EDU40002 Play and environment Report 2 Sample
Assignment Details
This assignment will enable you to integrate your knowledge about play and environments from across the unit and put the theory you have learned from readings, learning materials, and virtual field trips and explorations into practice. By developing a folio of play designs, you will incorporate design plans for two learning environments that invite children’s engagement, active learning and constructive play.
You will create and design plans for two learning environments based on the following requirements:
Early childhood – one plan for an outdoor environment (0-5 years old).
Primary – one plan for an indoor play-based learning environment for children at primary school (5-8 years old).
You may further define a specific age group within the indicated age range.
Plan format
Overview/Description
Include an overview/description of the planned environment. Make sure you clearly state the objective of your plans to meet the assignment criteria:
• Describe and analyse the aesthetic and creative features of play environments that invite engagement, active learning and constructive play.
• Describe and analyse the role of features: nature and natural materials in play environment for children aged 0–8 years of age.
• Describe the philosophical, pedagogical and theoretical approaches that inform the learning environment and explain how that is translated into the plan.
Summary of key features of the space/setting
Include a summary of key features of the space, including:
• Targeted age group, type of environment (indoor/outdoor) and intended objectives of your plan to address the assignment criteria.
• Understand and make an assessment of the key aspects and features of play environments that support children aged 0–8 years of age.
Rationale
Within a rationale you need to describe and discuss key aspects and features of the play environment that support children’s learning in early childhood, and how these aspects and features are reflected and will be achieved in your plan. Additional key issues you should address include a description and analysis of the following key aspects:
• Natural and sensorial learning spaces
• Aesthetic and creative features that support imaginative play
• Spaces that invite engagement with 'materials'
• Designed environments that support active, culturally rich and inclusive play
Detailed Floor Plan
Include a floor plan (you may attach sketches or images to illustrate the resources, settings or effects).
• Your plans may be focused on an entire place/space or specifically concentrated on one area within that place. For example, you might design a book corner, a sensory play area or a vegetable garden.
• Take care and time in developing the presentation of this section, along with the sources you use. For example, think about how you might annotate the floor plan (design) to support your rationale.
Resources and References
Include a range of sources that have inspired your design and provide a reference list using APA 7th edition styling.
Note: This will not be included in the final word count.
Terminology
Ensure you demonstrate your understanding of keywords such as 'key aspects and features', 'aesthetic', 'creative', 'imagination', 'engagement', 'active learning', and 'constructive play' as well as how you plan the environments actively utilising these keywords and phrases.
Solution
1. Introduction
Carefully designed learning environments are extremely important in the field of educational pedagogy. This will give kids the confidence to express their opinions, beliefs, and attitudes to their peers without worrying about receiving unfavourable feedback. Teachers are better able to handle discussions on delicate subjects with more confidence when they are in a safe learning environment with defined boundaries. Early learning is important for every child because it is the time when they recognize things, and values and learn faster. In childhood, children can learn faster because their brains accept things faster and help them to achieve their full potential. This helps in making communication easy and children become confident. The Australia Early Years Learning Framework (EYLF) is a curriculum that provides early childhood education programs in Australia. This ensures that children get quality-based and consistent education programs in their childhood environment. This framework is developed by the Government of Australia to provide education to children in their early years to experience learning and teaching quality from birth to five years old. This Framework has been designed for use by approved providers working in partnership with children, early childhood educators, families, schools, and other for university assignment help professionals to guide community-based and relevant educational practices and programs. Carefully designing an environment for two different age groups is discussed in this report. This plan aims to provide opportunities for children to develop their abilities in every domain. The plans hope to instill a dedication to learning and develop critical skills in young minds by recognizing the mutually beneficial relationship between space and education.
