PLAC908 PROFESSIONAL EXPERIENCE 2 (0-3 YEARS)

DOCUMENTATION, ASSESSMENT AND PLANNING RECORD

Context: Name: Nico
Age: 2 years 6 months
Date: 24/06/2023
Morning group (10 AM) and Indoor play area
DOCUMENTATION
In Today’s observations we have observed a 2 and half years old, Nico, who participated in a shape activity
at indoor play area. Before the activity, Nico along with other peers were taught different shapes with names
including square, circle, triangle, oval and rectangle. Nico was given strips cut in different shapes in different
colours and was advised to pick the shapes to paste it on the paper. Nico carefully picked square and triangle
shape in red and green colour by hi on his choice and preference and pasted the shapes on the paper in
creative way. The activity showcased his fine motor skills as he manipulated the shapes and glue with hands
effectively. His excitement and curiosity were evident during the activity and have exclaimed “Look, I found
blue circle” and “This is oval” as he picked up a yellow oval strip. He also sorted the strips based on the
shapes and carefully placed each shape on the table, arranged in different combination before choosing on his
final choice. Throughout the activity, Nico has demonstrated his language skills to express his preference as
well as showcased his developing social skills as he shared his experience with educator and peer.
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
The participation and observation Fine Motor Skill: The ability to Curiosity and Enthusiasm: These
of Nico can be identified in coordinate hand movement and eyes dispositions were evident as he was
several development domains. In while handling and pasting shapes with actively exploring different shapes and
terms of cognitive development, control and precision showed his fine colours, demonstrated his eagerness to
he has showcased his colours and motor skills. learn and discover new ideas.
shapes understanding as he Language Development: He Confidence: Nico made his
recognized various shapes and independent choices and
communicated his color using
sorted strips with respect to communicated his preferences using
verbal/expressive language and shape
colours and shapes. In language expressive language that showcased
domain, he has actively preference and observation. his confidence.
communicated his preferences Cognitive Skill: Nico has demonstrated Persistence: His determination and
and choice by expressing through an understanding of shapes and their resilience to complete the task
words. In physical domain, he names as well as color, used critical- regardless of facing challenges.
carefully handled glue and shapes thinking and decision making while Creativity: His selection of different
that showcase his coordination arranging the shapes. colours and shapes to create his
and control. Social Skill: Nico showcased social artwork showed his creativity.
skills by engaging in conversations with
peers and educator, shared findings and
seek feedback.
(DEEWR, 2011).
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
The observation has showcased many forms learning Physical Development: Nico’s practice of fine motor skills
experiences that demonstrated his overall development. in activity to handle and glue the shapes contributed to his
He learned about shapes and names that is a basic physical development area.
geometric property, it enhanced his spatial concept Social & Emotional Development: By engaging in
understanding. He has expressed himself effectively, discussions and expressing himself he tapped into social and
communicated his choices and engaged in conversation emotional curriculum area.
with peers and educator that showcased his language Cognitive Development: The activity involved his artistic
learning. Furthermore, he has demonstrated physical expression, encouraged his creativity and imaginative
skill while arranging and pasting the shapes as well as thinking that aligns with fine arts and cognitive curriculum
PLAC908 PROFESSIONAL EXPERIENCE 2 (0-3 YEARS): DOCUMENTATION, ASSESSMENT AND PLANNING RECORD
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developed his imaginative and critical thinking learning. area.
Mathematics: Nico engaged in mathematical learning by
discovering shapes and the properties that aligns with the
curriculum area of geometry.
THEORY and FRAMEWORKS
Development and Education Theory Early Years Learning Framework Principles, Practices, Outcomes
Outcome 1.2: Nico demonstrated autonomy in making
The observation experience in shape activity aligns independent choices throughout the activity, showed his
with Piaget’s theory of cognitive development. increasing sense of resilience and agency when faced with
According to theory, children aged up to 2 years trials.
develop their aptitude to contemplate logically about Outcome 1.3: Nico expressed himself through verbal
concrete concepts and objects and the Nico's ability to communication and creative choices, he developed a
understand different shapes and name demonstrated his confident self-identity and enhanced his knowledge.
progress in cognitive development. Furthermore, the
activity followed the constructivist approach to learning Outcome 3.2: The activity contributed to his physical
and development, encouraged Nico to actively build his development, in terms of fine motor skills and hand-eye
understanding of shapes and colours. By discovering coordination.
and assembling shapes, he created meaning through Outcome 4.2: Nico's assortment of shapes required
hands-on experience that reinforced his learning. problem-solving and decision-making skills, enhanced his
abilities in this area.
(Nolan & Raban, 2015). Outcome 5.1: His use of expressive language during the
activity demonstrated his efficiency as a communicator.
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
Scaffolding: Outcome 1: Children have a Physical Development:
In this observation, play-based Educator provided strong sense of identity Nico’s practiced fine
pedagogies are evident that guidance and Educator provided safe learning motor skills in activity
included creating Play-based and support as needed environment and supported by handling and pasting
hands-on exploration as the and helped him interaction that fostered his the shapes while
activity encouraged Nico to with glue and confidence in making coordination and
independently select and paste the placement of independent choices.
controlling his hand
shapes on paper. Play-based and shapes. Outcome 3: Children have a
movements, contributed
hands-on exploration as the Individualized strong sense of wellbeing
activity encouraged Nico to Learning Educator encouraged him to take to his physical
independently select and paste the The educator the lead to select and arrange the development
shapes on paper. Also, the activity observed shapes, thus fostering his sense Cognitive
was planned to be engaging and permitted Nico to of independence. Development:
fun to encourage his active select his favorite Outcome 4: Children are His identification and
participation. The facilitation of shapes and colors, confident and involved sorting of different
open-ended questions fostered provided him learners shapes demonstrated his
positive social interaction and individualized She provided positive cognitive development.
reinforcement. The supportive and learning reinforcement and Language
dynamic learning environment opportunity. acknowledged Nico's problem- Development: His use
created allowed Nico to actively Child-Led solving and decision making of expressive language to
construct essential skills and Approach: skills while arranging the shapes communicate his
knowledge through meaningful Educator designed Outcome 5: Children are preferences showcased
experience the activity to be effective communicators language development.
child-centered, and Educator actively engaged in Social Development:
(Garvis at al., 2012) followed Nico's verbal and non-verbal His collaboration with
lead, encouraged communications throughout and the educator and peers
him to take the asked open-ended questions to fostered his social and
lead develop his language skills. development.
PLANNING

