PLAC908 PROFESSIONAL EXPERIENCE 2 (0-3 YEARS)

DOCUMENTATION, ASSESSMENT AND PLANNING RECORD

Context: Name: Gurveer
Age: 2 years 11 months
Date: 20/06/2023
Morning group (10 AM) and Indoor play area
DOCUMENTATION
In Today’s observations we have observed a 2 years old girl, gurveer, engaged in doll play activity at indoor
play area. In the following activity, she played a role of doll’s mother and created a delightful scenario where
she took care of her doll as a baby. Utilizing her vivid imagination, she pretended to prepare food for doll and
fed her lovingly. Her behavior in this activity was captivating, she showcased sense of empathy and
responsibility and her attention to detail while pretending to prepare food showcased her fine motor skills.
Furthermore, the activity has highlighted her social, emotional, communication as well as cognitive skills
development. Overall, the doll play experience with Gurveer was enriching, that provided her an opportunity
to express her imagination and creativity. She explored her understanding of empathy and sense of caring and
further developed essential skills.
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
During doll play activity, Fine Motor Skill: The skill was evident Imagination & Creativity: These
various domains has been through her subtle hand movements, and dispositions were evident through her
reflected in the main hand-eye coordination while manipulating role-play as mother, she explored new
observation. Her symbolic the doll and serving it food. ideas during activity.
play as a doll mother
showcased her understanding Language Development: Her verbal Empathy: Her caring behaviour
and imagination of different actions and interactions with doll towards doll reflected her empathetic
scenarios and roles that exhibit showcased increasing language skills, she disposition.
her cognitive development used words to convey her scenario.
skill. She displayed sense of Emotions: She worked through her
responsibility and empathy as Social and Emotional Skills: Gurveer’s emotions while playing with doll, and
a doll mother exhibited her nurturing behavior and genuine concern expressed her happy, scared and caring
capability to understand and towards doll needs displayed her social and emotions being a doll mother.
react to need of others. While emotional skill development.
her skilful manipulation Self-Expression and Independence:
towards doll showcased her Cognitive Skill: Her symbolic play as doll She boosted the independence as she
physical as well as mother represented that how she utilized her fed, dresses and undressed the doll by
communication development. imagination to create real-life scenario. herself.
(ACECQA, 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
In the doll play activity, Gurveer showcased valuable Physical Development: She refined her fine motor skills
learning development, her imaginative storytelling and while manipulating the doll and pretending to prepare food.
symbolic play demonstrated her cognitive development Social & Emotional Development: Her empathy and caring
as she explored different real-life scenarios and roles. towards doll, enhanced her understanding of social
Her caring attitude towards baby doll highlighted her interactions and emotions.
emotional and social development and she improved her Cognitive Development: Her symbolic play and creative
fine motor skills by carefully manipulating doll. The storytelling, fostered her creativity and critical thinking.
activity nurtured her physical, language, social, (Department of Education, 2022).
emotional and cognitive skill that created a stimulated
learning environment.
THEORY and FRAMEWORKS

PLAC908 PROFESSIONAL EXPERIENCE 2 (0-3 YEARS): DOCUMENTATION, ASSESSMENT AND PLANNING RECORD

Development and Education Theory
The observation well aligns with constructivist theory
that emphasizes the importance of building own
understanding of world through practical experience
and play by children. Gurveer created meaning and
made sense of her surroundings though imaginative
storytelling and role play, and her emphasis on empathy
promoted positive social development, aligns with
theory principles that highlight social collaborations
and learning in a social context. Overall, the activity
supported the theory that children are active learners
and construct knowledge through their experience
PLAC908 PROFESSIONAL EXPERIENCE 2 (0-3 YEARS)
Early Years Learning Framework Principles, Practices, Outcomes
Outcome 1.3: Her role play as a mother enhanced her
understanding of relationships and she explored different
aspects of her identity.
Outcome 1.4: Gurveer’s nurturing behaviour towards baby
doll showcased empathy, care and respect in her
collaborations.
Outcome 2.1: She explored family concept and caregiving
roles, that promoted her understanding of belonging to a
family group.
Outcome 4.2: By role playing and navigating the caregiving
scenarios she created she developed range of skills.

