Posted: August 7th, 2026

Pitching Play-Based Pedagogy

TCHR5001: Play and Pedagogies in Early Childhood Education

Assessment 1: Pre-recorded Digital Presentation – Pitch Your Pedagogy

Create an 8-minute digital presentation pitching the importance of play-based pedagogy in early childhood education, addressing parent concerns about academic readiness, linking Piaget and Vygotsky to contemporary EYLF v2.0 practice, and articulating a personal teaching philosophy for the Master of Education (Early Childhood) at Southern Cross University.

Unit Details

Unit Code	TCHR5001
Unit Title	Play and Pedagogies in Early Childhood Education
Assessment Type	Pre-recorded Digital Presentation
Due Date	Monday 17 November 2026 (Week 4) at 11:59 pm AEST
Length	8 minutes (plus or minus 10% leeway)
Weighting	50%
Referencing Style	APA 7th Edition (in-text citations and reference list on final slide or separate document)
Submission	MP4 video file or link via Turnitin on the TCHR5001 Blackboard site

Unit Learning Outcomes

This assessment task maps to the following ULOs:

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• ULO1: Identify and analyse the role of play in learning and examine the challenges pertaining to play and pedagogies.
• ULO2: Discuss the diversity of approaches to pedagogies utilised in early childhood education and care, and how they position children, teachers, and parents/carers.
• ULO3: Analyse the relationships between philosophy, theory, and pedagogy in the learning environment for all young children (birth – 5 years).
• ULO4: Critically reflect on personal philosophy to play and pedagogies for learning and teaching as an early childhood professional.

Assessment Rationale

As an early childhood teacher, your ability to articulate and advocate for play-based pedagogy is fundamental to your professional identity. Parents, administrators, and policymakers often question the educative value of play, and educators must be prepared to respond with evidence-based arguments that connect theory, policy, and practice. This assessment requires you to synthesise your understanding of play theories, contemporary frameworks, and your own professional philosophy into a persuasive, visually supported digital pitch.

Task Description

The aim of this assessment is for pre-service teachers to critically engage with Modules 1-3 and the theoretical underpinnings of play-based pedagogy, then create a digital presentation that visually supports and enhances a persuasive pitch. You will reflect upon key issues presented in the unit content, address common misconceptions about play, and articulate your personal teaching philosophy in relation to play and learning.

Task Instructions

Step One: Develop Your Pitch

Create a digital presentation that visually supports and enhances your pitch. You may use PowerPoint, Canva, Prezi, or any comparable presentation software. Your presentation must be recorded as a video (MP4 format) with voiceover narration. The presentation should run for approximately 8 minutes (plus or minus 10% leeway).

Step Two: Content Requirements

Your digital presentation must address the following four components:

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Component 1: The Role of Play in Child Development (2 minutes)

Discuss the role of play in children’s learning and development for children aged birth to five years. Your discussion must:

• Define play-based pedagogy using the EYLF v2.0 (AGDE, 2022) and at least one peer-reviewed academic source.
• Explain how play supports cognitive, social, emotional, and physical development.
• Reference at least two major theorists (for example, Piaget, Vygotsky, Bruner, or Erikson) and explain how their work informs contemporary understandings of play.

Component 2: Addressing Parent Concerns (2 minutes)

Address the concerns of parents who question the academic value of play-based learning. Your response must:

• Identify at least two common parent concerns (for example, “My child is just playing all day; when will they learn to read?” or “How will play prepare my child for primary school?”).
• Respond to each concern using evidence from the literature, the EYLF v2.0, and the National Quality Standard (ACECQA, 2023).
• Provide concrete examples of how play-based experiences build foundational literacy, numeracy, and self-regulation skills.

Component 3: Diversity of Pedagogical Approaches (2 minutes)

Discuss the diversity of approaches to pedagogies utilised in early childhood education and care. Your discussion must:

• Compare and contrast at least two pedagogical approaches (for example, direct instruction vs. play-based learning; Montessori vs. Reggio Emilia; teacher-directed vs. child-initiated).
• Analyse how each approach positions children, teachers, and parents/carers.
• Argue for the approach that best aligns with your understanding of quality early childhood practice, supported by academic literature.

