PLAC909 PROFESSIONAL EXPERIENCE 3 (3-5 YEARS)

DOCUMENTATION, ASSESSMENT AND PLANNING RECORD

Context: Discovering dinosaurs (Small Children: Margot, Finn, Darragh, Mateo, (Age: 4-5 years old)
group observation) Observer: Ariunzaya Date: 19/06/2023
DOCUMENTATION
After morning Montessori time, the educator invited children to come outside to share information about dinosaurs and explore
dinosaurs by providing children with a dinosaur sensory sandbox with a dinosaur skeleton. The educator brought a paper to write
the children’s ideas and names of the dinosaurs. During the play, the educator asked the children:
- What kind of dinosaurs do you know? Can you name the names?
- Do you know what kind of food they eat?
- Can you describe how they look?
- What do you want to know about the dinosaurs? Etc. During the questions and engagement, the educator wrote down the
names, ideas and answers on the paper that she brought.
There were Finn, Margot and Ava were trying to build the skeleton of the dinosaurs. After trying a few times, they came to me and
asked me to help them. On the other side, Mateo, Darragh and Felix played with small rubber dinosaurs and made a roaring sound.
Next to the educator, Brooke and Emilia were playing with sensory sand play to make the shape of a dinosaur’s skeleton.
During the play, children learned the dinosaurs’ names and their diet. During play, children were naming some of the names of the
dinosaurs, colours, looks and species. Some of the children were talking about dinosaur’s body parts by looking at dinosaur’s
skeleton.

PLAC909 PROFESSIONAL EXPERIENCE 3 (3-5 YEARS): DOCUMENTATION, ASSESSMENT AND PLANNING RECORD
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PLAC909 PROFESSIONAL EXPERIENCE 3 (3-5 YEARS): DOCUMENTATION, ASSESSMENT AND PLANNING RECORD
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ASSESSMENT
Each portion of the documentation above is to be reflected on and identified domains, milestones and dispositions must be linked to
where the skill was demonstrated in the observation and referenced.
Domains Milestones Dispositions
Social/ Emotional This observation links to Developmental Through the observation, it is
• It is evident that children milestones by EYLF and NQS - evident that children engaged and
interact and engage with each Physical: interacted in and contributed to
other and educator to develop - Exhibits hand preference (Using both shared, social, parallel, associative
their social and emotional skills hands and fingers to manipulate and cooperative play (Kearns,
during the play (Department of objects) (Department of Education, 2014). During play, children shared
Education, 2018) 2018). sensory tray and rubber dinosaurs
Cognitive Social: with each other (EYLF Outcome
• Children were using their voice - Enjoys playing with other children 1.4.2) (Australian Government
to pretend to be a dinosaur (sharing the play space) (Department Department of Education and
(making roaring sound and of Education, 2018). Training, 2009)
stomping their feet on the - May have a particular friend (play During the process of observation,
ground) cooperatively with their friends) children express enthusiasm and

• Children were putting the (Department of Education, 2018). excitement as they engage with
dinosaur skeleton to develop - Shares, smiles and cooperates with each other with their learning

their persistence and problem- peers (Department of Education, environment (Petty, 2016).

solving skills (Australian 2018). Children were showing dispositions

- Jointly manipulates objects with one or such as confidence, problem-
two other peers (exchanging toys with solving and persistence while

PLAC909 PROFESSIONAL EXPERIENCE 3 (3-5 YEARS): DOCUMENTATION, ASSESSMENT AND PLANNING RECORD

Government Department of
Education and Training, 2009)
Physical
• Through this activity children
were developing their fine
motor skill by pinching, holding
and digging to find dinosaurs
from sensory sand tray
(Belogovsky & Daly, 2015)
Language/Literacy
• Children were using their verbal
language to communicate with
each other and their educator
PLAC909 PROFESSIONAL EXPERIENCE 3 (3-5 YEARS)
others) (Department of Education,
2018).
Emotional:
- May show stronger preference for
same-sex playmates (Mostly boys play
with other boys) (Department of
Education, 2018).
Cognitive:
- Uses objects and materials to build
things (putting dinosaur skeleton
pieces together)
- Answers questions from educator
(Department of Education, 2018).
engaging in the activity (Australian
Government Department of
Education and Training, 2009).
Confidence:
Children were happy and confident
when engaged in a certain period of
time in the play area (Department
of Education, 2018).
Problem-solving:
Finn, Margot and Ava were able to
demonstrate trial and error as they
put pieces of skeleton together
(Department of Education, 2018).

• Children were learning names of Language: Persistence:

the dinosaurs to extend their - Speaks in sentences and use many Children were showing their
vocabularies (Department of different words (Using short sentences persistence during the play

Education, 2018) to communicate) (Department of Education, 2018).