Outcome 5.1: Gurveer verbally interacted with doll and

Each portion of the documentation is to be analysed for pedagogical skills and knowledge demonstrated by the educators.
Play-based Pedagogies
The mentor encouraged
Gurveer to engage in the doll
play, provided her a safe and
helpful environment to explore
her creative imagination and
caregiving role. By providing
doll food and dress props, she
promoted her creativity and
allowed Gurveer to fully
immerse in doll’s mother role.
Furthermore, by asking open-
ended questions about doll
needs and feelings, mentor
stimulated her critical thinking
and reflection. The mentor
extended doll play scenarios
by adding new elements that
further encouraged problem-
solving and imaginative
thinking of Gurveer
(Edwards, 2017)
PEDAGOGICAL SKILLS AND KNOWLEDGE
Teaching Strategies
Communication: By
asking open-ended
and encouraging her
to narrate story and
express her feelings,
she fostered language
development.
Scaffolding: The
educator provided
prompts and
suggestions to extend
her doll play
scenarios and also
encouraged her
problem-solving
skills.
Child-Led
Approach: The doll
play activity revolved
around Gurveer's
stories, choices and
ideas. So mentor
allowed her to take
ownership of her
independent learning
experiences.
narrated her baby care action and stories.
EYLF Educator Evidence Child Development
Outcome 1: Children have a Physical Development:
strong sense of identity As activity required her
Educator acknowledged role- to use fine motor skills,
play of Gurveer as a doll mother, her subtle hand
affirmed her self-identity sense movements, and hand-
and encouraged her to explore eye coordination while
different caregiving roles manipulating the doll and
aspects. serving it food enhanced
Outcome 2: Children are her physical
connected with and contribute development.
to their world
By facilitating discussions about Cognitive
the concept of family and Development: Her
caregiver role, the educator problem-solving skill to
promoted her sense of belonging prepare food and role
to her family group. play as mother fostered
Outcome 4: Children are cognitive skill.
confident and involved
learners Language
By asking open-ended questions Development: Her
and encouraging Gurveer to verbal actions and
express her feelings and stories, interactions with doll
the mentor promoted her to showcased increasing
experience problem solving and language skills, she used
investigation skill. words to convey her
Outcome 5: Children are scenario.
effective communicators
The active verbal interactions
with Gurveer encouraged her to
communicate her play scenarios
and thoughts.

PLANNING

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

To foster an inclusive and nurturing learning environment that help promoting holistic development, empower children
to discover their distinctive interests and abilities while developing essential physical, cognitive, language, social and
emotional skills.
Learning Experience
Learning experience name Doll Play Activity
The doll play is a powerful and creative way for a child to learn and grow holistically.
Experience rationale
By offering an opportunity to engage in play-based doll activity, various skill of a
child can be developed while providing an enjoyable and meaningful learning
environment.
Development and learning goal: Physical development, cognitive, social, language and emotional development
1. Indoor play area set up with play mat, chair and tables
2. Gather and provide dolls, doll clothing, food props and other accessories
Experience outline: 3. Encourage a child to feed, dress and care for their baby dolls
4. Ask open-ended questions and encourage to verbalize the actions
5. Observe the play and facilitate storytelling

Chair, tables, dolls, food props, doll accessories, doll clothing, mat/blanket

A list of materials required with

photo(s):

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

Outcome 1.4: Children learn to interact in relation to others with care, empathy and
respect.

Outcome 2.1: Children develop a sense of belonging to groups and communities and
EYLF child evidence links an understanding of the reciprocal rights and responsibilities necessary for active
community participation.

