PLAC909 PROFESSIONAL EXPERIENCE 3 (3-5 YEARS)

DOCUMENTATION, ASSESSMENT AND PLANNING RECORD

Context: The Wiggle Show (Small Children: Mateo, Eve, Felix and Mary (Age: 4-5 years old)
group observation) Observer: Ariunzaya Date: 23/06/2023
DOCUMENTATION
After lunchtime, when pre-schoolers came out to play, Mateo and Eve chose to play with large blocks. They used
plastic containers as a stage and used blocks as the Wiggle Show’s actors and actresses. Mateo was holding 2 grey
plastic toys by the top of the container and Eve was placing the blocks inside the container. I asked “What are you
doing?”, Mateo answered:
- We are making Wiggle Show. I am Simon and Eve is Emma. Felix and Mary can be the audience to watch our
show.
- I asked “What are you holding?”, “What are those?”
- Mateo said, “These are the stage lights”. Then Eve said “Actually, this is Simon and this is Emma” and showed
me the 2 blocks that she is holding. While showing me the blocks, she changed her voice and said “Good
morning children, today I will teach you how to wash your hands”. And she continued “First, you need to roll
your sleeves up and have some soap on your hands. Then you need to rinse them with water and dry them”.
- Then they changed their position and Eve held the grey plastic toys by the top of the container and Mateo held
the block and said “Well, you need to rub between your fingers. There can be germs in there and you need to
count to 20”.
- Eve added “Yes and you need to wash your hands every time you use the toilet!”
- Mateo said, “Yes and before eating food!”

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
milestones by EYLF and NQS - evident that children engaged

PLAC909 PROFESSIONAL EXPERIENCE 3 (3-5 YEARS): DOCUMENTATION, ASSESSMENT AND PLANNING RECORD

• It is evident that Mateo and Eve
were interacting and engaging
with each other, other peers and
educator to develop their social
and emotional skills during the
play (Department of Education,
2018)
Cognitive
• Eve and Mateo were changing
their voice to pretend to be actor
and actress (remembering their
voice, how they talk and present
the show)
• Mateo and Eve were putting the
blocks together to make a puppet
(Simon and Emma), using the
plastic container as the stage and
held the toys as lights
(remembering that stage has the
lights) to develop their
persistence and problem-solving
skills (Australian Government
Department of Education and
Training, 2009)
Physical
• Through this activity Eve and
Mateo were able to develop their
fine motor skills to manipulate the
toys and holding the objects
(Belogovsky & Daly, 2015)
Language/Literacy
• Eva and Mateo were using their
verbal language to communicate
with each other and their educator.
• Mateo and Eve were showing their
expression through language
(Walker, 2011) and extending their
vocabularies during the
conversation between each other
PLAC909 PROFESSIONAL EXPERIENCE 3 (3-5 YEARS): DOCUMENTATION, ASSESSMENT AND PLANNING RECORD
PLAC909 PROFESSIONAL EXPERIENCE 3 (3-5 YEARS)
Physical:
- Exhibits hand preference (Using
both hands and fingers to
manipulate objects)
Social:
- Enjoys playing with other children
(sharing the play space)
- May have a particular friend (play
cooperatively with their friends)
- Shares, smiles and cooperates
with peers
- Jointly manipulates objects with
one or two other peers
(exchanging toys with others)
Emotional:
- Attains gender stability (when
Mateo said I am Simon and Eve
is Emma, he knows that Simon is
male and Emma is female)
Cognitive:
- Uses objects and materials to
build things (putting block pieces
together)
- Answers questions from educator
- Engages in dramatic play, taking
on pretend character roles
- Can recount a recent story
Language:
- Speaks in sentences and use
many different words (Using short
sentences to communicate)
- Answers simple questions by
educator
- Tell stories
- Talk constantly
- Enjoys talking and may like to
experiment with new words
- Uses adult forms of speech
- Takes part in conversations
(EYLF/NQS, 2015)
and interacted in and
contributed to shared, social,
parallel, associative and
cooperative play (Kearns,
2014).
Children were showing
dispositions such as
cooperation, creativity,
enthusiasm, imagination,
confidence and persistence
while engaging in the activity
(Australian Government
Department of Education and
Training, 2009).
Cooperation: Mateo and Eve
have ability to work with peers
towards common goals and
using their toys.
Creativity: Mateo and Eve
were using toys and learning
materials to create something
that they imagine.
Enthusiasm: the feeling of
joyful motivation from within
directed towards an
experience, activity or task
Imagination: Mateo and Eve
had ability to mentally
visualise or conjure up new
and different possibilities,
situations and scenarios.
Confidence:
Eve sand Mateo had the
belief in one’s abilities to learn
and know.
Persistence:
Mateo and Eve were showing
their persistence during the
play (Kearns, 2017).

