PLAC907 PROFESSIONAL EXPERIENCE 1 (3-5 YEARS)

DOCUMENTATION, ASSESSMENT AND PLANNING RECORD

Context: Child: Eddie (3)
Date: 15th June 2023
Location: Indoors area, home corner
Areas of development: emotional/social and language.
DOCUMENTATION
10:30am to 10:45am: Eddie and Vivianne are playing with the Play-Doh in the home corner when I hear Eddie
screaming "I want it!" and attempting to snatch the wooden rolling pin from Vivianne's hand. Vivianne is pulling it
back and saying "No! It's mine!" I intervene, reminding Eddie that there are more rolling pins available in the bucket
on the shelves behind him and he doesn't need to snatch Vivianne's. Eddie begins crying and saying "It's mine, I
need that one!" I invite Eddie to join me outside for morning tea. Holding his hand, we go outside, and after having
something to eat, Eddie is smiling and chatting to Vivianne again.
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: Eddie's expression of Social/Emotional: “Shares, Children are positive,
frustration and his attempt to snatch the rolling smiles and cooperates with persistent and resilient
pin from Vivianne's hand reflects his emerging peers; jointly manipulates learners.
understanding of ownership and his need for objects with one or two other Eddie's persistence in getting
control. This provides an opportunity for both peers; may have a particular the desired rolling pin shows
children to practice conflict resolution and friend; and may show bouts of his enthusiasm for learning
empathy. aggression with peers” (DEEWR, and experimentation. Despite
Language and communication: Eddie's vocal 2016, p.14). initial frustration with
declaration "I want it!" and "It's mine, I need Vivianne, he persists in
that one!" highlights his improving language Language: “speaks in sentences vocalising his need for the
skills in conveying desires. Vivianne's retort and use many different item. His quick recovery
"No! It's mine!" reflects her developing ability to words; will assert self with during morning tea,
express thoughts assertively. This verbal words” (DEEWR, 2016, p.15). resuming play and
exchange fosters turn-taking, negotiation, and conversation, showcases his
emotional expression practice for both children. emotional resilience.
(Arthur, et al, 2020; Australian Government (Children’s Services Central,
Department of Education [AGDE], 2022). n.d.; AGDE, 2022).

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
Understanding of sharing and conflict resolution Personal and Social Capability: this learning aligns
Eddie and Vivianne are learning to negotiate, compromise, with the Personal and Social Capability area,
and express themselves in a respectful manner (Kearns, fostering skills in self-awareness, self-management,
2020). The intervention of the educator, who reminded social awareness, relationship skills, and responsible
Eddie of the available rolling pins and invited him to join decision-making (Australian Curriculum, Assessment
her for morning tea, showcased an effective approach to and Reporting Authority [ACARA], 2022).
conflict resolution by redirecting his attention and
emotions.
Emotional regulation
The educator's support facilitated Eddie's emotional
regulation and helped him transition from his upset state
to a more positive one (Kearns, 2020).
Language and communication skills as they express their
desires and frustrations.
THEORY and FRAMEWORKS

PLAC907 PROFESSIONAL EXPERIENCE 1 (3-5 YEARS): DOCUMENTATION, ASSESSMENT AND PLANNING RECORD
 PLAC907 PROFESSIONAL EXPERIENCE 1 (3-5 YEARS)
Development and Education Theory Early Years Learning Framework Principles, Practices,
Outcomes
This aligns with Bandura's Social Learning Theory, Principle: “Through a widening network of secure
highlighting how children learn from observing and relationships, children develop confidence and feel
modelling behaviours. The educator's intervention safe, respected and valued. They become
showcases positive reinforcement and provides a learning increasingly able to recognise and respect the
opportunity for conflict resolution and emotional feelings of others and to interact positively with
management. This theory emphasises the role of them” (AGDE, 2022, p.14).
caregivers and educators in shaping social skills through Practice: “extend children’s learning using intentional
guidance and example. teaching strategies such as asking questions,
explaining, modelling, speculating, inquiring and
(Kearns, 2020). demonstrating to extend children’s knowledge, skills
and enjoyment in thinking and learning” (AGDE, 2022,
p.22).
“Outcome 2: Children are connected with and
contribute to their world. Children become aware of
fairness” (AGDE, 2022, p.42).
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
Free play: Mediating Strategy: The educator demonstrates The educator
Eddie and Vivianne are engaged in It involves educators attentive listening to demonstrates an
free play, where they have the closely observing and children's concerns and understanding of
autonomy to explore and interact understanding encourages them to explore child development by
without a predetermined activity. children's play different viewpoints on noticing and
The educator's role is to facilitate actions. This active fairness and inclusion. addressing children's
a supportive environment for this engagement is Through modelling effective individual concerns,
unstructured play, allowing crucial for enriching communication and facilitating their
children to express themselves, their learning collaboration, the educator social interactions,
develop their own narratives, and encounters. fosters social development and guiding them in
engage in self-directed activities Educators remain and conflict resolution skills. conflict resolution.
while being available to address available and provide This promotes
conflicts or challenges that may helpful feedback in (AGDE, 2022). emotional regulation,
arise (Arthur, et al., 2020). stimulating settings, problem-solving, and
supporting children's effective
growth and learning communication, all of
(Arthur, et al., 2020). which are crucial
aspects of children's
holistic development
(AGDE, 2022; Kearns,
2020).
PLANNING
Objective for future holistic learning and development

