PLAC909 PROFESSIONAL EXPERIENCE 3 (3-5 YEARS)

DOCUMENTATION, ASSESSMENT AND PLANNING RECORD

Context: Train tracks – Outdoor (Individual Children: Niccolo (Age: 3 years old)
observation) Observer: Ariunzaya Date: 23/06/2023
DOCUMENTATION
During, free play time, Niccolo was building train tracks. He picked up the green pieces and join them together. Then he
took the base of the bridge and tried to put them together. It felt off and he tried again. After completing the green pieces,
he joined the wooden pieces with the green ones. When another child handed the wooden piece to him, he smiled and
said “Ah, thank you”. Niccolo was joining more pieces of the tracks together and making the track longer and bigger. He
was welcoming his other friends and building it together. Then he rolled his train onto the track and when the track
finished, he took another piece and join it together. When he was pushing the train on the track, he accidentally stepped
on his track and broke it. He gasped “Oh, oh. It is broken!” then he fixed it and he continued playing with his train.

ASSESSMENT
Domains Milestones Dispositions
Social/ Emotional This observation links to Curiosity: figuring how to
• Niccolo is interacting and socially Developmental milestones by join the pieces together by
communicate with other peers during play EYLF and NQS - traying over and over again
(Kearns, 2017). Physical: (Kearns, 2017).
Cognitive - Exhibits hand preference Creativity: Mateo and Eve
(Using both hands and were using toys and learning

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• Niccolo concentrated on his task to build fingers to manipulate train materials to create
train track and ignore distractions (Kearns, and train tracks). something that they imagine
2017). Social: (Kearns, 2017).
• When train track broken, Niccolo fixed it to - Enjoys playing with other Enthusiasm: the feeling of
develop his problem-solving skill (Howard, children (sharing the play joyful towards his play
2017) space). (Kearns, 2017).
- Shares, smiles and Imagination: building the
Physical cooperates with peers. train tracks together and
• Niccolo was able to develop his fine motor Emotional: building it longer and bigger
skills to manipulate the train and train tracks - Express his emotion by (Kearns, 2017).
and holding the them (Belogovsky & Daly, smiling to his peer. Confidence:
2015) Cognitive: Niccolo was confident in
Language/Literacy - Uses objects and building the train tracks
• Niccolo was communicating verbally with his materials to build things together (Kearns, 2017).
peer and expressed his gratuity to his friend (putting train tracks pieces Persistence:
by saying “Ah, thank you” (Kearns, 2017). together) Niccolo was showing his
- Has a longer attention persistence during the play
span (Kearns, 2017).
Language:
- Will assert self with words
(EYLF/NQS, 2015)
LEARNING and CURRICULUM
Learning Curriculum Areas
Learning of respect and relationships: Language and literacy:
When other children intend to join and share the play Niccolo expressed himself verbally (Kearns, 2017).
space, Niccolo welcomed them (Irving & Carter, 2018). English:
Learning of reciprocal relationships: Niccolo’s mother is from Korea and his father is from Italy.
When other child, helped him to build train track, Niccolo However, he communicates with his peers and educators in
said thank you and smile to him (Irving & Carter, 2018). English (Kearns, 2017).
Engineering:
- Niccolo was learning to constructing and building train
tracks (ACARA, n.d.).
THEORY and FRAMEWORKS
Development and Education Theory Early Years Learning Framework Principles, Practices,
Outcomes
Niccolo’s play links to Maria Montessori’s developmental Outcome 4: 4.2 - Children develop a range of skills and
theory which explains that children concentrate and processes such as problem solving, inquiry, experimentation,
focus on activities that encourage their developmental hypothesising, researching and investigating (Niccolo was
needs (Nolan & Raban, 2015). manipulating objects and experiment with cause and effect,

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trial and error, and motion) (Australian Government
Department of Education and Training, 2009)
PEDAGOGICAL SKILLS AND KNOWLEDGE
Play-based Pedagogies Teaching Strategies EYLF Educator Evidence Child
Development
According to the observation, Listening – I was Outcome 4: Children are confident and Niccolo was
Niccolo was engaging in free listening to his words involved learners developing
play as he took his time to and conversations - plan learning environments with his social,
explore the environment and during play (NESA, appropriate levels of challenge where emotional
observe the actions (Howard, 2017) children are encouraged to explore, skills,
2017) Noticing – Noticing experiment and take appropriate language
Niccolo’s learning and risks in their learning skill, problem-
development (NESA, - provide experiences that encourage solving skill
2017) children to investigate and solve and fine
Reflecting – Reflecting problems motor skill
and analysing Based on Niccolo’s interest, I want to plan (Kearns,

