EDU431 Early Childhood Practice and Pedagogy Assignment 1 Sample
Assignment Question
Write a blog for Early Childhood educators that provides an overview of theories of play-based learning. Discuss what theory and evidence state about the importance of play for children’s physical, cognitive, social and psychological development. Provide guidelines on how best to structure, plan for, implement and assess play-based learning. Include references in your blog.
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You have to writer from week 4 reading
Week1
This week's required readings:
Arthur, L., Beecher, B., Death, E., Dockett, S., & Farmer, S. (2020). Programming and planning in early childhood settings (8th ed.). Cengage Learning Australia.
https://ebookcentral.proquest.com/lib/harvest/detail.a ction?docID=6510808
Australian Children’s Education and Care Quality Authority (2023) Guide to the National Quality Framework. https://www.acecqa.gov.au/nqf/about/guide
Week 2
This week's required readings:
Arthur, L., Beecher, B., Death, E., Dockett, S., & Farmer, S. (2020). Programmingand planning in early childhood settings (8th ed.). Cengage Learning Australia. https://ebookcentral.proquest.com/lib/harvest/detail.action?docID=6 510808
Australian Government Department of Education (AGDE). (2022) Belonging, Being and Becoming: The Early Years Learning Framework for Australia ( V2.0). https://www.acecqa.gov.au/acecqa-approved-learning-frameworks- version-2.0-communications-toolkit
Week3
This week's required readings:
Australian Children’s Education and Care Quality Authority (2023) Guide to the National Quality Framework. https://www.acecqa.gov.au/nqf/about/guide
Leggett N., & Newman, L. (2017). Play: Challenging educators’ beliefs about play in the indoor and outdoor environment. Australasian Journal of Early Childhood, 42(1):24-32. https://doi.org/10.23965/AJEC.42.1.03
Week4
This week's required readings:
ACECQA. (2022). Belonging, being, becoming: The early years learning framework v2.0. Australian Children’s Education and Care Quality Authority. https://flex.copyright.com.au/secure/link?id=e32a2f21-bd9f-ef11- 9c36-b017c0b39a8c
Australian Children’s Education and Care Quality Authority (ACECQA). (2023) Guide to the National Quality Framework. https://www.acecqa.gov.au/nqf/about/guide
Solution
Blog Title: Play-based learning for cognitive, social, and psychological development of Children
Introduction
Play-based learning strengthens early childhood education. In a play-based learning setup, children engage themselves in playful activities that further help them develop decision-making, problem-solving and critical-thinking skills. Moreover, when children engage in playful activities with their peers and educators, they focus on engaging and interacting with their partners. This also assists them in strengthening their bond with people in society (ACECQA, 2022). Hence, educators are trying to engage children in play-based learning activities that ensure cognitive, social, and psychological development. This blog aims to explore key theories that have supported the development of play-based learning activities. Additionally, this blog also includes a detailed plan for structuring, implementing, and assessing play-based learning activities.
Key theories supporting play-based learning activities
Australian policymakers have developed a framework that promotes early years learning. This framework empowers educators, caregivers, and parents to engage their children in play-based learning activities (AGDE, 2022). Thus, educators often leverage key theories that support the development of play-based learning activities.
Piaget’s theory of cognitive development
Piaget’s theory has gained popularity in Western countries because it has a strong influence on early childhood development (Arthur et al. 2020). According to this theory, the intelligence of children changes and grows through four different stages. They are sensorimotor (birth-2 years), preoperational (2-7 years), concrete operational (7-11 years) and formal operational (12 years and above). Early childhood educators mostly consider the first two stages of cognitive development while initiating play-based learning activities. These stages help them understand the change in the behavioural landscape of children as they move from one stage to another. For example, during the sensorimotor stage, sight, sound, and touch generally help children to observe and react. On the other hand, in the second stage, children tend to develop symbolic thinking skills. This is the stage where a child fails to view the world from another’s perspective and it is known as ego-centrism (Sanghvi, 2020). Hence, educators often find it difficult to change the thinking patterns of children at this stage. Thus, educators need to initiate play-based learning activities that assist children in exploring and developing knowledge about the outer world.