Outcome 4.2: 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 Introduction 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
will ensure that learning interest and need of child are considered to create an
PLAC908 PROFESSIONAL EXPERIENCE 2 (0-3 YEARS): DOCUMENTATION, ASSESSMENT AND PLANNING RECORD
 PLAC908 PROFESSIONAL EXPERIENCE 2 (0-3 YEARS)
inclusive and vibrant learning experience. The activity aims to foster a sense of
creativity, positive self-identity and of children as the role of nurturing mother.
Body 1. Define concise and clear learning objective for doll play activity while
aligning with EYLF outcomes.
2. Set up designated safe and spacious area and arrange all the materials
required
3. Allow children to liberally engage in doll play, observe her interactions and
imaginative scenarios.
4. Engage in open-ended questions ask provoke her to express her feelings and
emotions.
Conclusion The doll play activity plan was an unquestionable success, provided a child
an enriching learning experience. Also, the implementation plan reaffirmed
value of play-based pedagogies as key factor in supporting child’s learning
and development. The plan will serve as a valuable tool for future planning
and personalized support to encourage each child growth.
Engagement What kind of food do you think baby would like?
questions What do you think the baby doll needs right now?
How can you put your doll to sleep?
Which outfit do you want your doll should wear today?
ACTING and DOING
The following block play is a child-led activity, other play pedagogies include play-
Play pedagogies based learning, scaffolding, reflective practice, learning through exploration and
verbal interaction.
Teaching strategies Scaffolding, Facilitating, Assisting, Verbal interaction and Observing

Outcome 1: Children have a strong sense of identity

Outcome 2: Children are connected with and contribute to their world
EYLF links
Outcome 4: Children are confident and involved learners
Outcome 5: Children are effective communicators

The following activity fostered and nurtured child development through play based
pedagogies. Her imaginative storytelling and symbolic play demonstrated her
cognitive development as she explored different real-life scenarios and roles. Her
Child development caring attitude towards baby doll highlighted her emotional and social development
and she improved her fine motor skills by carefully manipulating doll. The activity
nurtured her physical, language, social, emotional and cognitive skill that created a
stimulated learning environment (Hashmi et al., 2020).

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?

PLAC908 PROFESSIONAL EXPERIENCE 2 (0-3 YEARS): DOCUMENTATION, ASSESSMENT AND PLANNING RECORD
 PLAC908 PROFESSIONAL EXPERIENCE 2 (0-3 YEARS)
Gurveer responded enthusiastically to the doll play activity and immersed herself in her role as caring doll mother,
showed genuine empathy and emotions towards the baby. Using her imagination, she created various narratives and
scenario that included caring, dressing, feeding and putting doll to sleep. The activity helped her to develop key skills
such as cognitive ability, social and emotional skills, creativity, self-identity and language ability. In terms of my role
as an educator was to provide supportive and safe learning environment, I encouraged her symbolic-play, asked
frequent questions and provided positive feedback to her efforts. To support and teach her, I scaffolded the doll play by
offering suggestions and added scenario when needed. Overall, I aimed to foster her language and physical
development and encouraged her understanding and empathy.

References:

ACECQA. (2018). Developmental milestones and the Early Years Learning Framework and the
National Quality Standards.
https://www.acecqa.gov.au/sites/default/files/2018-02/DevelopmentalMilestonesEYLFandNQS.pdf

Department of Education. (2022). Belonging being & becoming: The early years learning framework for
V2.0. https://www.acecqa.gov.au/sites/default/files/2023-01/EYLF-2022-V2.0.pdf

Edwards S. (2017). Play-based learning and intentional teaching: Forever different?. Australasian
Journal of Early Childhood, 42(2), 4–11.

Hashmi, S., Vanderwert, R. E., Price, H. A., & Gerson, S. A. (2020). Exploring the Benefits of Doll Play
Through Neuroscience. Frontiers in human neuroscience, 14, 560176.
https://doi.org/10.3389/fnhum.2020.560176

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