PLAC908 PROFESSIONAL EXPERIENCE 2 (0-3 YEARS)

DOCUMENTATION, ASSESSMENT AND PLANNING RECORD

Context: Name: Ollie, Michaela, Emi, Tessa
A small group of children are riding tricycle up and down the rail in the yard in Age: 15 months- 2years old
the afternoon. Time: 4:41pm-4:43pm
Setting: outdoor in the afternoon play in the yard
Date: 1 Nov, 2023
DOCUMENTATION
Observation method: Running record (Small group)
Ollie, Michaella, Emi and Tessa are playing in the yard where there are 2 tricycles. Michealla is riding a red tricycle, Ollie is riding a
yellow tricycle and Emi is just running along with them. When 2 children with bikes are riding down the rail giggling, Emi is running
along with them giggling to the same direction. Michaella and Ollie are walking up on their bikes towards the top of the rail giggling,
Emi is walking along with them. As soon as they reach to the top, they turn around, start riding down the rail lifting up their legs to
speed up while Emi is running after them. Then another child, Tessa, joins in the play. They all are coming up the top of the rail,
turning around and start running down and riding down when Michella says, ”Ready set!”. This pattern continues for a couple of
time. While they are all coming up the rail, Ollie says “I having a race” to the educator while Michaella is saying “Having a race” too.
They all are racing back down the rail. This time, Ollie is not racing up the rail, but Tessa is running up. Michaella is following Tessa
up with the red tricycle and riding down the rail by herself while Tessa runs down towards Ollie. After that Emi is running down
towards the other children giggling.
ASSESSMENT
Each portion of the documentation above is to be reflected on and identified domains, milestones and dispositions must be lin ked
to where the skill was demonstrated in the observation and referenced.
Domains Milestones Dispositions
Physical: Physical:
The children with the tricycles are using their As Petty (2016), & Iowa State University (2018) stated Children express
gross motor skills by walking up the slightly that chjldren at 2 year old enjoy sitting on small wheeled enthusiasm and
slope rail with the bike between their legs and moving toys as Michaella and Ollie in the observation excitement during
riding down the rail on the tricycles as well as were demonstrating. Some of the children at this age can the play by giggling
fine motor skills to hold the handles of the run with ease and engage in running exercise play as Emi and laughing.
tricycles. Children without tricycles are using and Tessa were running along with Michaella and Ollie. Children also show
their gross motor skills by running up and Social/ Emotional: persistence and
down and walking along with them. Iowa State University (2018) stated that children at age perseverance while
Cognitive: of 18 months to 24 months like to imitate others as riding and running up
The children with bikes understand that lifting Micheall and Ollie were riding along each other and Tessa and down multiple
up their legs while tricycles are going down will joined in the game after observing Emi and other times. Children
help them go faster. children. display confidence in
Language development: Language: their play and in their
They are communicating with each other by Children at 18 months to 24 months old create sentences communication by
giving instructions like “Ready, Set!” and putting nouns and verbs together and use two to three guiding and directing
explaining what they are doing like “Having a word sentences as Ollie was saying “ I having a race” and each other (AGDE,
race!”. Michaella was saying “Having a race” as well as Michaella 2022).
Emotional: was saying “Ready, Steady” (Petty, 2016, & Iowa State
They look like they are enjoying their play as University, 2018).
they are all giggling and having a lot of laps.
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
Throughout this observation, children are learning cause and effect as Language:
they are riding with their legs up when they are riding down the rail as It is evident in the observation that children are
this action helps them to speed up. explaining what they are doing by saying ”I having a
It is shown that children are learning mirroring other children’s actions race!” and giving instructions like “Ready, Steady!”.
and words as Michaella repeating after Ollie saying “I having a race; Science:
Having a race”; Ollie and Michealla both riding tricycles with their legs Throughout this activity in the observation, children are
up; Tessa joins in the game running along with Emi who was giggling experimenting science that when they go down the slope
and running up and down the rail with Ollie and Michaella. with the wheeled toys, they speed up and when they go

PLAC908 PROFESSIONAL EXPERIENCE 2 (0-3 YEARS): DOCUMENTATION, ASSESSMENT AND PLANNING RECORD
 PLAC908 PROFESSIONAL EXPERIENCE 2 (0-3 YEARS)
up the slope rail, they can’t speed up instead they walk
slowly.
THEORY and FRAMEWORKS
Development and Education Theory Early Years Learning Framework Principles, Practices,
Outcomes
Lev Vygotsky’s scaffolding and learning through physical Outcome 1.4.2: Children in the observation approach and
development initiate interactions with each other (AGDE, 2022).
According to Vygotsky, children develop social and cognitive skills as Outcome 3.2.7: Children are manipulating equipment
they develop physical skills including gross and fine motor skills and manage tools with increasing competence and skill
(Beloglovsky & Daly, 2015). (AGDE, 2022).
It was seen in the observation when Michealla, Ollie, Emi and Tessa Outcome 4.1.6: Children manipulate objects and
were growing social skills while two of then riding tricycle and 2 of the experiment with ‘cause and effect’, trial and error, and
are just running and walking along them giggling. Also, they were motion (AGDE, 2022).
growing their cognitive skills that they can speed up when they go down Outcome 4.3.3: Children developed and ability to mirror,
the rail and slow down when they go up the rail with or without tricycle. repeat and practice the actions of others, either
immediately or late (AGDE, 2022).
Outcome 5.1.1: Children engage in enjoyable interactions
using verbal and non-verbal language (AGDE, 2022).
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- as children play in their own Acknowledging their Support and build children’s Children are sitting
pace and choose their play equipment and effort (Arthur et al., skills to participate and under the typical
interactions (Howard, 2017). 2020). contribute to group play and developmental
Co-operative play- as children play Listening to how children projects (Outcome 2.1.6) (AGDE, milestones in each
together where they share intentions by are using language and 2022). strand.
agreeing to ride the tricycles and run and developing their
ride up and down the rail (Howard, 2017). language (Arthur et al.,
2020).
PLANNING
Objective for future holistic learning and development
To help develop gross and fine motor skills as children showed interest in motor skill development activity in the observation.
Learning Experience
Learning experience name Challenging obstacle course
Children showed interest in their gross motor developing activity in the observation.
Experience rationale To further enhance their gross and fine motor skills, developing cognitive skills of
cause and effect as well as supporting their growing confidence of doing things.
As the obstacle course physical skill development set up is a bit challenging for the
children, therefore, it will enhance their mastering physical skills (gross and fine
Development and learning goal: motor) by climbing up the slope climbing frame, standing up on the relatively high
bench compared to their height, figuring out going down the steep wooden plank
while keeping their balance.
Children will be walking on the climbing frames holding to the handles, climbing up
onto the bench, standing up on the bench, walking to the other side of the bench,
Experience outline:
sitting down safely to step on the plank, and walking down the plank by keeping
balance.
Climbing frames, wide frame trestles, a high round bench, a wooden plank

