Assessment Details and Submission Guidelines

Individual Assignment Guidelines and Specifications

Your task:

Individual Pedagogical Inquiry

Overview:

This task has two parts. You will observe a video of a play event and write a reflection and analysis based on what you saw.

Part A - Observed Practice (Completed in Week 7 class)

• In Week 7, your lecturer will play all three videos in class.
• You will take observation notes during each video, focusing on: Who, Where, When, What, and How the child/ren engage in play.
• After class, choose ONE video and use your notes to complete Part B.
• Your final submission must be based on one of the approved videos listed below.

Part B - Reflection and Analysis

Based on your chosen video and notes, write a 1500-word reflection addressing the following:

1. Explain how the children's learning in your observation links to the EYLF and its Learning Outcomes.
2. Analyse your observation using at least one relevant theory (e.g., Piaget, Vygotsky...)
3. Discuss how the observation demonstrates children's identity, socialisation, and sense of belonging.
4. Reflect on the role of the educator in the observed context and how intentional teaching was used to support learning.
5. At least 5 references

Instructions:

• Assignment must be in Microsoft Word format only.
• Assignment must include a completed cover sheet.
• Assignment must correctly reference all sources using Adapted Harvard Referencing.
• You have three (3) attempts to submit your assignment. Only the final submission is marked.
• Assignment must be submitted from a desktop or laptop only. Please DO NOT submit from a smart phone / tablet or via the Blackboard App.

Weighting 50% Word Count 1,500 Due Week 8

END OF FINAL INDIVIDUAL ASSESSMENT

Rubric

Linking Observation to EYLF Learning Outcomes (20%)

Analysis Using Relevant Theory (20%)

Identity, Socialisation, and Sense of Belonging (20%)

Educator's Role and Intentional Teaching (20%)

Referencing and writing skills (20%)

Total (100%)
Note: This report is provided as a sample for reference purposes only. For further guidance, detailed solutions, or personalized assignment support, please contact us directly.

Individual Pedagogical Inquiry

Unit Code: HT5001
Unit Title: Foundations of Education Development
Assessment Type: Individual Assignment
Word Count: Approx. 1,500 words

Introduction

Play is a central element of early childhood education, providing children with meaningful opportunities to explore, interact, and construct knowledge. The Early Years Learning Framework (EYLF) recognises play as a vital context for learning, where children develop socially, emotionally, cognitively, and physically (Department of Education, 2022). Observing children’s play allows educators to understand how learning occurs and how pedagogy can be intentionally designed to support development.

This pedagogical inquiry is based on the observation of a video showing a group of preschool-aged children engaging in cooperative block play within an early learning setting. The reflection analyses how the observed learning aligns with the EYLF Learning Outcomes, applies Vygotsky’s sociocultural theory to interpret children’s learning, examines how identity, socialisation, and belonging are demonstrated, and reflects on the role of the educator and intentional teaching strategies used to support learning.

Description of the Observed Practice

The selected video features four children aged approximately four to five years engaged in block play during an indoor free-play session. The play takes place in a designated learning area with a variety of wooden blocks available. The children collaboratively construct a large structure, referring to it as a “city,” which includes houses, roads, and a bridge.

Throughout the observation, children communicate their ideas verbally, negotiate roles, and solve problems together. When parts of the structure collapse, children persist, adjust their strategies, and rebuild. An educator is positioned nearby, observing attentively and occasionally interacting by asking open-ended questions rather than directing the activity. The play environment is calm, inclusive, and supportive, allowing children to take ownership of their learning.

Linking the Observation to EYLF Learning Outcomes

The observed play strongly aligns with multiple EYLF Learning Outcomes, demonstrating holistic learning and development.

EYLF Outcome 1: Children Have a Strong Sense of Identity

Children demonstrate autonomy, confidence, and agency throughout the play. They independently choose materials, make decisions, and express their ideas. For example, one child confidently suggests adding a bridge, while another leads the construction of the base. These actions reflect children’s developing sense of identity, as they see themselves as capable learners whose ideas are valued (Department of Education, 2022).