Component 4: Personal Teaching Philosophy (2 minutes)

Articulate your personal teaching philosophy in relation to play and pedagogies. Your philosophy statement must:

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• Describe your beliefs about the role of play in children’s learning and development.
• Identify the theoretical perspectives that most influence your approach (name specific theorists and explain why).
• Explain how your philosophy will guide your practice as an early childhood professional.
• Connect your philosophy to at least one EYLF v2.0 Principle and one EYLF v2.0 Practice.

Step Three: Visual and Technical Requirements

• Your presentation must include visual aids (slides, images, diagrams, or video clips) that enhance your spoken content.
• All images must be appropriately referenced; you may use Creative Commons or original images.
• Include in-text citations on your slides or in your narration for all claims made.
• Include a final slide or separate reference list document with a minimum of 10 academic references in APA 7th format.
• Ensure audio quality is clear and professional; minimise background noise.

Marking Criteria and Rubric

Criterion 1: Role of Play in Child Development (25%)

Grade Band	Descriptor
High Distinction (85-99%)	Exceptional analysis of the role of play in learning and development. The discussion integrates multiple theories seamlessly, uses precise definitions from the EYLF v2.0, and demonstrates deep understanding of how play supports holistic development. Citations are woven naturally into the narrative.
Distinction (75-84%)	Strong analysis of the role of play with clear connections to theory and the EYLF v2.0. The discussion is well-structured and evidence-based, with minor gaps in depth or integration.
Credit (65-74%)	Competent discussion of play’s role in development with adequate reference to theory and the EYLF v2.0. Some areas may lack depth or sophisticated integration of sources.
Pass (50-64%)	Basic description of play’s role with limited theoretical grounding. Minimal reference to the EYLF v2.0 or academic literature.
Marginal Fail (35-49%)	Minimal or superficial discussion of play’s role. Theories are mentioned but not explained or applied. Limited connection to development.
Fail (0-34%)	Inadequate or irrelevant discussion of play’s role in development. Theories are absent or misapplied. No connection to the EYLF v2.0.

Criterion 2: Addressing Parent Concerns (25%)

Grade Band	Descriptor
High Distinction (85-99%)	Insightful, empathetic, and evidence-based responses to parent concerns. The pitch anticipates objections, uses concrete examples, and connects play-based learning to later academic success with precision. NQS and EYLF references are explicit and persuasive.
Distinction (75-84%)	Clear and persuasive responses to parent concerns with good use of evidence and examples. The connection between play and academic readiness is well-argued, with minor limitations in depth.
Credit (65-74%)	Competent responses to parent concerns with some evidence and examples. The argument for play-based learning is present but may lack specificity or persuasive force in places.
Pass (50-64%)	Basic responses to parent concerns with limited evidence. The connection between play and academic outcomes is stated but not well-supported.
Marginal Fail (35-49%)	Minimal response to parent concerns with little evidence or empathy. The pitch does not effectively address misconceptions about play.
Fail (0-34%)	Parent concerns are not addressed or are dismissed without evidence. The pitch fails to demonstrate understanding of the challenges pertaining to play and pedagogies.

Criterion 3: Diversity of Pedagogical Approaches (25%)

Grade Band	Descriptor
High Distinction (85-99%)	Sophisticated comparison of pedagogical approaches with deep analysis of how each positions children, teachers, and families. The argument for the preferred approach is nuanced, evidence-based, and acknowledges complexity rather than oversimplifying.
Distinction (75-84%)	Well-developed comparison of approaches with clear analysis of positioning. The argument for the preferred approach is strong and supported by literature, with minor limitations.
Credit (65-74%)	Competent comparison of approaches with some analysis of positioning. The argument for the preferred approach is present but may lack depth or critical engagement with alternatives.
Pass (50-64%)	Basic description of approaches with limited analysis of how they position stakeholders. The preferred approach is stated but not well-defended.
Marginal Fail (35-49%)	Minimal comparison of approaches with little analysis. Positioning of children, teachers, or families is not addressed.
Fail (0-34%)	Pedagogical approaches are not compared or are described inaccurately. No analysis of positioning or evidence-based argument.

