minutes (equivalent to 1500 words)

Weighting: 50%

Generative AI use: Permitted with strict restrictions and mandatory declaration (see policy below)

ULOs assessed: ULO1, ULO2, ULO3, ULO4

Rationale

Early childhood teachers must advocate for play as a fundamental right and core pedagogical approach. Families often express concern about play-based learning versus formal academic preparation for school. This task requires you to prepare and deliver a confident, evidence-informed pitch that explains and justifies play-based pedagogy to families of 4–5-year-olds during a family information night. Your presentation must draw on theory, research, policy and your emerging professional philosophy.

Task Description

Imagine you are an early childhood teacher presenting at a family information night. Some families are concerned that play-based approaches do not sufficiently prepare children for school, while others are interested but seek clearer understanding of the value and benefits of play. Your task is to create a 10-minute recorded presentation that addresses these concerns, justifies play-based pedagogy, and demonstrates its importance for children’s current learning and future success.

Instructions

1. Step 1 – Complete the Pitch Template
   • Download the Assessment 1 Pitch Template from Blackboard (Assessment 1 folder).
   • Fill in all sections including:
     • Introduction (30 sec – 1 min): Introduce yourself and acknowledge family concerns.
     • Role of play (2 min): Explain play’s contribution to learning, development and wellbeing across domains; include one concrete play-based example.
     • Personal philosophy (2 min): Articulate your philosophy of play and its influence on your teaching practice.
     • Successful play-based environment (2 min): Describe physical, social and temporal elements that support effective play-based learning.
     • Challenges and solutions (2 min): Identify barriers to implementing play pedagogy and realistic strategies to overcome them.
     • Summary & farewell (30 sec – 1 min): Recap key messages and close positively.
   • Include a URL/link to your recorded presentation and a reference list.
2. Step 2 – Create Supporting Slides
   • Maximum 15 slides (preferably fewer).
   • Use PowerPoint, Canva, Prezi or similar tool.
   • Ensure slides are clear, uncluttered, readable (easy-to-read font, appropriate sizing, high contrast).
   • Submit slides as PPT/PDF via Turnitin.
3. Step 3 – Record the Presentation
   • Deliver a 10-minute oral presentation (face visible on camera recommended).
   • Use Zoom, PowerPoint recording, or other reliable software.
   • Export as MP4 file.
   • Submit recording via VoiceThread link on Blackboard.

Supporting Evidence Requirements

• At least one theoretical perspective from Module 2 (e.g. socio-cultural, constructivist, post-structuralist, Reggio Emilia, Froebel, Piaget, Vygotsky)
• Minimum 8 references (unit textbook + peer-reviewed articles/book chapters + EYLF v2.0 + NQS + UNCRC + ECA Code of Ethics + developmental milestones)
• APA 7th edition for all citations and reference list (not counted in word limit)

Formatting & Submission

• Use provided Pitch Template (Word).
• Font: Arial or Times New Roman 12 pt; 1.5 or double line spacing for text entries.
• File naming: SurnameInitial_TCHR5001_A1 (e.g. KamenaracO_TCHR5001_A1)
• Submit three items:
  1. Completed Pitch Template (Word/PDF) → Turnitin
  2. Slide deck (PPT/PDF) → Turnitin
  3. MP4 recording → VoiceThread

Generative AI Policy

Permitted uses: Clarify concepts, generate preliminary ideas, summarise readings, edit drafts.

Prohibited uses: Generate definitions, arguments, written content for final submission, produce slides or script sections.

Mandatory declaration: Add statement at end of reference list (e.g. “I used [tool name] to summarise Module 2 readings and brainstorm initial structure. All final content and delivery are my own.”)

Undeclared or prohibited use = academic misconduct.

Academic Integrity & Late Penalties

Full adherence to SCU Academic Integrity Framework required. Breaches may result in zero marks or unit failure.

Late penalty: 5% per day (or part thereof) unless special consideration approved.

Marking & Feedback

SCU letter grade + completed rubric + written feedback. Results posted within 21 days.

Play is the primary mode through which young children construct knowledge, develop self-regulation and build social competence. A socio-cultural lens highlights how collaborative play with peers and educators scaffolds language, problem-solving and emotional understanding. Intentional play-based environments that balance child agency with educator guidance align directly with EYLF principles and outcomes (Fleer 2019, https://doi.org/10.1177/1463949119885293). Strong advocacy for play requires clear articulation of developmental benefits across physical, cognitive, social-emotional and creative domains. Effective communication with families strengthens community trust in play pedagogy.

References

• Australian Government Department of Education (AGDE). (2022). Belonging, being & becoming: The Early Years Learning Framework for Australia V2.0. Canberra: AGDE. Available at: https://www.acecqa.gov.au/sites/default/files/2023-01/EYLF-2022-V2.0.pdf
• Fleer, M. (2019). ‘Conceptual play: Foregrounding imagination and cognition during concept formation in early childhood education’, Contemporary Issues in Early Childhood, 20(4), pp. 351–364. Available at: https://doi.org/10.1177/1463949119885293
• Wood, E. (2019). ‘The play-pedagogy interface in early childhood education’, Early Child Development and Care, 189(11), pp. 1771–1783. Available at: https://doi.org/10.1080/03004430.2019.1608191
• Edwards, S. & Cutter-Mackenzie, A. (2021). ‘Pedagogical play types: What do they suggest for learning about sustainability in early childhood education?’, International Journal of Early Childhood, 53(1), pp. 63–80. Available at: https://doi.org/10.1007/s13158-021-00289-7
• Leggett, N. (2020). ‘Play-based learning: The role of the educator in supporting young children’s agency’, Australasian Journal of Early Childhood, 45(3), pp. 245–257. Available at: https://doi.org/10.1177/1836939120936999