HED4808
ASSIGNMENT 3 2025
DUE: AUG/SEPT 2025 (MEMO)
,HED4808 ASSIGNMENT 3 2025
SEMESTER 2 2025
DUE AUGUST 2025
QUESTION 1
Play is often regarded as a key component of the learning process.
1.1 Give your interpretation of play and provide relevant examples.
1.1 Interpretation of Play
Play can be described as a natural and joyful activity through which children make sense
of their world and learn new skills. It is not separate from learning but deeply connected to
it. Play allows children to explore, imagine, and interact with their environment while
developing physical, social, emotional, and cognitive abilities (Ebbeck & Waniganayake,
2016; HED4808 Study Guide, Learning Unit 4).
For example, when children role-play as shopkeepers and customers, they are not only
having fun but also practicing counting money, learning social rules such as taking turns,
and developing language skills. Also, building with blocks helps children understand
shapes, balance, and problem-solving while cooperating with peers.
Play is also important because it supports children’s identity and agency, they choose
how to play, take risks, and discover what they are capable of (Gordon & Brown, 2016;
HED4808 Study Guide, Learning Unit 4). This shows why play is considered the
cornerstone of early learning.
, 1.2 Activity: Play in Formal Learning (Grade R Example)
Grade: R
Learning Area: Mathematics (Number Concept)
Learning Objective: Learners will develop number recognition, counting, and problem-
solving skills.
Activity Title: “Treasure Hunt Number Adventure”
The teacher hides number cards (1–10) and small objects (stones, bottle tops, or
counters) around the classroom or outdoor play area. Learners are divided into small
groups and asked to find a number card and then collect the matching number of objects.
For example, if a child finds the card with “5,” they must gather five stones.
Play is used such as
Learners are physically moving, exploring, and searching, which makes the activity fun
and engaging.
They use their problem-solving skills to match numbers to quantities.
They interact with peers, share resources, and practice communication.
The game creates excitement, but it also strengthens mathematical understanding in a
playful way.
Play-Based Pedagogy
This activity reflects play-based pedagogy because it uses children’s natural desire to
explore and interact as a medium for learning (Fesseha & Pyle, 2016; HED4808 Study
Guide, Learning Unit 4). It combines child agency (choosing how to find and collect
objects) with teacher guidance (structured learning goal).
ASSIGNMENT 3 2025
DUE: AUG/SEPT 2025 (MEMO)
,HED4808 ASSIGNMENT 3 2025
SEMESTER 2 2025
DUE AUGUST 2025
QUESTION 1
Play is often regarded as a key component of the learning process.
1.1 Give your interpretation of play and provide relevant examples.
1.1 Interpretation of Play
Play can be described as a natural and joyful activity through which children make sense
of their world and learn new skills. It is not separate from learning but deeply connected to
it. Play allows children to explore, imagine, and interact with their environment while
developing physical, social, emotional, and cognitive abilities (Ebbeck & Waniganayake,
2016; HED4808 Study Guide, Learning Unit 4).
For example, when children role-play as shopkeepers and customers, they are not only
having fun but also practicing counting money, learning social rules such as taking turns,
and developing language skills. Also, building with blocks helps children understand
shapes, balance, and problem-solving while cooperating with peers.
Play is also important because it supports children’s identity and agency, they choose
how to play, take risks, and discover what they are capable of (Gordon & Brown, 2016;
HED4808 Study Guide, Learning Unit 4). This shows why play is considered the
cornerstone of early learning.
, 1.2 Activity: Play in Formal Learning (Grade R Example)
Grade: R
Learning Area: Mathematics (Number Concept)
Learning Objective: Learners will develop number recognition, counting, and problem-
solving skills.
Activity Title: “Treasure Hunt Number Adventure”
The teacher hides number cards (1–10) and small objects (stones, bottle tops, or
counters) around the classroom or outdoor play area. Learners are divided into small
groups and asked to find a number card and then collect the matching number of objects.
For example, if a child finds the card with “5,” they must gather five stones.
Play is used such as
Learners are physically moving, exploring, and searching, which makes the activity fun
and engaging.
They use their problem-solving skills to match numbers to quantities.
They interact with peers, share resources, and practice communication.
The game creates excitement, but it also strengthens mathematical understanding in a
playful way.
Play-Based Pedagogy
This activity reflects play-based pedagogy because it uses children’s natural desire to
explore and interact as a medium for learning (Fesseha & Pyle, 2016; HED4808 Study
Guide, Learning Unit 4). It combines child agency (choosing how to find and collect
objects) with teacher guidance (structured learning goal).