and the 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
During the process of observation, there are some learning
occurred in children’s play.
Learning of respect and relationships:
When Eve was pretending to be Emma, Mateo was waiting for
his turn and learning to respect each other and interact in a
shared play and then they swap their position.
Learning of reciprocal relationships:
Mateo and Eve were learning and building secure and
reciprocal relationships reflected in their sharing of gentle
gestures during their play.
Learning to negotiate:
Mateo and Eve were showing the negotiation during the play
such as sharing their toys and waiting for their turn.
Learning of mirroring other people:
Mateo and Eve were remembering the Wiggles show and
copying their voice effect and words from the show. (Irving &
Carter, 2018).
THEORY and FRAMEWORKS
Development and Education Theory
Mateo and Eve’s language development links to Piaget’s
theory. According to Piaget’s theory, language is learned
through the process of cognition. Moreover, their learning can
PLAC909 PROFESSIONAL EXPERIENCE 3 (3-5 YEARS): DOCUMENTATION, ASSESSMENT AND PLANNING RECORD
PLAC909 PROFESSIONAL EXPERIENCE 3 (3-5 YEARS)
Curriculum Areas
Language and literacy:
Mateo and Eve were using verbal language to
communicate with each other and using simple
sentences while they play. They were learning new
vocabulary from each other. Mateo and Eve were
understanding educator’s questions and answered in
full sentences.
English:
Mateo and Eve communicating with each other in
English.
Drama:
According to the Australian curriculum, Mateo and
Eve were
- become aware of role and situation as they
listen and respond as fictional characters
(knowing Simon and Emma’s role in the
show)
- explore voice and movement to create role
(changed their voice tone)
- learn about focus and identifying the main
idea of the drama (Mateo and Eve were
teaching children how to wash hands through
the show)
- learn how their ideas can be expressed
through role and story (ACARA, n.d.)
Early Years Learning Framework Principles,
Practices, Outcomes
Outcome 4: 4.1 – Children develop dispositions for
learning such as curiosity, cooperation, confidence,
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link to Lev Vygotsky’s ZPD that explains children learn from creativity, commitment, enthusiasm, persistence,
more skilled adults or peers fostering the development of imagination and reflexivity.
knowledge and ability.
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, Mateo Listening Outcome 4: Children are Language
and Eve’s play links to the Collaborating confident and involved Social and emotional
associative play that explains Questioning learners Cognitive
interactions with each other while Acknowledging - recognise and value
playing (Clarke, 2021) Positioning children’s
Relationship building involvement in
Interacting learning
Noticing - respond to children’s
Supporting displays of learning
Reflecting dispositions by
commenting on
them and providing
encouragement and
additional ideas
- encourage children
to engage in both
individual and
collaborative
explorative learning
processes
- listen carefully to
children’s ideas and
discuss with them
how these ideas
might be developed
- reflect with children
on what and how
they have learned
PLANNING
Objective for future holistic learning and development
I would like to extend children’s interests and invite them to present in Drama play. Firstly, I would like to create puppet
stage to attract children’s interest. Then, I would like to invite children to act out as a Wiggle’s actors and actress.

PLAC909 PROFESSIONAL EXPERIENCE 3 (3-5 YEARS): DOCUMENTATION, ASSESSMENT AND PLANNING RECORD
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Learning Experience
Learning experience name The Wiggle’s show presenting on the stage
During the observations, Mateo and Eve were using the plastic container as a
stage and blocks as a show artist. It would be very exciting and fun to bring
Experience rationale
children to act out as a real artist of the show by providing the costumes and
puppet stage.
Development and learning goal: I aiming to develop children’s language, cognitive, social and emotional skills.
I will prepare the art and craft materials that we can use to make a puppet
stage. Children can present the show based on their understanding and
Experience outline:
knowledge. I would like to set this activity as open-ended. Children can present
whatever they like to using their cognitive skills.
- Different colours of fabrics
- Paper pins
A list of materials required with
- Costumes of the show’s artists
photo(s):
- The book “Yummy, yummy in my tummy!”. I will read this book in the
morning during group time.
EYLF child evidence links Outcome 4
This activity has 3 different parts. First, we will make puppet stage
Secondly, I will read a story “Yummy, yummy in my tummy!”
Introduction
Lastly, children will act out based on the book or their open-ended knowledge
and ideas.
Body These experiences can run through a few days or week. I would like to give
children plenty of time to participate and involve. I would like to give all the
children who would like to have their turn to present or participate in drama
play. During this experience, children will learn about drama play and elements
of drama. During these experiences, children will develop their creative skills,
Implementation fine motor skills, social and emotional skills, language and cognitive skills.
plan Conclusion Throughout this activity, children involved and interested in the play activity
very well. Most of the children involved and had their turn. During the activities,
children were able to learn from each other and play cooperativity. It was very
satisfying that children were understanding how important that they can wait for
their turn and respect other peer’s engagement. Children were patient and
listen to each other’s well.
Engagement - How can we make the Puppet stage?
questions - What actors and actress in the show?
- What do you want to teach to your friends through this show?
- What did you understand from this book?
ACTING and DOING
Play pedagogies Shared, social, parallel, associative and cooperative play (Howard, 2017)

PLAC909 PROFESSIONAL EXPERIENCE 3 (3-5 YEARS): DOCUMENTATION, ASSESSMENT AND PLANNING RECORD
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Questioning
Role modelling
Demonstrating
Listening
Encouraging
Positioning
Teaching strategies Interacting
Supporting
Demonstrating
Instructing
Collaborating
Storytelling
Directing
• 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
Cognitive

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Documentation and/or digital

evidence of implementation, acting
and doing

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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?
The activity went really well. Children were so creative and involved very well. They said they had best day ever!. They
even added they want to the Wiggle Show every day. For the beginning, children were shy and didn’t know what to say
or act out. So, I decided to put Wiggle’s song on the IPad using speaker. As soon as song comes up, they started
dancing and singing. Children choose their next songs to sing and they all sang together. I would like to set this activity
again for the children so other children can be the actors and actresses of the show.

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