Vygotsky’s Sociocultural Theory
According to Vygotsky, play-based learning is a matrix that promotes learning and development among pre-school children. This sociocultural theory not only focuses on developing play-based learning activities but also advocates the role of parents, educators, and caregivers in engaging children in these learning activities. During the early childhood stage, children develop emotional, cognitive, and physical skills through constructive play-based learning activities (Leggett & Newman, 2017). Thus, Vygotsky proposed a concept called Zone of Proximal Development (ZPD) that further highlights the influence of a guide in the life of a learner.
Froebel’s Theory of Play
The concept of play can be debatable. There are educators who barely intervene while children play with their peers. However, a certain section of educators uses a play-based approach to ensure the learning and development of children (Leggett & Newman, 2017). According to Froebel, play is the most effective way to empower and develop children. Play-based learning activities can help children explore the world, foster relationships and develop cognitive thinking skills (Hoskins & Smedley, 2019). Thus, play-based activities have an for university assignment help impact on self-directed learning among preschool children.
Susan Isaac’s Theory of Play
This theory primarily highlights social and biological aspects, associated with child development. According to this theory, children express their feelings and emotions while playing. Therefore, educators should provide children, freedom that can further be used to resolve their conflicts. Moreover, Isaac also identified “nursery’ schools to be the second home of children (Murray, 2022). Thus, play-based learning activities should help children to understand their own life.
Importance of play in Child’s development
Play-based learning activity is an integral part of quality education because it helps preschool children to learn, explore, discover, and create new things. Moreover, it also allows children to become curious and creative (ACECQA, 2023). The following part explores how play ensures the physical, cognitive, and emotional development of preschool children.
Cognitive Development
According to Piaget’s theory of cognitive development, children barely give importance to other people’s perceptions. They engage in learning activities and understand the world while exploring it. Thus, educators and parents ensure interactive play experiences for their children. Educators often commence storytelling sessions that assist children in becoming creative. However, in recent times, digital media has playing an important role in initiating play-based learning activities for preschool children. There are multimedia resources that are allows children to communicate and learn. This further creates an interactive environment for preschool children (Australian Broadcasting Network, 2022). Moreover, role-play and puzzles are games that help children to communicate, solve problems and think critically. Thus, play-based learning has a positive impact on the cognitive development of children.
In addition, engagement is the pillar of learning and development of preschool children. Children who are completely engaged in their learning activity show interest and curiosity (Arthur, 2010). Hence, educators use a scaffolding teaching strategy that involves asking questions to children, modelling, and inquiring. These activities also allow children to engage and improve their thinking ability (ACECQA, 2022). Thus, it is the responsibility of educators to collaborate with preschool children, engage them and assist them in exploring the outer world. This improves their learning ability and ensures cognitive development.
Physical Development
Educators, caregivers, and parents must focus on the motor skill development of their children at an early stage. These physical skills can develop earlier when children are involved in regular movement. Preschool children also develop coordination between hand and eye. They observe toys and other objects and grasp them with their hand. Such hand and eye movements are also an important part of physical development among preschoolers (Queensland Government, 2023). Thus, educators initiate play-based learning activities to ensure the physical development of children at an early age.
Educators arrange outdoor and indoor activities for children and play with them. These activities engage children in moderate to high levels of physical activity that further improve their motor skills (Stegelin, 2005). Moreover, role play, dance and music are integrated into learning activities because they promote physical movement and children also express themselves creatively while dancing.
Social and Emotional Development
The development of social and emotional skills is equally important because it helps a child to control their emotions and become resilient. When children engage in playful activities, they tend to interact with their friends and classmates. This aids in their social development skills. Educators often leverage intentional teaching strategies that respond learning needs of preschool children. In a play-based learning scenario, an intentional teaching strategy connects playful activities with learning (Chen, et al. 2024). While playing, children learn the importance of empathy and kindness. They also learn to regulate their emotions. Thus, play-based learning activities also ensure social and emotional development among preschoolers.
Legal and Ethical Considerations
The policymakers of Australia have identified the need for early childhood development. Hence, they have developed frameworks and launched rules and regulations that promote play-based learning activities for preschoolers.