Criterion 4: Personal Teaching Philosophy (15%)

Grade Band	Descriptor
High Distinction (85-99%)	Exceptional philosophy statement that is coherent, deeply reflective, and explicitly grounded in named theories and EYLF Principles and Practices. The philosophy clearly guides practice and demonstrates authentic professional identity.
Distinction (75-84%)	Well-developed philosophy statement with clear theoretical grounding and EYLF connections. The link to practice is evident, with minor gaps in specificity.
Credit (65-74%)	Competent philosophy statement with some theoretical grounding and EYLF references. The connection to practice is present but may be generic.
Pass (50-64%)	Basic philosophy statement with limited theoretical grounding. EYLF connections are superficial or missing.
Marginal Fail (35-49%)	Minimal philosophy statement with little reflection or theoretical basis. Does not demonstrate understanding of personal philosophy.
Fail (0-34%)	Philosophy statement is absent, unclear, or unrelated to play and pedagogies. No theoretical grounding or EYLF connections.

Criterion 5: Presentation Quality and Referencing (10%)

Grade Band	Descriptor
High Distinction (85-99%)	Flawless presentation quality with professional visuals, clear audio, seamless transitions, and precise APA 7 referencing. Minimum of 10 academic sources. Timing is exact.
Distinction (75-84%)	High-quality presentation with professional visuals and clear audio. APA 7 referencing is accurate with minor errors. Minimum of 10 academic sources. Timing is appropriate.
Credit (65-74%)	Good presentation quality with adequate visuals and mostly clear audio. APA 7 referencing has some errors. Minimum of 10 academic sources may not be met. Timing is close to requirements.
Pass (50-64%)	Adequate presentation quality with basic visuals and acceptable audio. APA 7 referencing has multiple errors. Fewer than 10 academic sources. Timing may be outside the leeway.
Marginal Fail (35-49%)	Poor presentation quality with distracting visuals or unclear audio. Referencing is inadequate or missing. Significant timing issues.
Fail (0-34%)	Presentation is unprofessional or incomplete. Audio is inaudible, visuals are absent, or referencing is not attempted.

Referencing Requirements

• APA 7th formatting is required for all in-text citations and the reference list.
• A minimum of 10 academic sources must be included in your reference list.
• At a minimum, your sources will include the EYLF v2.0 (AGDE, 2022), the NQS (ACECQA, 2023), and peer-reviewed academic literature on play theory and pedagogy.
• References may include textbooks, journal articles, and reputable professional sources (for example, Early Childhood Australia, ACECQA publications).

Formatting and Technical Guidelines

• Record your presentation using screen capture software (for example, PowerPoint recording, Zoom, Camtasia, or similar).
• Submit as an MP4 file or provide a shareable link (for example, YouTube unlisted, OneDrive, or Google Drive) via Turnitin.
• Ensure your face is visible for at least part of the presentation if required by your Unit Assessor; check the Blackboard site for specific instructions.
• Label your file with your surname and assessment number, e.g., Simpson_A1.mp4

Academic Integrity

Adherence to SCU’s academic integrity policies is mandatory. Breaches may result in severe penalties, including failing the assessment or the unit.

Note: Academic Integrity breaches include poor referencing, not identifying direct quotations correctly, close paraphrasing, plagiarism, recycling, misrepresentation, collusion, cheating, contract cheating, fabricating information.

Generative Artificial Intelligence (GenAI) tools, such as ChatGPT, are permitted for the preparation of this Assessment Task, within university guidelines. If you use GenAI tools, you must use these ethically and acknowledge their use. You may use Grammarly Premium to provide feedback and suggestions on your writing for academic tone, written expression, grammar, Australian English spelling, and punctuation. You must not use GenAI to generate the script or content of your final presentation.

Task Submission

• Submission of your assessment is via TURNITIN. The submission link can be found in the Assessment Tasks and Submission Tab in the TCHR5001 Blackboard site, in the Assessment 1 folder.
• Label the file with your surname and the assessment number, e.g., Simpson_A1.mp4
• It is your responsibility to ensure that you have submitted the correct file and the final version of your assessment for marking before the due date/time.
• When you have submitted your assignment to Turnitin it is essential you download the Digital Receipt.
• You are strongly advised to undertake your own similarity check via Turnitin, prior to the due date, to identify and resolve any academic integrity issues prior to submitting.
• No resubmissions of assignments are permitted in this unit.

