DECE 1263 PLAY & CHILD DEVELOPMENT

Diploma in Early Childhood

Education

DECE 1263 – PLAY & CHILD DEVELOPMENT

Individual Assignment 1
(Module 1 & 3)

INSTRUCTION TO FOR EXAMINER USE ONLY

CANDIDATES

Assignment: Sections Full Marks Marks

Given
REPORT:
1. Save your report in 60 Marks
PDF format. PRESENTATION:
2. Submit in LMS. 40 Marks
3. Students require to TOTAL 100 Marks
record presentation
Comments:
and share link.

NAME: I/C NO. AND GROUP

NORAINI BINTI AZIZ 991223-10-5556

DECE 36

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DECE 1263 PLAY & CHILD DEVELOPMENT

INDIVIDUAL ASSIGNMENT
SECTION A

INSTRUCTION:

Students require to choose one theory related to play and analyze through types of play by
Parten`s Genetic Sociology.

SECTION B: REPORT

Front page
Acknowledgement
Table of content

1.1 Introduction:

The importance of play for children is play allows children to use their
creativity while developing their imagination, dexterity, physical, cognitive and
emotional strength. Play also important to healthy brain development. It is through play
that children at a very early age engage and interact in the world around them.

2.1 Choose 1 theories of play:

TEORIES OF PLAY AS SOCIAL DEVELOPMET

Play as means to grow socially. In play, they encounter others and learn to interact
using language and role play. This suggests that while children need their peers or playmates
to grow, they need adult interaction as they master each social kill and are ready to be
introduced to new learning for growth.

2.2 Briefly Biography: LEV VYGOTSKY

Lev Vygotsky was born November 17, 1896, in Orsha, a city in the western
region of the Russian Empire. He attend Moscow State University, where he graduated
with a degree in law in 1917. Lev Vygostsky known for Cultural-historical psychology,
Zone of Proximal Development(ZPD) and Intrapersonal Communication.

2.3 Define due to play: PLAY AS SOCIAL DEVELOPMENT

In Vygotsky’s cultural-historical theory, play is an important part of early

childhood. Vygotsky believed that play promotes cognitive, social and emotional
development of children.
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2.4 Discuss idea and approaches: ZONE OF PROXIMAL DEVELOPMENT (ZPD)

Vygotsky’s idea and approach to child development is a form of social constructivism,

based on the idea that cognitive functions are the products of social interactions.Vygotsky
emphasized the collaborative nature of learning by the construction of knowledge through
social negotiation.

2.5 Contribution: ZONE OF PROXIMAL DEVELOPMENT (ZPD)

Contribution is how to locate and use each student's ZPD can help you plan
more targeted instruction for your whole class, small groups, and individuals.
Ultimately, aligning classroom teaching strategies to students' ZPD can help educators
more effectively guide all students in their early childhood learning Understanding how
to locate and use each student's ZPD can help you plan more targeted instruction for
your whole class, small groups, and individuals. Ultimately, aligning classroom
teaching strategies to students' ZPD can help educators more effectively guide all
students in their early childhood learning.

3.1 Choose 2 types of play by Parten`s Genetic Sociology.

1)Cooperative
2)Associative

3.2 Give define of play types:

(COOPERATIVE, ASSOCIATIVE)

Cooperative play is helps kids hone their social skills as they figure out how to
negotiate group dynamics. It helps them learn how to collaborate and compromise with
others, recognize and respond to others' feelings, share, show affection, resolve conflicts and
adhere to the rules. An example of Cooperative play is Treasure Hunt, Puzzles, Building
Dens, Relay Races, Team Games, Making Up a Dance, Board Games.

Associative play is a fundamental stage of a child's development when they

begin learning simple social skills, like how to interact with their peers at playtime.
It's their first stage of social interaction. Learning about the stages of play can help
you maximize your child's learning potential with every age. Playing dress-up, using
the same playground equipment, or sharing a play kitchen are good examples of
Associative play activities

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DECE 1263 PLAY & CHILD DEVELOPMENT

3.3 Draft activities consist of:

(I)Title of Activity Let’s eat local fruits!

1) The children be able to fine motor skills
(II)Objective activity 2) The children be able to eat taste the local fruits
3) The children be able to recognize of the local fruits like
banana, orange, mango, papaya and watermelon

(III)Child’s age 4 years

(IV)Time/Duration 9.00am-9.45am / 45 minutes

(V)Steps by Steps

Induction Set 1) Teacher began arranging the local fruits on the table
Intro
2) Teacher takes the children go to the free play area
( 5 Minutes ) (outdoor)

Step 1 1) Teacher give children the opportunity and freedom to

hold the fruit
( 10 Minutes )
2) Children begin to hold the local fruits and smell the fruits

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1) The teacher started peeling and cutting the fruit into

Step 2
small pieces
( 10 Minutes )

2) Children begin to show an interest in tasting fruits

3) The teacher told the children to be patient and line up

to pick up the fruit that had been cut small

4) The teacher gives the children taste the fruits

1) The children began to line up and pick the fruit

Step 3
2) Children wash their hand before tasting the fruit
( 10 Minutes )

3) Children begin to taste and eat fruit

1) Teacher began to question and answer with children

Conclusion about the taste and benefits of eating fruit

( 10 Minutes ) 2) Teachers encourage children to tidy up and rearrange the

activity materials used

3) Children listen to the instructions from the teacher very

well and they tidy up and arrange the materials in the

right places

(VI)Place of activity Free play area (Outdoor)

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(VII)Teaching Plastic bowl, Plastic spoon and Local Fruits: banana, orange,
aids/Equipment
mango, papaya and watermelon

(VIII)Existing knowledge Children know the fruits and have tasted the fruits

(IX) Moral value Loving, respect, cooperative and turn taking

(X)Thinking skills 1) Children be able to compare/differentiate the types and

taste of fruits.