The National Quality Standards (NQS)
NQS comprise of seven different standards that further creates a benchmark for early childhood care services. Policymakers mostly rate schools based on this standard and these standard aim at improving learning outcomes of children aged 0-7 years (ACECQA, 2025). According to Quality Area 1, educators should develop a child-centred education program. It should also focus on optimising children’s needs. Quality Area 5 highlights the importance of maintaining relationships with children. Educators must engage children in activities that help in promoting their sense of belonging. Moreover, Quality Area 7 highlights the importance of effective leadership and governance to create a collaborative learning environment (ACECQA, 2025). Thus, it is the responsibility of educators to focus on these standards while structuring a detailed plan for play-based learning activities for preschoolers.
ECA Code of Ethics
Ethics and principles in education promote transparency, diversity, and integrity. Therefore, a set of ethics has been developed by ECA to keep educators on track. This code of ethics aims at guiding educators, involved in early childhood education. It reflects the ethical responsibilities of educators, parents, and caregivers in an early childhood learning setting (ECA, 2016). These codes of ethics ask educators to work in the best interest of children. Secondly, educators are accountable to create a safe and diverse learning environment for children. They should collaborate with preschoolers and value their relationship with their family members. Moreover, children should not face discrimination based on their ethnicity, race, culture, language, and colour. They should be fairly and educators should focus on creating a diverse learning environment. Thus, educators should remain ethical while providing learning opportunities to children aged 0-7 years.
A comprehensive Play-based Learning Plan
The United Nations has accorded basic rights to children across the globe. According to Article 29, education should focus on developing personality of children. It should also motivate children to respect their culture and family background. Moreover, governing bodies should protect children from situations that are harming their health and basic education (UNICEF Australia, 2024). The following play-based learning plan aligns with these principles and complies with basic rules and regulations associated with early childhood education.
Structuring Play-based Learning Activities
Play-based learning activities should meet an individual’s learning needs (Taylor & Boyer, 2020). Hence, it should directly align with EYLF learning outcomes. Hence, these activities should help children to create a sense of belonging and identity. Learning activities should also assist them in connecting with the outer world. Preschoolers should sense their wellbeing and they should develop effective communication skills. Finally, they should become confident while engaging themselves in these learning activities (AGDE, 2022). Teachers should also adopt scaffolding and inquiry-based learning strategies. These strategies can help them to communicate and engage with preschoolers.
In addition, it is the responsibility of educators to follow the ECA code of ethics and create a safe and diverse learning environment for children. Such a learning environment can help children to respect their parents and their cultural background. This approach further aligns with Article 29 of the United Nations Convention on the Rights of Children (Gide et al. 2022). Thus, the structure of the play-based learning activities should comply with legal and ethical aspects.
Furthermore, teachers' play-based learning activities should help children to solve problems and resolve conflicts. The structure should allow preschoolers to initiate conversations with peers in their classrooms. Finally, educators must focus on enhancing the physical development of children. For example, they should have a grip on their pencil and balance different parts of their body (AITSL, 2017). Thus, the structure should focus on physical, social, and cognitive development among children, aged 0-7 years.
Planning Activities
According to Jean Piaget’s cognitive development theory, children's intelligence develops through different stages. Hence, while planning play-based learning activities, educators should primarily identify children needs based on their stages. Moreover, according to the EYLF framework, educators should collaborate with the families and caregivers of these children while planning different activities (AGDE, 2022). Such effective collaboration can enhance transparency and awareness.
Implementation of activities
This is the most important part of the plan. An effective implementation of play-based learning activities directly optimises the learning and development needs of preschoolers. Hence, teachers should primarily use scaffolding teaching strategies to create a learning environment. This strategy can be used to initiate gaming activities like puzzles and role-play. These activities further help in developing a problem-solving climate where children are motivated to identify risks, solve problems and develop creative solutions (Queensland Government, 2025). Thus, effective implementation of a play-based learning environment involves the creation of a supportive and engaging environment.