EYLF Outcome 2: Children Are Connected With and Contribute to Their World

The collaborative nature of the play highlights children’s ability to work respectfully with others. Children negotiate turn-taking, listen to peers’ suggestions, and resolve minor conflicts independently. This demonstrates their growing understanding of social relationships, cooperation, and shared responsibility, aligning closely with Outcome 2.

EYLF Outcome 4: Children Are Confident and Involved Learners

Problem-solving and persistence are evident when the structure becomes unstable. Instead of abandoning the task, children experiment with wider blocks and discuss ways to strengthen the base. This shows curiosity, creativity, resilience, and sustained concentration, all of which are key indicators of Outcome 4.

EYLF Outcome 5: Children Are Effective Communicators

Children use language to plan, explain, negotiate, and reflect on their construction. They describe their ideas, ask questions, and respond to peers. Non-verbal communication, such as pointing and gestures, is also used to support meaning-making. This demonstrates Outcome 5, as children communicate effectively for social and learning purposes.

Analysis Using Relevant Theory: Vygotsky’s Sociocultural Theory

Vygotsky’s sociocultural theory emphasises that learning occurs through social interaction and is shaped by cultural and social contexts (Vygotsky, 1978). According to this theory, children construct knowledge through collaboration with peers and guidance from more knowledgeable others.

In the observed play, learning is clearly socially mediated. Children learn from each other by sharing ideas, modelling strategies, and providing feedback. For example, when one child demonstrates how to stabilise the structure, others adopt the same strategy. This reflects the Zone of Proximal Development (ZPD), where children extend their learning through social interaction.

The educator’s involvement further supports Vygotsky’s theory. By asking open-ended questions such as, “What could you try next?” the educator scaffolds learning without taking control. This intentional support encourages critical thinking while allowing children to remain active participants in their learning process.

Identity, Socialisation, and Sense of Belonging

The observation provides strong evidence of children’s developing identity, socialisation skills, and sense of belonging. Identity is demonstrated through children’s confidence in expressing ideas, taking initiative, and identifying themselves as contributors to the group task.

Socialisation is evident in the cooperative interactions, shared problem-solving, and respectful communication among children. They learn to negotiate, compromise, and collaborate, which are essential social skills in early childhood development.

A sense of belonging is fostered through inclusive play, where all children are welcomed and valued. The supportive environment and positive peer relationships enable children to feel safe and connected, reinforcing emotional wellbeing and engagement in learning (Department of Education, 2022).

Educator’s Role and Intentional Teaching

The educator plays a critical role in supporting learning through intentional teaching practices. Rather than directing the play, the educator observes, listens, and responds strategically. This approach respects children’s autonomy while ensuring learning opportunities are maximised.

Intentional teaching is evident in the educator’s use of open-ended questions, which prompt reflection and problem-solving. The educator also intentionally provides open-ended resources that encourage creativity and exploration. By creating a supportive environment and engaging thoughtfully with children, the educator enhances learning outcomes without disrupting the flow of play.

Conclusion

This pedagogical inquiry highlights the importance of play as a powerful context for learning in early childhood education. The observed block play demonstrates strong alignment with the EYLF Learning Outcomes, supporting children’s identity, social relationships, problem-solving skills, and communication. Through the lens of Vygotsky’s sociocultural theory, the significance of social interaction and scaffolding in learning is clearly evident. The educator’s intentional teaching practices further enrich children’s learning experiences by fostering independence, collaboration, and critical thinking. Overall, the observation reinforces the value of play-based pedagogy in supporting holistic child development.

Reference List (Sample – Adapted Harvard Referencing)

Department of Education (2022). Belonging, Being and Becoming: The Early Years Learning Framework for Australia. Canberra: Australian Government.

Edwards, S. (2017). Play-based learning and intentional teaching. Australasian Journal of Early Childhood, 42(2), 4–11.

Fleer, M. (2018). Conceptual play and learning. Cambridge: Cambridge University Press.

Siraj-Blatchford, I. (2009). Conceptualising progression in the pedagogy of play and sustained shared thinking. Educational and Child Psychology, 26(2), 77–89.

Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.