PLAC908 PROFESSIONAL EXPERIENCE 2 (0-3 YEARS): DOCUMENTATION, ASSESSMENT AND PLANNING RECORD
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Objective for future holistic learning and development

To create a positive learning environment and foster child’s critical-thinking, social, physical and cognitive skills with
an aim to support well-versed development and self-confidence, empowering him to be poised and engaged learner.
Learning Experience
Learning experience name Shape Play Activity
The experience rationale of following activity lies in offering a child a play-based
and stimulating learning opportunity to explore different shapes and colours. The
Experience rationale practical interaction will encourage a child to develop essential personal skills in
terms of fostering cognitive development of shapes, fine motor skills, language
expression as well as creativity.
Development and learning goal: Physical, cognitive, language, social, mathematics and art development
1. Indoor play area set up with various shapes cut-outs in different colours.
2. Introduce activity and explain how to use materials to create own art work
Experience outline: 3. Encourage him to identify, sort, name and select the shapes
4. Engage in conversations about his artwork and ask open-ended questions
5. Observe the play and offer guidance as needed

A list of materials required with photo(s): Chair, table, shape strips, glue, brush, paper and shape guide

Outcome 1.2: Children develop their emerging autonomy, inter-dependence,

resilience and sense of agency.

Outcome 1.3: Children develop knowledgeable and confident self-identities.

Outcome 3.2 Children take increasing responsibility for their own health and
EYLF child evidence links physical wellbeing.

Outcome 4.1: Children develop a range of skills and processes such as problem
solving, inquiry, experimentation, hypothesising, researching and investigating.