2) Children can answer questions given by the teacher

(XI) Advantages activity 1)Attracting children to eat fruits

2)Can give children interested at local fruits

3)Children be able to know the benefits of eating fruits

4)Children are able to use fine motor skill

Disadvantages activity

1)There are children who still do not like to eat fruits

2)There are children who do not take turns to pick the fruits

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4.1 Conclusion: Fruits are very good because they have a lot of vitamins and almost all children
love to eat fruits. This activity also encourages children to eat fruits and know more about the
local fruits.

5.1 References: Curriculum PERMATA

6.1 Appendix: Photos of local fruits

Banana Orange Mango Papaya Watermelon

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SECTION C : THE STRUCTURE OF PRESENTATION

INSTRUCTION:
Each students will be give approximately 20 minutes excluded question and answer session.
1. Introduction
2. Choose 1 theories of play.
Briefly biography
Define due to play.
Discuss idea and approaches.
Contribution
3. Choose 2 types of play by Parten`s Genetic Sociology.
Give define of play types.
Draft activities consist of:
(I) Tittle of activity
(II) Objective activity.
(III) Age
(IV) Time duration
(V) Steps by steps.
(VI) Place of activities
(VII) Teaching aids/Equipment.
(VIII) Existing knowledge
(IX) Included value (moral)
(X) Thinking skills
(XI) Discuss advantages and disadvantages of your activity.
7 Conclusion

SHARE LINK UPLOADED YOUTUBE.

DATE OF SUBMISSION:
AFTER END OF YOUR PRESENTATION INDIVIDUAL 1

{END OF INSTRUCTION}
Wish you All the Best!

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Rubric for Assessment :

4 3 2 0-1
INTRODUCTION Well-developed introduction Introduction creates Introduction adequately Background details are a
Background/History engages the reader and creates interest. explains the background, random collection of
interest. Contains detailed but may lack detail. information, unclear, or not
background information. related to the topic.

CONCLUSION Conclusion effectively wraps Conclusion effectively Conclusion is recognizable Conclusion does not
up and goes beyond restating summarizes topics. and ties up almost all loose summarize main points.
ends.

MAIN POINTS Well developed main points
Body Paragraphs directly related. Supporting
examples are concrete and
detailed.
The narrative is developed
with a consistent and effective
point-of-view, showing the
story in detail.
Three or more main points
are related, but one may
lack details. The narrative
shows events from the
author's point of view using
some details.
Three or more main points
are present. The narrative
shows the events, but may
lack details.
Less than three main points,
and/or poor development of
ideas. The narrative is
undeveloped, and tells
rather than shows, the story.

ORGANIZATION Logical progression of ideas Logical progression of Organization is clear. No discernable

Structure with a clear ideas. Transitions are Transitions are present. organization. Transitions
Transitions structure. Transitions are present equally throughout are not present.
mature and graceful. content.

STYLE Writing is smooth, skillful,
Sentence flow, variety coherent. Sentences are strong
Diction and expressive with varied
structure. Diction is consistent
and words well chosen.
Writing is clear and
sentences have varied
structure. Diction is
consistent.
Writing is clear, but
sentences may lack
variety. Diction is
appropriate.
Writing is confusing, hard
to follow. Contains
fragments and/or run-on
sentences. Inappropriate
diction.

Content Introduction / Main Point Organization Style Marks

Conclusion

Introduction
Theories
Types of play
Draft activities
Conclusion
TOTAL MARKS
/100

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Rubric for Assessment:

PRESENTATION
CONTENT Student does not have grasp Student is uncomfortable with Student is at ease with Student demonstrates full
of information; student information and is able to expected answers to all knowledge (more than
cannot answer questions answer only rudimentary questions, but fails to required) by answering all class /12
about subject. questions. elaborate. questions with explanations
(10-12) (7-9) (4-6) and elaboration. (0-3)
IDEA/ Student uses superfluous Student occasionally uses Student’s idea and relate to Student’s idea explain and
CREATIVITY / ideas, creative and innovative creativity and idea that rarely text and presentation. reinforce screen text and
/12
INNOVATIVE support text and presentation. presentation.
(10-12) (7-9) (4-6) (0-3)
LANGUAGE/ Student mumbles, incorrectly Student’s voice is low. Student’s voice is clear. Student uses a clear voice and
ELOCUTION pronounces terms, and speaks Student incorrectly Student pronounces most correct, precise pronunciation
too quietly for students in the pronounces terms. Audience words correctly. Most of terms so that all audience /4
back of class to hear. members have difficulty audience members can hear members can hear presentation.
(4) hearing presentation. (3) presentation. (2) (0-1)
EYE CONTACT Students read all of report Student occasionally uses eye Student maintains eye contact Student maintains eye contact
with no eye contact. contact, but still reads most of most of the time but with audience, seldom
/8
report. frequently returns to notes. returning to notes.
(7-8) (5-6) (3-4) (0-2)
JOB Work is complete, well Work is generally complete, Work tends to be disorderly, Work is generally sloppy and
PROFICIENCY/ organized, no errors and is meets the requirements of the incomplete, not accurate and incomplete, excessive errors
/4
CORRECTNESS done on time or early. task, and is mostly done on is usually late. and is mostly late or not at all.
(4) time. (3) (2) (0-1)
TOTAL POINTS: /40

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