Special Consideration

Students wishing to request special consideration to extend the due date of an assessment must submit a Request for Special Consideration form via their My Enrolment page as early as possible and prior to the original due date for that assessment task, along with any accompanying documents, such as medical certificates.

Late Submissions and Penalties

• A penalty of 5% of the available marks will be deducted from the actual mark at one minute after the time listed in the due date.
• A further penalty of 5% of the available mark will be deducted from the actual mark on each subsequent calendar day until the mark reaches zero.

Grades & Feedback

Grades and feedback will be posted to the ‘Grades and Feedback’ section on the Blackboard unit site. Please allow 7-10 days for grades to be posted. Resubmissions are not permitted for this unit as per SCU policy.

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Description of SCU Grades

• High Distinction: The student’s performance, in addition to satisfying all of the basic learning requirements, demonstrates distinctive insight and ability in researching, analysing and applying relevant skills and concepts, and shows exceptional ability to synthesise, integrate and evaluate knowledge. The student’s performance could be described as outstanding in relation to the learning requirements specified.
• Distinction: The student’s performance, in addition to satisfying all of the basic learning requirements, demonstrates distinctive insight and ability in researching, analysing and applying relevant skills and concepts, and shows a well-developed ability to synthesise, integrate and evaluate knowledge. The student’s performance could be described as distinguished in relation to the learning requirements specified.
• Credit: The student’s performance, in addition to satisfying all of the basic learning requirements specified, demonstrates insight and ability in researching, analysing and applying relevant skills and concepts. The student’s performance could be described as competent in relation to the learning requirements specified.
• Pass: The student’s performance satisfies all of the basic learning requirements specified and provides a sound basis for proceeding to higher-level studies in the subject area. The student’s performance could be described as satisfactory in relation to the learning requirements specified.
• Fail: The student’s performance fails to satisfy the learning requirements specified.

Sample Presentation Script Excerpt: Pitching Play-Based Pedagogy

Play as the Foundation of Learning

Play is not the opposite of learning; it is the primary medium through which young children construct knowledge. [The Early Years Learning Framework v2.0](https://www.acecqa.gov.au/sites/default/files/2023-01/EYLF-2022-V2.0.pdf) defines play-based learning as “a context for learning through which children organise and make sense of their social worlds, as they engage actively with people, objects and representations” (AGDE, 2022, p. 21). This definition matters because it positions play as intentional and educative, not merely recreational. Vygotsky’s (1978) sociocultural theory helps us understand why; he argued that children learn best when they operate within the Zone of Proximal Development, where tasks are slightly beyond their independent capacity but achievable with social support. Play creates these zones naturally because children constantly negotiate rules, roles, and narratives that stretch their cognitive and linguistic abilities just enough to promote growth. Piaget (1962) complemented this view by showing that pretend play allows children to practice symbolic representation; a block becomes a phone, a sandbox becomes a kitchen; which is the same cognitive operation they will later use when a printed word becomes a spoken sound. When parents ask whether their child is “learning anything” while playing, the answer is that they are building the representational, social, and self-regulatory foundations that make formal literacy and numeracy possible later on.

Responding to Parent Concerns with Evidence

Parents who question play-based pedagogy often voice two specific worries: that their child will fall behind academically, and that they are paying for “glorified babysitting” rather than education. I would respond to the first concern by sharing longitudinal data from the Effective Provision of Pre-School Education (EPPE) project, which found that high-quality play-based preschool programs produced stronger academic outcomes at age 11 than did early formal instruction (Sylva et al., 2014). The mechanism is straightforward; children who develop strong oral language, executive function, and motivation to learn through play enter primary school ready to benefit from explicit teaching, whereas children pushed into academics too early often develop anxiety or disengagement that undermines long-term achievement. To the second concern, I would explain that the educator’s role in play-based settings is highly skilled and intentional. We do not simply watch children play; we design environments that provoke curiosity, we scaffold learning during play episodes through sustained shared thinking, and we document children’s progress using systematic observation methods that inform our curriculum planning (Siraj-Blatchford, 2009). This level of professional decision-making is why NQS Quality Area 1 requires that “the educational program is stimulating, engaging and enhances children’s learning and development” (ACECQA, 2023), a standard that play-based services meet through rigorous pedagogy rather than worksheets.