Outcome 5.1: Children interact verbally and non-verbally with others for a range
of purposes.
Implementation plan The following activity will be set up in a safe and secure indoor play area and
instructor will make sure to provide age appropriate and safe materials. The plan
outlines a creative and stimulating shape based activity designed to foster child’s
Introduction
holistic development. The plan focuses on providing an enriching learning
experience that align with EYLF principles and outcomes, supporting child’s
personal growth as a confident and engaged learner.
Body 1. Define concise and clear learning objective for shape play activity while
aligning with EYLF outcomes.
2. Set up designated safe and spacious area and arrange all the materials
required.
3. Encourage Nico to discover different coloured shapes strips, allow him to
touch and observe them.
4. Prompt him to name the shapes to foster his cognitive skills and
understanding of basic geometry.
5. Encourage him to select his favourite combinations and sort them
6. Engage in discussion about artwork while asking open-ended questions
7. Observe and reflect on his skills and accomplishment.
Conclusion The plan overall provided a stimulating learning experience and well aligned with
Early Years Learning Framework principles. The plan fostered Nico’s love for
learning and developed his cognitive, fine motor, creative, physical and social
skills. The child-led approach suggested in the plan allowed Nico to make

PLAC908 PROFESSIONAL EXPERIENCE 2 (0-3 YEARS): DOCUMENTATION, ASSESSMENT AND PLANNING RECORD
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independent choices, thus improved his sense of agency and autonomy. Looking
forward, the plan will serve as foundation to future activities to continue nurture
children growth and skills through play-based shape activity.
Engagement  Which shape do you find most fascinating and why?
questions  What pattern would you like to follow to arrange the shapes?
 What colour will you pick for next shape?
 Can you show me how will you glue the shapes?
ACTING and DOING
The following block play is a child-led activity, other play pedagogies include
Play pedagogies play-based learning, individualized learning, learning through exploration and
verbal as well as non-verbal interaction.
Teaching strategies Scaffolding, Facilitating, Assisting, Verbal and non-verbal interaction, Observing

Outcome 1: Children have a strong sense of identity

Outcome 3: Children have a strong sense of wellbeing
EYLF links
Outcome 4: Children are confident and involved learners
Outcome 5: Children are effective communicators

The activity enhanced Nico’s basic geometry and spatial awareness by engaging
him to identify and sort different shapes. Also, it developed his language skills as
he communicated his preferences, ideas and artwork throughout the activity. In
terms of physical development, the activity fostered his fine motor skills as he
Child development handled and pasted shapes on the paper, as well as refined his dexterity and eye-
hand coordination. Furthermore, this activity enhanced his imagination and
creativity as he arranged the shapes to create his artwork. Socially, he interacted
with peers and educator to share his ideas and work that promoted his cooperation
and social skills.

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
PLAC908 PROFESSIONAL EXPERIENCE 2 (0-3 YEARS): DOCUMENTATION, ASSESSMENT AND PLANNING RECORD
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to next?
Overall, Nico responded positively to the shapes activity and displayed excitement, enthusiasm and curiosity while
exploring the shapes and colors. While arranging the shapes, he showcased his individual problem-solving and
decision-making skills. The activity encouraged his creative expression and fostered his verbal interactions. As an
educator, my role was to guide, facilitate, observe and create an inclusive learning environment. I encouraged Nico
throughout to express his choices and thoughts, offered him support and positive reinforcement. I asked open-ended
questions to boost his critical-thinking skills as well as verbal expression, acknowledged his efforts and boosted his
confidence. However, in the future, I would consider to include more materials into activity such as pattern cards in
order to extend the learning.

Reference:

Department of Education, Employment and Workplace Relations (DEEWR). (2011). Final Report:
Baseline Evaluation of the Early Years Learning Framework (EYLF).
https://www.dss.gov.au/sites/default/files/documents/06_2015/baseline_evaluation_of_the_eylf_qualitativ
e_report.pdf

Garvis S., Pendergast D., Twigg D., Fluckiger B., Kanasa H. (2012). Evaluation of the implementation of
the Victorian Early Years Learning and Development Framework: For all children from birth to eight
years. Early childhood professionals’ perceptions of implementation activities and resources 2010–2011
(Final Report).
http://www.vcaa.vic.edu.au/Documents/earlyyears/EvaluationOfImplementationOfVELDF-
FinalReport.pdf

Nolan, A., & Raban, B. (2015). Theories into practice: understanding and rethinking our work with young
children (Chapter 7). Albert Park, VIC:Teaching Solutions.

PLAC908 PROFESSIONAL EXPERIENCE 2 (0-3 YEARS): DOCUMENTATION, ASSESSMENT AND PLANNING RECORD