Play-based Resources for Children

Create two resources/games for families to use with children aged birth to five. These resources should reflect the developmental capacities of the child they are designed for and include tips and instructions for families. You will create:

• One numeracy resource/game and one literacy resource/game.
• One resource should be designed for a child between birth and 2; the other should be designed to support children aged 3 to 5 years.
• Each resource should include clear instructions for families and should be developmentally appropriate to the age of the child.
• This resource is to be created by you. The resource can be photographed and presented as images in a PDF document. Commercially made mathematical/literacy resources should not be included.

Family Information Booklet

This information booklet is designed to support the utilisation of the resources created in Part 1. The Family Information Booklet should be evidence-based (i.e., informed by research) and should include useful ideas and strategies to foster and stimulate numeracy and literacy development in the home. This section of the assignment will include the following:

• An information booklet for families on the value of numeracy and literacy in early childhood.
•  Useful tips to promote mathematics learning and literacy development.
• You should include specific strategies and techniques to promote literacy and numeracy learning during spontaneous and routine experiences in the home learning environment.
• Clear links to child development and a justification/rationale for why you have selected this resource and how it aligns with children’s developmental capacities and literacy/numeracy development.
• Clear links with literacy/numeracy research as well as links to the EYLF 2.0.

Part B is to be written and presented in an engaging way suitable for a parent/caregiver audience (so this is something you could share in your current service). The booklet should be six pages and double-spaced. The page count does not include the title page, contents list, and relevant references.

Brief of Assessment Requirements

Task overview: Design two original play-based resources/games for families with children aged birth–5, and produce an evidence-based Family Information Booklet to support use of those resources.

Part 1 Resources

• Create one numeracy game and one literacy game.

• One resource targeted to birth–2 years; the other to 3–5 years.

• Each resource must be original (not commercially made), include clear family instructions, and be developmentally appropriate.

• Resources should be photographable and presentable as images in a PDF.

Part 2 Family Information Booklet

• A 6-page, double-spaced, parent/caregiver-friendly booklet (excludes title page, contents, references).

• Evidence-based content: value of early numeracy and literacy, practical tips and strategies to embed learning in spontaneous/routine home experiences.

• Explicit links to child development, justification for chosen resources, and alignment with EYLF 2.0 and relevant research.

• Accessible language and actionable strategies for families.

Key pointers to cover in the assessment

• Clear age justification for each resource and developmental goals targeted.

• Step-by-step family instructions and safety considerations.

• Examples of daily routines where resources can be used.

• Research citations supporting suggested strategies and EYLF 2.0 outcome links.

• Photos of the created resources and brief usage captions.

How the Academic Mentor Guided the Student 

Step 1: Clarify assessment expectations and criteria

• Mentor reviewed the rubric with the student (Part 1 originality, developmental appropriateness, Part 2 evidence base, clarity, EYLF links).

• Set page, formatting and submission requirements (6 pages double-spaced for booklet).

Step 2: Select target ages and learning focus

• Together they decided which age range would best suit numeracy vs literacy based on developmental milestones:

  • Birth–2 years: sensitive period for early numeracy concepts (quantity, comparison through sensory play) or emergent literacy (shared book routines, vocal play).

  • 3–5 years: expanding symbolic understanding counting, simple operations, phonological awareness, letter–sound play.

Step 3: Ideation and co-creation of resources

• Brainstormed simple, low-cost, home-friendly activities that families can replicate (no commercial kits).

• Ensured play principles: sensorimotor access for infants; scaffolded, open-ended play for preschoolers.

• Drafted resource templates including: objective, materials, setup, step-by-step instructions, adult prompts, extension ideas, and safety notes.

Step 4: Grounding resources in theory and EYLF 2.0

• Mentor guided selection of two supporting research sources per resource (e.g., studies on early numeracy development, dialogic reading research).

• Mapped each resource to EYLF 2.0 outcomes (e.g., Outcome 1 identity, Outcome 4 learning).

Step 5: Produce and document the resources

• Student created prototypes, photographed each stage, and wrote usage captions.

• Mentor reviewed photos and wording to ensure clarity for families (short sentences, actionable verbs).

Step 6: Develop the Family Information Booklet

• Structured booklet into accessible sections: Why numeracy & literacy matter; How to use these resources; Daily routines and spontaneous learning opportunities; Safety and inclusivity tips; References and EYLF mapping.

• Ensured language was parent-friendly but evidence-based, using bulleted practical ideas and short examples.

Step 7: Review, reference and refine

• Mentor checked alignment with assessment rubric, checked referencing format, and ensured the 6-page double-spaced requirement.

• Conducted a final proofread for plain language, consistency, and visual clarity of instructions.

How the Outcome Was Achieved

• Two original resources were completed: one numeracy-focused activity for infants/toddlers and one literacy-focused game for preschoolers. Each resource includes: objective, age rationale, materials list, step-by-step instructions, adult prompts, safety notes, and extension suggestions.

• Six-page Family Information Booklet completed with:

  • Evidence-based rationale for early numeracy and literacy.

  • Practical strategies for routine and spontaneous learning (mealtime counting, bath-time vocabulary, grocery-list games, shared reading strategies).

  • Clear links to EYLF 2.0 outcomes and concise references to supporting research.

• All items documented with photos and captioned for inclusion in a PDF submission.

Learning Objectives Covered

1. Apply developmental knowledge justify resource design using age-appropriate milestones and learning capacities.

2. Design play-based learning experiences create scaffolded activities that promote numeracy/literacy through everyday play.

3. Family engagement strategies translate pedagogy into practical, accessible guidance for caregivers.

4. Evidence-based practice link activity choices to current research and EYLF 2.0 outcomes.

5. Communication and presentation produce a parent-friendly booklet and photographed resources suitable for distribution.

Final Notes

• Include a one-page quick reference sheet for busy caregivers summarising “How to use these two resources in 5 minutes a day.”

• Where possible, add multilingual prompts or visuals to support diverse family backgrounds.

• Keep a short evaluation checklist for families to provide feedback that can inform future resource iterations.

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