Comparing Pedagogical Approaches

Direct instruction and play-based learning represent two ends of a pedagogical continuum, and understanding their differences clarifies why quality early childhood practice favours the latter. Direct instruction positions the teacher as the sole source of knowledge and the child as a passive recipient; it can produce short-term gains in rote skills but tends to undermine creativity, problem-solving, and intrinsic motivation (Weisberg et al., 2016). Play-based learning, by contrast, positions the child as an active constructor of knowledge and the teacher as a facilitator who extends learning through intentional interaction. The Reggio Emilia approach extends this logic by treating the environment itself as a “third teacher,” using aesthetically rich spaces and authentic materials to provoke investigation (Edwards et al., 2012). Each approach positions families differently too; direct instruction often positions parents as customers who should be satisfied with visible academic products, while play-based pedagogy positions parents as partners who are invited to observe, contribute, and understand the learning that happens during play. My own practice aligns with play-based and Reggio-inspired approaches because they honour children’s agency while still demanding high levels of educator expertise.

My Philosophy and Professional Commitment

My teaching philosophy is grounded in Vygotsky’s (1978) insight that learning is fundamentally social, and in the EYLF v2.0 Principle that “children are confident and involved learners” (AGDE, 2022, p. 15). I believe that every child arrives at the early childhood setting with existing theories about how the world works, and that my role is to engage with those theories respectfully, challenging and extending them through carefully designed play experiences. The EYLF Practice of “Intentional teaching” guides my daily decisions; I am deliberate, purposeful, and thoughtful in how I set up the block corner, how I join a child’s pretend play, and how I document learning to share with families (AGDE, 2022, p. 22). This philosophy means I will advocate for play even when external pressures push toward earlier formalisation, and it means I will continue to refine my understanding of how children learn through play by engaging with current research, peer observation, and critical reflection on my own practice.

Why This Matters in Practice

Early childhood educators who can articulate the value of play with confidence and evidence are better positioned to protect quality practice in a policy climate that increasingly emphasises school readiness metrics. The Australian Children’s Education and Care Quality Authority (ACECQA) notes that services rated Exceeding the NQS consistently demonstrate educator practices that are “informed by critical reflection” and “shaped by meaningful engagement with families and communities” (ACECQA, 2023). When pre-service teachers complete assessments such as TCHR5001 Assessment 1, they develop the professional habit of translating complex theoretical ideas into accessible language for non-specialist audiences. This skill translates directly into daily practice, where an educator must explain to a skeptical parent why their child spent the morning in the mud kitchen, or justify to an administrator why the curriculum budget should include loose parts rather than commercial workbooks.

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Common Misconceptions About Digital Presentations

Several recurring errors weaken submissions in this assessment. First, students often read directly from slides rather than using them as visual support; the rubric rewards presenters who speak conversationally while slides display images, diagrams, or key quotes. Second, some students treat the 8-minute limit as a suggestion and submit 12-minute videos; markers will stop watching at the time limit, so content beyond 8 minutes 48 seconds will not be assessed. Third, students sometimes neglect to address parent concerns explicitly, instead describing play in general terms; the brief requires you to name specific concerns and respond to each with evidence. Fourth, philosophy statements often remain generic; High Distinction responses name specific theorists, quote specific EYLF pages, and explain exactly how these ideas will shape daily practice. Fifth, technical quality matters; presentations with inaudible audio, pixelated images, or missing references lose marks under Criterion 5 regardless of content quality. Students who rehearse their script multiple times, test their recording equipment, and design slides with minimal text and strong visuals consistently outperform those who prioritise content over delivery.