Niccolo’s learning and the experience that can draw his interest and 2017).
planning for the follow encourage him to expand his knowledge
up (NESA, 2017). (Australian Government Department of
Education and Training, 2009)
PLANNING
Objective for future holistic learning and development
I would like to extend Niccolo’s interest and develop his language skills by asking open-ended questions while I read a
book related to his interest which is transportation.
Learning Experience
Learning experience name Read a book “Big book of big machines”
I will read a book “Big book of big machines” and ask open-ended questions while
Experience rationale reading a book to Niccolo. I will encourage him to turn the pages and teach new
vocabularies to extend his language and literacy skills (Kearns, 2017).
I aiming to develop Niccolo’s language skills and extending his interests of learning
Development and learning
about different transportation. I would like to encourage him to answer my questions in
goal:
full sentences and teach him new vocabularies related to the topic (Kearns, 2017).
I will choose and bring the book related to transportation. Niccolo loves transportation
Experience outline: such as trains, cars and trucks. While reading a book, we can name the different
transportation and talk about what roles that they have.
A list of materials required - Book “Big book of big machines”
with photo(s): - Mat that we can sit on
Outcome 4: Children are confident and involved learners - Children develop
EYLF child evidence links
dispositions for learning such as curiosity, cooperation, confidence, creativity,

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commitment, enthusiasm, persistence, imagination and reflexivity (Niccolo will follow his
interest and extend his knowledge with concentration and enthusiasm) (Australian
Government Department of Education and Training, 2009)
This experience will promote Niccolo’s knowledge about transportation such as
Introduction
different cars and trucks.
Body During reading a book, I will provide enough time to let Niccolo to think, reflect
and learn new words, ideas and knowledge about transportation. I will encourage
him to play with other peers and practice about what he learnt from the book that
I read to him.
Conclusion My planned experience went really well. Niccolo showed good interest in the topic
which is “Transportation”. Niccolo was able to understand my questions and
Implementation
answered in full sentences. He extended his vocabulary and shared them to his
plan
peers. He was able to engage in play which I set up.
Engagement - What can you see from this page?
questions - What transportation do you know? Can you name them to me?
- Have you ever been into them?
- Can you name the colours of those cars?
- What did you understand from this book?
- Which one is biggest?
- Which one is longer?
ACTING and DOING
Social play – I will encourage Niccolo to socially engage with me and other peers.
Play pedagogies Communication play – Encourage Niccolo to using word, nuances and gestures while
reading a book (Howard, 2017).
Questioning – While reading a book, I will ask open-ended questions to encourage
Niccolo to respond to me verbally.
Teaching strategies
Interacting – I will interact with him while reading a book.
Storytelling – I will read a book to him.
• Outcome 5: Children are effective communicators – Niccolo will engage in
EYLF links enjoyable interactions using verbal language and respond verbally what he
sees (Australian Government Department of Education and Training, 2009).
I would like to develop Niccolo’s Social skills by encouraging him to interact with me
Child development and other peers and language skills by encouraging him to speak by answering my
questions.

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Documentation and/or digital

evidence of implementation,
acting and doing

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?
When I invite Niccolo to come to mat and explained that I will read a book about different cars and trucks, other children
wanted to join us. When I asked Niccolo to come, he was building a train by blocks with his friends. I started reading a
book and named all the different transportation, he was very interested in the book and eager to learn more
transportation. I read a page that has the biggest truck that is big as 36 elephants, Niccolo said “It is big like a dinosaur!”. I
asked “How big is dinosaur do you know?”, he replied: - “It is very big like this building!”.

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Then I turned the next page, he was talking about different sizes of dinosaurs and was comparing with trucks. He also
addressed that dinosaurs have different colours and they have different diet such as meat eaters and grass eaters. Other
children also talked about dinosaurs and exchanged their ideas related to dinosaurs. Niccolo said his favorite dinosaur is
T-Rex because it is big and has strong teeth.
I will further extend Niccolo and other children’s interest in dinosaurs and plan experiences to learn more about dinosaurs.

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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.
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.

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