2. Plan 1: Early Childhood (0–5 years old) – Outdoor Environment
Children's physical health, development, and well-being are all improved by outdoor play (Sando & Sandseter, 2020). Children should be encouraged to be active, given a break from being indoors, and supported in their learning in a range of settings. These are the goals of this plan in an outdoor setting for children aged between 0-5 years. This plan designs an outdoor space that is secure, and well-organized, and provides both scheduled activities and unstructured time, just like an indoor learning environment. This plan also provides a space for children to explore new things, collaborate, and active learning. This design utilizes every inch of available space. Different play structures and designated zones are incorporated into the design to promote exploration. A space consisting solely of metal play structures and asphalt. This plan primarily focused on engaging the children with nature so the location that is selected is a wooded area that has open green spaces (The National Wildlife Federation). To improve social interaction and communication skills, collaborative features like group activity areas and team-oriented games are thoughtfully positioned. This plan provides regular opportunities to participate in outdoor activities (at least 30 minutes of every three-hour block of time at the program). Consider putting dirt in plastic rain gutters and allowing kids and teenagers to use them as planters. Seek volunteers to help with raised garden beds or installing bird feeders. Providing the best quality materials and tools, materials that let children shape their ideas and enable them to realize their potential as image-makers and knowledge-builders (Moreno, 2023).
2.1 Summary
2.2 Rational
• Practical Experiences
o The outdoor play-based learning environment places a strong emphasis on practical experiences, giving kids real-world chances to investigate, manipulate, and engage with their environment.
• Active Learning
o Children are encouraged to participate actively in their education rather than being passive recipients of knowledge thanks to the environment (Y?ld?r?m & Uzun, 2021).
o Dynamic learning environments are enhanced by cooperative exercises, problem-solving tasks, and interactive games.
• Integrating Creativity
o The design places a high value on creativity by including areas set aside for creative expression, imaginative play, and thought-provoking activities.
• Engagement Focus
o The strategically positioned play structures and interactive zones promote engagement.
o Youngsters are enticed to investigate and actively engage in a variety of educational opportunities, which cultivates their curiosity and interest.
• Holistic Development
o Playing outside allows kids to develop more advanced motor skills than children who spend most of their time indoors, including agility, balance and coordination (Fathirezaie et al. 2021).
o A well-rounded learning environment that supports each child's overall growth and development is the goal of the design, which integrates creativity, engagement, and active learning.
2.3 Detail Floor Plan
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Figure.2. Detailed Floor Plan for Outdoor Play-Based Learning Environment
Source: Created by author
3. Plan 2: Early Childhood (5-8 years old) –Indoor environment
3.1 Overview
Children can play in a safe, secure, and stimulating environment indoors. It serves as a place for play, relaxation, eating, and sleeping, making it feel to some kids like a second "home.". The indoor environment has suitable resources, is kept up to date, and is available to all children. This plan is focused on the 5-8 aged children to create an indoor environment for them. This plan aims to promote a safe place that fosters constructive play and active learning among the children. It also aims to give an attentive atmosphere to children and develop curiosity in their minds about learning new things by keeping in mind their well-being and safety. Just as adults, kids require time and space during the day to unwind on their own. This plan provides a quiet area to retreat to when they need time away from the group (Moduplay, 2020). To maintain safety, this area can only accommodate one or two kids and be designed with full visibility. This design also uses age-appropriate materials and safe layouts. For enhancing literacy skills, a place is designed for morning meetings and story times. These areas can be used creatively by teachers; for example, the block area can be a great place for large-group activities. To reduce distractions and encourage kids' productive participation in the group, try covering the shelves with sheets, moving the shelves around on wheels, or putting up a stop sign. Large group activities naturally find their home in other classrooms, such as the music and movement area or the library (Dudek 2021). Just make sure that there is sufficient room for each person to sit comfortably.
3.2 Summary
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3.2 Summary
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3.3 Rationale
· Aesthetics
o Well-planned color palettes and designs engage kids and promote a happy learning environment by creating a visually appealing space (Brown, 2020).