- Enhance children's emotional literacy, social awareness, and problem-solving skills by recognising and
responding to various feelings expressions in themselves and their peers.
- Foster empathy, promote positive interactions and provide children with tools to manage their emotions
effectively.
Learning Experience
Learning experience name “All about feelings” cards game
Emotional development is a fundamental aspect of children's overall growth.
This activity aims to create a safe and engaging space where children can
Experience rationale explore and discuss their feelings openly, develop their emotional intelligence,
and build supportive relationships with their peers.
Development and learning Enable children to identify and understand different feelings expressions,
goal: recognise the connection between emotions and the environment, and develop

PLAC907 PROFESSIONAL EXPERIENCE 1 (3-5 YEARS): DOCUMENTATION, ASSESSMENT AND PLANNING RECORD
 PLAC907 PROFESSIONAL EXPERIENCE 1 (3-5 YEARS)
strategies for coping with various emotions. This activity also encourages
active communication, critical thinking, and cooperation.
Guide children in matching feelings to suitable settings, fostering empathy and
Experience outline: emotional recognition. Encourage group discussion, promoting emotional
understanding and positive interactions.

A list of materials required

with photo(s):

Different photos of feelings expressions printed, laminated and cut into

squares; photos of Marli Marli setting printed, laminated and cut into squares;
the book “All about feelings” by Felicity Brooks (Author) and Mar Ferrero
(Illustrator).
Principles: “Secure, respectful and reciprocal relationships. Educators who are
attuned to children’s thoughts and feelings, support their learning,
development and wellbeing” (AGDE, 2022, p.14).
Practices: “Play-based learning and intentionality. Neural pathways and
connections in the brain are stimulated when children are fully engaged in their
play as they make plans, create characters, solve problems, develop
EYLF child evidence links self-awareness and learn how to socialise, negotiate and think with others”
(AGDE, 2022, p.21).
“Outcome 3: Children have a strong sense of wellbeing. Managing emotions,
developing self-regulation and building perseverance and persistence are all
parts of developing executive function which are higher-order cognitive
functioning processes in the brain” (AGDE, 2022, p.44).
- Prepare the photos of feelings expressions and Marli Marli's setting, as
Introduc well as the book "All about Feelings" by Felicity Brooks (Author) and
tion Mar Ferrero (Illustrator) and set up.
- Begin by reading the book to introduce the concept of feelings.
Body - Present the photo cards of feelings expressions and settings.
- One child selects a feelings expression card, and another child
identifies an appropriate learning environment card that could help
improve the first child's feelings.
Implementation - Encourage children to take turns and discuss their choices with the
plan group.
Conclus - Conclude the activity with a reflection on the importance of
ion understanding and managing emotions.
Engage How do you think (say the child’s name) is feeling? Why do you think they feel
ment that way? Which area in our Marli Marli setting do you think could help
someone feel better if they were feeling angry? If you notice a friend looking
questio sad, which learning environment do you think could provide comfort and
ns support?
ACTING and DOING
Guided play pedagogy: In this interactive game, the educator guides children's
exploration. While identifying emotions through photos, children also consider
Play pedagogies how specific learning environments can impact these emotions (Arthur et al.,
2020).

PLAC907 PROFESSIONAL EXPERIENCE 1 (3-5 YEARS): DOCUMENTATION, ASSESSMENT AND PLANNING RECORD
 PLAC907 PROFESSIONAL EXPERIENCE 1 (3-5 YEARS)
The educator intentionally guides children's learning toward specific goals by
selecting materials and prompts that foster critical thinking and connections.
Teaching strategies This supports the development of emotional awareness and the
understanding of how environments influence emotions (Arthur et al., 2020).
Educators promote holistic learning by modelling positive self-talk for
self-regulation, nurturing a sense of belonging and wellbeing, and engaging
EYLF links in conversations that help children understand emotional regulation and
self-control concepts (AGDE, 2022).
The educator designs an activity promoting emotional literacy and
self-regulation, nurturing socio-emotional development, empathy, and
Child development problem-solving. This approach exemplifies their understanding of child
development, fostering an inclusive and supportive learning environment for
cultivating social and emotional competencies (AGDE, 2022; Kearns, 2020).
Eddie:

Documentation and/or Eddie identified the sad face card and said when he’s sad he likes to read. I
digital evidence of showed him the teacher’s chair card and suggested that when he’s feeling
implementation, acting and sad, he should grab a book and read it on the big chair.
doing Other children:

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 children responded with enthusiasm to the "All About Feelings" activity, engaging actively in
identifying and discussing emotions. They successfully achieved the learning objective of recognising
emotions and suggesting strategies to manage them.
- An unexpected outcome occurred when the activity was conducted in a larger group, as some children
became more focused on copying expressions and asking me to take photos of them rather than fully
participating in the activity.
- My role was to facilitate the activity, guiding children's discussions and interactions.
- I supported their learning by asking open-ended questions, encouraging empathy, and fostering a safe
space for emotional expression.
- To improve the activity, I would consider conducting it in smaller groups to enhance focus and participation
- In the future, I plan to expand the activity by incorporating colour-coded feelings, such as associating red
with anger, blue with sadness, and green with calmness, to further deepen their emotional understanding.

PLAC907 PROFESSIONAL EXPERIENCE 1 (3-5 YEARS): DOCUMENTATION, ASSESSMENT AND PLANNING RECORD