Key Study Points for Rubric Alignment

• Define play-based pedagogy using the exact EYLF v2.0 wording on page 21, then expand with at least one peer-reviewed academic definition.
• Reference at least two major theorists with specific concepts; Vygotsky’s ZPD, Piaget’s symbolic function, or Bruner’s spiral curriculum.
• Name at least two specific parent concerns and respond to each with concrete evidence and examples from the literature.
• Compare at least two pedagogical approaches by analysing how each positions children, teachers, and parents; do not simply list features.
• Your philosophy must name specific theorists, specific EYLF Principles and Practices, and explain how these will guide daily professional decisions.
• Maintain a minimum of 10 APA 7 references, including EYLF v2.0 (AGDE, 2022) and NQS (ACECQA, 2023).
• Rehearse to stay within the 8-minute window; time yourself precisely before submission.

References / Learning Materials / Resources

Australian Children’s Education and Care Quality Authority (ACECQA). (2023). National Quality Standard. https://www.acecqa.gov.au/nqf/national-quality-standard

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/sites/default/files/2023-01/EYLF-2022-V2.0.pdf

Edwards, C., Gandini, L., & Forman, G. (Eds.). (2012). The hundred languages of children: The Reggio Emilia experience in transformation (3rd ed.). Praeger.

Fleer, M. (2021). Play in the early years. Cambridge University Press. https://doi.org/10.1017/9781108779913

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Piaget, J. (1962). Play, dreams and imitation in childhood. Norton.

Siraj-Blatchford, I. (2009). Conceptualising progression in the pedagogy of play and sustained shared thinking in early childhood education: A Vygotskian perspective. Educational and Child Psychology, 26(2), 77-89. https://doi.org/10.53841/bpsecp.2009.26.2.77

Sylva, K., Melhuish, E., Sammons, P., Siraj-Blatchford, I., & Taggart, B. (2014). The effective pre-school, primary and secondary education project (EPPSE 3-14+). Routledge. https://doi.org/10.4324/9780203768365

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

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Weisberg, D. S., Hirsh-Pasek, K., & Golinkoff, R. M. (2016). Guided play: Principles and practices. Current Directions in Psychological Science, 25(3), 177-182. https://doi.org/10.1177/0963721416645512

Wood, E. (2013). Play, learning and the early childhood curriculum (3rd ed.). SAGE Publications.

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Create an 8-minute digital presentation pitching play-based pedagogy in early childhood education, addressing parent concerns about academic readiness, linking Piaget and Vygotsky to EYLF v2.0 practice, and articulating a personal teaching philosophy for TCHR5001 at Southern Cross University.

Produce an 8-minute pre-recorded digital pitch that defends play-based learning against parent misconceptions, compares pedagogical approaches, and grounds your professional philosophy in named theorists and the EYLF.

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Next Assessment: TCHR5001 Assessment 2 – Design Task (Likely Week 6)

Assessment Type: Design Task with Written Statements

Length: 1,500 words (10% leeway) plus visual designs

Weighting: 50%

Due Date: Friday 10 October 2026 (Week 6) at 11:59 pm AEST

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Task Overview

Assessment 2 requires you to reflect on Modules 1-6 material and design three interconnected elements for children aged 0-5 years: a learning space, a play-based learning experience, and a play-based resource. Each design must be supported by a written statement that explains your theoretical and philosophical rationale.

Task Instructions

• Part A: Play Space Design. Design an entire indoor or outdoor play space or a corner of the indoor/outdoor space for an age group of your choice (0-6 months, 6 months-1 year, 1-2 years, 2-3 years, 3-4 years, or 4-5 years). Provide a 300-word statement explaining how your personal philosophy on play-based pedagogy has informed your design.
• Part B: Learning Experience Plan. Using the provided template, plan a small group play-based learning experience for your chosen age group. Ensure your learning experience includes objectives based on the EYLF Learning Outcomes. Write a 300-word statement explaining the theoretical perspectives that underpin your learning experience.
• Part C: Play-Based Resource Design. Design a resource that engages your chosen age group in play-based learning (for example, a toy, game, activity kit, or interactive digital resource). Write a 300-word statement explaining the resource’s intended use and how it supports children’s learning, development, and wellbeing.
• Your task must be supported and informed by the EYLF v2.0 (AGDE, 2022), the NQS (ACECQA, 2023), and at least 10 academic references.
• Use APA 7th edition formatting and submit via the template provided on Blackboard.

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