· Active Learning
o Through hands-on activities and dynamic setups, children can explore and discover concepts through direct involvement.
· Social Skills
o Children can develop vital interpersonal skills by participating in group activities and collaborative spaces, which foster social interaction.
· Imagination and Creativity
o Providing children with flexible spaces and materials that are open-ended encourages them to play imaginatively and with abandon.
· Feelings
o A variety of stimulating and varied tactile experiences are offered by textures, colors, and materials that are rich in senses, all of which promote holistic development (Cho, 2021).
3.4 Detailed Floor Plan
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Figure.1. Detailed Floor Plan for Indoor Play-Based Learning Environment
Source: Created by author
4. Conclusion
After the above discussion, this is concluded that the carefully designed learning spaces for elementary and early childhood education here show a dedication to offering vibrant, interesting settings for the all-around growth of children. Active learning, creativity, and hands-on experiences are given priority in these designs, which are based on educational theory. The indoor environment has suitable resources, is kept up to date, and is available to all children. This plan is focused on the 0-5 aged children to create an indoor environment for them. This plan aims to promote a safe place that fosters constructive play and active learning among the children. Children should be encouraged to be active, given a break from being indoors, and supported in their learning in a range of settings. These are the goals of this plan in an outdoor setting for children aged between 5-8 years. This plan designs an outdoor space that is secure, and well-organized, and provides both scheduled activities and unstructured time, just like an indoor learning environment.
The plans hope to instill a dedication to learning and develop critical skills in young minds by recognizing the mutually beneficial relationship between space and education. These environments provide evidence of the transforming power of thoughtfully planned spaces in forming the educational path and establishing the groundwork for a lifetime of curiosity and discovery.
5. References
Moduplay. (2020, Spetember 10). Inclusive playgrounds - designing play spaces for all abilities. https://www.moduplay.com.au/inclusive-playgrounds-designing-play-spaces-for-all-abilities/
Moreno, E. (2023). 10 Principles of Playground Design. Playground Ideas. https://playgroundideas.org/10-principles-of-playground-design/
The National Wildlife Federation. (n.d.). Nature Play Spaces. https://www.nwf.org/Kids-and-Family/Connecting-Kids-and-Nature/Nature-Play-Spaces
Dudek, M., (2021). Schools and kindergartens: A design manual. DE GRUYTER. https://www.degruyter.com/document/doi/10.1007/978-3-7643-8329-9_15/html
Brown, M.F., (2020). The Third Teacher: An analysis of aesthetic and intentionality of space in the classroom. Senior Honors Projects, 2020-Current, 32. https://core.ac.uk/download/pdf/346453531.pdf
Cho, J.D., (2021). A study of multi-sensory experience and color recognition in visual arts appreciation of people with visual impairment. Electronics, 10(4), p.470. https://www.mdpi.com/2079-9292/10/4/470
Sando, O. J., & Sandseter, E. B. H. (2020). Affordances for physical activity and well-being in the ECEC outdoor environment. Journal of environmental psychology, 69, 101430. https://www.sciencedirect.com/science/article/pii/S0272494419307078
Szabo, Z. K., Körtesi, P., Guncaga, J., Szabo, D., & Neag, R. (2020). Examples of problem-solving strategies in mathematics education supporting the sustainability of 21st-century skills. Sustainability, 12(23), 10113. https://www.mdpi.com/2071-1050/12/23/10113
Y?ld?r?m, ?., & Uzun, ?. (2021). An overview of dialogic teaching and its impact on learning. International Journal of Education, Technology and Science, 1(2), 135-153. https://globets.org/journal/index.php/IJETS/article/view/11
Fathirezaie, Z., Abbaspour, K., Badicu, G., Zamani Sani, S. H., & Nobari, H. (2021). The effect of environmental contexts on motor proficiency and social maturity of children: An ecological perspective. Children, 8(2), 157. https://www.mdpi.com/2227-9067/8/2/157
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