In addition, inquiry-based learning (IBL) is another important strategy that can ensure the effective implementation of play-based learning activities. This learning strategy motivates children to investigate an incident and find the problem along with the solution. According to Kaçar et al. (2021), IBL is an effective approach that promotes constructive learning. It empowers student to ask questions, collect relevant information and interpret it. Thus, educators in schools can engage students in basic science experiments. These experiments can help preschoolers to communicate with their peers, ask questions and find relevant solutions. While engaging in science-based activities, children can also foster curiosity and creativity.
Finally, educators should focus on developing social and emotional skills among preschoolers through collaboration, communication, and cooperation. According to King et al. (2021), gender bias, discrimination based on cultural backgrounds and stereotypes are common societal problems. Thus, it is the key responsibility of educators to eliminate gender-based stereotypes and discrimination through early childhood education. This can be done through role-play sessions and other gaming activities. Effective implementation of these activities can also ensure the personality development of children.
Assessing Activities
Once, play-based learning activities are successfully implemented, educators and the administration team of schools should focus on continuous development. This can be ensured with effective assessment. As opined by Disney & Geng, (2022), apart from traditional activities, preschoolers are also engaged in digital play. Hence, educators and family members should assess the social behaviour of children, engaged in digital play. A continuous assessment can help educators understand how digital play is meeting the learning needs of these young children. Secondly, children should also be engaged in peer assessment and self-directed learning. As stated by Dutta et al. (2023), when children reflect on their learning, they understand what they are learning and how it is meeting their learning needs. This student-centric pedagogical approach helps children to think critically, develop curiosity and problem-solving skills. Moreover, peer assessment from classmates can also help these children to improve their learning activities. Thus, assessment activities ensure the continuous development of children.
Conclusion
Play-based learning activities are an integral part of early childhood education. The findings of the study suggest that researchers have deeply analysed information and developed theories that are associated with the cognitive, physical, and emotional development of children through play-based learning. In this modern era, playful activities help children to sense their belonging and ensure their well-being. Indoor and outdoor activities like running, climbing, role-play sessions, puzzles, and digital play focus on the physical, social, and cognitive development of children. However, an accountable educator complies with legal and ethical considerations while developing a holistic play-based learning activity program for young children. These activities should focus on eliminating discrimination and children who engage in these activities must not face gender bias or stereotypes based on their cultural background. Moreover, educators should make sure to communicate and collaborate with parents while initiating learning activities. Finally, the blog highlights different steps involved in the detailed planning of play-based activities. These steps include structuring, planning, implementing, and assessing. Activities should align with EYLF learning outcomes and they should meet the learning needs of individuals at different stages. Secondly, planning should involve effective collaboration with family members and caregivers. Once effective planning is done, educators can use scaffolding or an Inquiry-based learning strategy to ensure effective implementation. Finally, self-directed learning, reflection and peer assessment can add value to assessing activities. A structured assessment further ensures continuous development.
References
ACECEQA, (2025). National Quality Standard. https://www.acecqa.gov.au/nqf/national-quality-standard
AITSL, (2017). Statement of Intent. https://www.aitsl.edu.au/docs/default-source/illustrations-of-practice-packages---highly-accomplished/teacher-resource---statement-of-intent.pdf?sfvrsn=ba30e23c_0
Arthur, L. (2010). The early years learning framework: building confident learners. Early Childhood Australia. https://flex.copyright.com.au/secure/link?id=2c594637-b994-ef11-9c36-b017c0b39a8c