- Answers simple questions by educator
(Department of Education, 2018).
LEARNING and CURRICULUM
Each portion of the documentation is to be analysed for learning that is occurring and the curriculum areas the children are
engaging in
Learning Curriculum Areas
During the process of observation, there are some learning occurred Language and literacy:
in children’s play. Children and educator were using verbal language to
Learning of respect and relationships: communicate with each other and using simple sentences
When Brooke was exploring the shapes of the dinosaurs and while they play. Children were learning new vocabulary
making shapes with the mould, other children were waiting for their from each other (ACARA, n.d.).
turn and learning to respect each other and interact in a shared play STEM:
(Kearns, 2017). Children were counting the dinosaurs and naming their
Learning of reciprocal relationships: colours to develop their mathematical skills (ACARA, n.d.).
Mateo and Ava were learning and building secure and reciprocal English:
relationships reflected in their sharing of gentle gestures (Kearns, Most of the children have different background and have
2017). English as their second language. However, during the play
Learning cause and effect: they were using the English to communicate with each other
Ava and Finn tried to put dinosaur skeleton together some of the (ACARA, n.d.).
pieces felt apart, however they tried few more times before asking
to help (Kearns, 2017).
Learning to negotiate:

PLAC909 PROFESSIONAL EXPERIENCE 3 (3-5 YEARS): DOCUMENTATION, ASSESSMENT AND PLANNING RECORD
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Showing the negotiation during the play such as sharing their toys
and waiting for their turn (Kearns, 2017).
Learning of mirroring other people:
When Brooke finished making shapes with sand, Darragh did the
same thing to copying Brooke’s action during the play (Irving &
Carter, 2018).
THEORY and FRAMEWORKS
Development and Education Theory Early Years Learning Framework Principles, Practices,
Outcomes
Children’s development and learning linking to social Outcome 4: Children are confident and involved learners –
interactionism theory which explains that children learn language children develop a range of skills and processes such as
by social input (Garvis et al., 2019). problem solving, inquiry, experimentation, hypothesising,
Moreover, it is evident that children learn from each other during researching and investigating (Australian Government
the play (Lev Vyogotsky - ZPD) (Beloglovsky & Daly, 2015) Department of Education and Training, 2009).
PEDAGOGICAL SKILLS AND KNOWLEDGE
Each portion of the documentation is to be analysed for pedagogical skills and knowledge demonstrated by the educators.
Play-based Pedagogies Teaching Strategies EYLF Educator Evidence Child Development
According to the observation, children’s Listening Outcome 4: Children are Language
play links to the associative play Collaborating confident and involved learners Physical
(Howard, 2017). Children were playing Acknowledging - Join in children’s play Social
together however their activities are not Positioning and model reasoning,
organized (Howard, 2017). Relationship building predicting and
Interacting reflecting processes
Noticing and language
Supporting - Intentionally scaffold
Reflecting children’s
understandings
- Listen carefully to
children’s attempts to
hypothesise and
expand on their
thinking through
conversation and
questioning
PLANNING
Objective for future holistic learning and development
I would like to extend children’s interests and invite them to explore different ideas and textures. I would like to further develop
children’s fine motor skills, cognitive skills, language skills and social skills through m y planned experience. I would like to teach
children to share play space, using their word to ask their turns and waiting for their turn.

PLAC909 PROFESSIONAL EXPERIENCE 3 (3-5 YEARS): DOCUMENTATION, ASSESSMENT AND PLANNING RECORD
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Learning Experience
Learning experience name Dinosaur lava
During the observations, children enjoyed exploring the sensory material such as sand
Experience rationale and different natural materials such as rocks. I would further link this interest to my next
planned experience.
Development and learning goal: I aiming to develop children’s language, cognitive, social and physical skills.
I will set up the tray with simple learning materials and introduce children to what will
happen if we mix some ingredients together. I will asking simple open-ended questions
Experience outline: to support children’s knowledge of colour mixing. I will invite children to explore the
lava to develop their sensory skills to touch different texture such as corn flour, water
and washable glue.
- Corn flour
- Food colouring
A list of materials required with - Water
photo(s): - Washable glue
- Clear plastic tray
- Various plastic dinosaurs
Outcome 4: Children are confident and involved learners
4.1. Children develop dispositions for learning such as curiosity, cooperation,
confidence, creativity, commitment, enthusiasm, persistence, imagination and reflexivity
– follow and extend their own interests with enthusiasm, energy and concentration.
EYLF child evidence links
Outcome 5: Children are effective communicators
5.1. Children interact verbally and non-verbally with others for a range of purposes –
engage in enjoyable interactions using verbal and non-verbal language (Australian
Government Department of Education and Training, 2009).
During this activity, children will explore different texture and have a fun game with
Introduction their friends. During the play, I will ask simple open-ended questions to support their
language skills.
Body During the play, educator will explain what we are doing with different ingredients.
Educator will encourage children to measure the ingredients and mix them by taking
turns. During the engagement, educator will encourage children to practice learn colours,
naming the dinosaurs and talking about lava. While preparing the sensory tray, educator
Implementation plan
will ask questions to enhance children’s thinking and imagination skill to develop their
cognitive skills (Arthur, 2010).
Conclusion Throughout this activity, children were able to share the play space, toys and
communicate with each other verbally. Children were confident in understanding
questions and shared their opinion. Children were able to understand and showed their
interest in mixing the colours. They also enjoyed exploring and feeling the different
texture.

