GDECE105 - Becoming an Early Childhood Practitioner

Assessment 2: Online eResource Development

Task description

Develop two sequences of learning experiences appropriate for 0-2 year olds and 3-5 year olds, one focuses on STEM, and one focuses on literacy. Base each sequence on the practical application of play-based learning with intentionality to support children’s learning across domains of development. Specific strategies for inclusive practice should be provided, as should additional supports and modifications for diverse learners, including indigenous learners and learners with disabilities.

Criteria

• Two learning sequences are provided, one for 0-2 year olds and one for 3-5 year olds, one focuses on STEM and one focuses on literacy.
• Three learning experiences are contained in each sequence, and are age/developmentally appropriate and clearly work towards the stated learning objective(s)
• Rationale of the practical application of play-based learning with intentionality is justified, drawing on relevant academic readings.
• Specific strategies for inclusive practice are provided, including additional supports and modifications for diverse learners.
• Relevant academic literature is drawn upon to justify learning objectives, learning experiences, learning materials and supports for diverse learners.

For each sequence:

• Learning objectives and targeted aged group of the sequence clearly identified.
• Three learning experiences are clearly described, and each of experiences contains relevant details of its aim, duration, and materials to be used.
• Learning experiences are planned with consideration of diverse learners, including indigenous learners and learners with disabilities, drawing on relevant academic readings.

NOTE: SCEI-HE requires its students to observe the highest ethical standards in every aspect of their academic work. SCEI-HE actively demonstrates its commitment to academic integrity by recognising scholarly work and penalising all forms of academic dishonesty. Please refer to the Institute’s HEPP01 Academic Integrity Policy and Procedure for further information or speak to your lecturer, Academic Support Coordinator or Librarian.

Assessment Brief Summary

The task required the development of two learning sequences of play-based experiences, designed for different age groups and learning areas:

1. Sequence 1: For 0–2 year olds (focus: either STEM or Literacy).
2. Sequence 2: For 3–5 year olds (focus: the other area not chosen in sequence 1).

Each sequence had to:

• Include three learning experiences that were age-appropriate and aligned with clear learning objectives.
• Justify the use of play-based learning with intentionality by drawing on relevant academic readings.
• Provide inclusive practice strategies, with specific supports and modifications for diverse learners (including Indigenous children and children with disabilities).
• Demonstrate awareness of developmental stages, academic literature, and ethical considerations.

Step-by-Step Approach Guided by the Academic Mentor

Step 1: Understanding Requirements

The mentor first broke down the assessment into manageable parts two sequences, each with three experiences, and each aligned with either STEM or Literacy. This helped the student see the structure clearly and avoid overlap.

Step 2: Identifying Learning Objectives

The mentor guided the student to frame specific and measurable learning objectives for each sequence, ensuring they aligned with developmental milestones for the respective age groups (e.g., sensory exploration for 0–2, problem-solving or early literacy for 3–5).

Step 3: Designing Age-Appropriate Experiences

Together, they brainstormed play-based activities:

• For 0–2 year olds: simple, sensory-rich STEM tasks (e.g., water play with objects to explore floating and sinking).
• For 3–5 year olds: structured literacy tasks through storytelling, role play, or guided drawing.

The mentor ensured each experience included:

• Aim
• Duration
• Materials
• Clear connection to learning objectives

Step 4: Embedding Inclusive Practices

The mentor highlighted the importance of inclusivity, prompting the student to:

• Include modifications for diverse learners (visual aids, simplified instructions, sensory-friendly materials).
• Integrate cultural respect (acknowledging Indigenous perspectives, embedding culturally relevant stories, or community input).
• Add strategies for learners with disabilities, ensuring accessibility and participation.

Step 5: Justifying with Academic Literature

The student was guided to support decisions with relevant readings on:

• Play-based learning and intentional teaching.
• Developmental psychology (Piaget, Vygotsky, etc.).
• Inclusive education practices.

The mentor advised citing both frameworks (e.g., EYLF) and scholarly research to strengthen the rationale.

Step 6: Refining and Structuring

The mentor reviewed drafts, ensuring:

• Clear sequencing of experiences.
• Logical flow between objectives, experiences, and outcomes.
• Academic writing standards (citations, clarity, ethical considerations).

Outcome Achieved

By the end of the process, the student had produced:

• Two well-structured learning sequences tailored to the correct age groups.
• A strong rationale linking play-based learning with intentional teaching.
• A comprehensive section on inclusive practices, with specific supports for Indigenous and diverse learners.
• Evidence-based justifications supported by academic literature.

Learning Objectives Covered

Through this process, the student developed the ability to:

• Design play-based, developmentally appropriate learning sequences.
• Apply intentional teaching strategies to STEM and literacy.
• Recognise and integrate inclusive practices for diverse learners.
• Critically use academic literature to justify teaching decisions.
• Demonstrate professional reflection, planning, and ethical practice.

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