Arthur, L., Beecher, B., Death, E., Dockett, S., & Farmer, S. (2020). Programming and planning in early childhood settings (8th ed.). Cengage Learning Australia. https://ebookcentral.proquest.com/lib/harvest/detail.action?docID=6510808
Australian Broadcasting Network. (2022). Digital media and interactive play environments. ABC Kids. https://www.abc.net.au/abckids/early-education/reflective-journal/digital-media-and-interactive-play-environments/13990844
Australian Children’s Education and Care Quality Authority (ACECQA), (2023). Guide to the National Quality Framework. https://www.acecqa.gov.au/nqf/about/guide
Australian Children’s Education and Care Quality Authority, (2022). Information sheet BELONGING,BEING & BECOMING. https://www.acecqa.gov.au/sites/default/files/2024-11/InformationSheet_EYLF-Play-based%20learnin_Practices_v2.pdf
Australian Government Department of Education (AGDE), (2022). Belonging, Being and Becoming: The Early Years Learning Framework for Australia ( V2.0). https://www.acecqa.gov.au/acecqa-approved-learning-frameworks-version-2.0-communications-toolkit
Chen, M. Y., Rouse, E., & Morrissey, A. M. (2024). Intentionality and the active decision-making process in play-based learning. The Australian Educational Researcher, 51(4), 1373-1388. https://doi.org/10.1007/s13384-023-00644-6
Disney, L., & Geng, G. (2022). Investigating young children’s social interactions during digital play. Early Childhood Education Journal, 50(8), 1449-1459. https://doi.org/10.1007/s10643-021-01275-1
Dutta, S., He, M., & Tsang, D. C. (2023). Reflection and peer assessment to promote self-directed learning in higher education. Journal of Educational Research and Reviews, 11(3), 35-46. http://dx.doi.org/10.33495/jerr_v11i3.23.111
ECA, (2016). Code of ethics. Early Childhood Australia. https://www.earlychildhoodaustralia.org.au/wp-content/uploads/2016/07/ECA-COE-Brochure-2016.pdf
Gide, S., Wong, S., Press, F., & Davis, B. (2022). Cultural diversity in the Australian early childhood education workforce: What do we know, what don’t we know and why is it important?. Australasian Journal of Early Childhood, 47(1), 48-61. https://doi.org/10.1177/18369391211057292
Hoskins, K., & Smedley, S. (2019). Protecting and extending Froebelian principles in practice: Exploring the importance of learning through play. Journal of Early Childhood Research, 17(2), 73-87. https://doi.org/10.1177/1476718X18809114
Kaçar, T., Terzi, R., Ar?kan, ?., & K?r?kç?, A. C. (2021). The effect of inquiry-based learning on academic success: A meta-analysis study. International Journal of Education and Literacy Studies, 9(2), 15-23. http://dx.doi.org/10.7575/aiac.ijels.v.9n.2p.15
King, T. L., Scovelle, A. J., Meehl, A., Milner, A. J., & Priest, N. (2021). Gender stereotypes and biases in early childhood: A systematic review. Australasian Journal of Early Childhood, 46(2), 112-125. https://doi.org/10.1177/1836939121999849
Leggett, N., & Newman, L. (2017). Play: Challenging educators' beliefs about play in the indoor and outdoor environment. Australasian Journal of Early Childhood, 42(1), 24-32. https://doi.org/10.23965/AJEC.42.1.03
Murray, J. (2022). How do children build knowledge in early childhood education? Susan Isaacs, Young Children Are Researchers and what happens next. In The Influence of Theorists and Pioneers on Early Childhood Education (pp. 245-261). Routledge. https://doi.org/10.1080/03004430.2020.1854242
Queensland Government, (2023). Physical development. https://earlychildhood.qld.gov.au/early-years/early-learning-at-home/play/physical-development
Queensland Government, (2025). Scaffolded. https://earlychildhood.qld.gov.au/sector-news-and-resources/teaching-and-learning-resources/age-appropriate-pedagogies/characteristics/scaffolded
Sanghvi, P. (2020). Piaget’s theory of cognitive development: a review. Indian Journal of Mental Health, 7(2), 90-96. http://dx.doi.org/10.30877/IJMH.7.2.2020.90-96
Stegelin, D. A. (2005). Making the case for play policy: Research-based reasons to support play-based environments. YC Young Children, 60(2), 76.
Taylor, M. E., & Boyer, W. (2020). Play-based learning: Evidence-based research to improve children’s learning experiences in the kindergarten classroom. Early Childhood Education Journal, 48(2), 127-133. https://doi.org/10.1007/s10643-019-00989-7
UNICEF Australia, (2024). Summary of the convention on the rights of the child. https://assets-us-01.kc-usercontent.com/99f113b4-e5f7-00d2-23c0-c83ca2e4cfa2/fc21b0e1-2a6c-43e7-84f9-7c6d88dcc18b/unicef-simplified-convention-child-rights.pdf
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