PLAC909 PROFESSIONAL EXPERIENCE 3 (3-5 YEARS): DOCUMENTATION, ASSESSMENT AND PLANNING RECORD
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Engagement - What colour can you see?
questions - What dinosaurs do you have?
- What colour is lava and what do you know about lava?
- Why do you think lava is sticky?
ACTING and DOING
Play pedagogies Shared, social, parallel, associative and cooperative play (Howard, 2017).
Questioning
Role modelling
Demonstrating
Listening
Teaching strategies Encouraging
Positioning
Interacting
Supporting
Demonstrating (Arthur et al., 2020)
• Outcome 4: Children are confident and involved learners
EYLF links • Outcome 5: Children are effective communicators (Australian Government
Department of Education and Training, 2009)
Physical skills
Social skills
Child development
Language skills

Documentation and/or digital

evidence of implementation, acting
and doing

PLAC909 PROFESSIONAL EXPERIENCE 3 (3-5 YEARS): DOCUMENTATION, ASSESSMENT AND PLANNING RECORD
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REFLECTING and REVIEWING

How did the children respond? Did they achieve the learning objective? Were there any unexpected outcomes? What was
your role? How did you support and teach the children? Would you do anything differently? Where to next?
During the activity, children enjoyed and showed their interest in my planned activity. Children were so excited to touch the lava. I
had small container so it was little bit challenging to ask children to wait for their turn. Next time, I will prepare bigger container so
everyone can explore the lave at once without redirecting to wait by educator.
It was messy play so next time; I will put apron for the children and set up the activity near the bathroom so they can easily go and
wash their hand. However, I was wiping their hands with wet wipe before sending them to hand wash to the bathroom.
During this activity, it was evident that children developed their language skills, social skill and fine motor skills.

PLAC909 PROFESSIONAL EXPERIENCE 3 (3-5 YEARS): DOCUMENTATION, ASSESSMENT AND PLANNING RECORD
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REFERENCE
ACARA. (2022). The Australian Curriculum. The Australian Curriculum V9.0:
https://v9.australiancurriculum.edu.au/
Arnott, L. (2017). Digital technologies and learning in the early years. Sage Publications INC.
Arthur, L. (2010). The Early Years Learning Framework: Building confident learners. Early
childhood Australia.
Arthur, L., Beecher, B., & Death, E. (2020). Programming and Planning in Early Childhood
Settings. Cengage, Cengage.
Australian Government Department of Education and Training. (2009). Belonging, Being &
Becoming: The Early Years Learning Framework for Australia. Retrieved from
https://www.acecqa.gov.au/sites/default/files/2018-
02/belonging_being_and_becoming_the_early_years_learning_framework_for_australia.
pdf
Belogovsky, M., & Daly, L. (2015). Early Learning Theories Made Visible. Redleaf Press.
Clarke, J. (2021). Playful Learning Spaces for Babies and Toddlers. The Empowered Educator
Online.
https://www.theempowerededucatoronline.com/2017/08/playful-learning-spaces-for-
babies-and-toddlers.html/

Department of Education. (2018). Developmental milestones and the Early Years Learning
Framework and the National Quality Standards. Department of Education.
Howard, J. (2017). Mary D. Sheridan’s Play in Early Childhood: From Birth to Six Years. Taylor
& Francis Group.
Kearns, K. (2017). Frameworks for Learning and Development. Cengage Learning Australia.
Nolan, A. (2015). Theories into Practice: Understanding and Rethinking Our Work with Young
Children and the EYLF. Essential Resources Educational Publishers Ltd., Essential
Resources Educational Publishers Ltd.Irving & Carter (2018).
Irving, E., & Carter, C. (2019). The Child in Focus EBook: Learning and Teaching in Early
Childhood Education. Oxford University Press Australia & New Zealand, Oxford
University Press Australia & New Zealand.
Petty, K. (2016). Developmental Milestones of Young Children. Redleaf Press.

PLAC909 PROFESSIONAL EXPERIENCE 3 (3-5 YEARS): DOCUMENTATION, ASSESSMENT AND PLANNING RECORD