A list of materials required with photo(s):

Children were challenged, perseverance, persistence, achieved, proud, confident and

EYLF child evidence links
overwhelmed after the activity (AGDE, 2022).

PLAC908 PROFESSIONAL EXPERIENCE 2 (0-3 YEARS): DOCUMENTATION, ASSESSMENT AND PLANNING RECORD
 PLAC908 PROFESSIONAL EXPERIENCE 2 (0-3 YEARS)
Children will be invited to the obstacle course set up. Children will be given simple
Introduction
direction of how to go over obstacle course.
Body Children will be directed to the start of the course by walking over the walking frame
by holding the handrail where they develop fine motor and gross motor skill and
keeping balance on stepping on the frame. And then, children will be asked to step
on the trestles to reach up to the round wooden table and stand on it. After that
children will be guided to stand up and walk on the table towards the other side
where they would see the steep plank.
Conclusion When the children reach to the other side of the table, they will be asked to sit down
Implementation to reach the plank with their legs and stand up again to walk down the plank while
plan keeping balance. Children will be encouraged if they look overwhelmed by the height
and wobbliness of the plank. Educator will be holding hands to help them balance and
grow confidence in them.
Engagement Can you please hold the handrail while you are walking on the frame?
questions Could you hold the trestles and step on it?
How are you feeling? I know you can do it, can’t you?
Can you climb up on the table? Let me know if you need help. Now, can you sit down
and can you stand up? Can you walk on your own? Do you need help? How do you
feel?
Do you think you can do it by yourself?
ACTING and DOING
Free play- as children play in their own pace and choose their play equipment and
Play pedagogies
interactions (Sheridan and Howard, 2017).
Scaffolding- children and educator jointly work together to overcome the challenging
obstacle course task within their ZPD. Also, the educator creates warm, supportive
relationship to promote learning. Educator offer encouragement to the children
Teaching strategies
along with the challenges (Arthur et al., 2020).
Directing- educators guide children where and when needed and possible (Arthur et
al., 2020).
Children were challenged, persevered, persisted, achieved, proud, confident and
EYLF links
overwhelmed after the activity (AGDE, 2022).
I have observed that the children are sitting under this physical domain as children
are working towards mastering their physical skills using the obstacle course
equipment, developing their cognitive skills by figuring out ways to overcome
Child development
different obstacles they encounter with the direction of the educator and enhancing
their language skills utilising verbal and non-verbal interactions throughout the play
(Petty, 2016, & Iowa State University, 2018).

Documentation and/or digital evidence of

implementation, acting and doing
As shown in the photo, it was an actual set up for the activity.
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?
This set up activity was the most popular activity among the children. At the beginning they looked bit of direction and support
from educator to use the equipment as it was a bit challenging than their typical obstacle course. Some of the children needed help
from the start till the finishing line. Some overcame the task with a bit of direction and support. As children are not the same in
terms of their developmental milestones but with the proper direction, support and encouragement, most of the children were
able to go through the obstacle course on their own after a few trials.
Where to next?
I would change the set up a bit more challenging including a variety of equipment including the balls, cones, football nets, logs to
walk on and rock climber for the next set up to enhance their physical, cognitive, language, social and emotional development
further.

PLAC908 PROFESSIONAL EXPERIENCE 2 (0-3 YEARS): DOCUMENTATION, ASSESSMENT AND PLANNING RECORD
 PLAC908 PROFESSIONAL EXPERIENCE 2 (0-3 YEARS)
References:
Arthur, L., Beecher, B., Death, E., Dockett, S., & Farmer, S. (2020). Programming and planning in early childhood settings (8th
ed.). Cengage Learning Australia

Australian Government Department of Education [AGDE] (2022). Belonging, Being and Becoming: The Early Years Learning
Framework for Australia (V2.0). Australian Government Department of Education for the Ministerial Council.

Beloglovsky, E., Daly, L. (2015). Early Learning Theories made Visible. Redleaf Press

Garvis, S., Phillipson, S., Clarke, S., Harrison, L., McCormack, J., & Pendergast, D. (2019). Child Development and
Learning. Australia, Victoria Oxford University Press.

Howard, J. (2017). Mary D. Sheridan’s Play in Early Childhood (4th ed.). Taylor & Francis.

Iowa State University. (2018). Ages and Stages. https://store.extension.iastate.edu/product/5021

Irving, E., & Carter, C. (2018). The child in focus: Learning and Teaching in Early Childhood Education. South Melbourne,
Victoria, Australia Oxford University Press.

Petty, K. (2016). Developmental Milestones of Young Children. Redleaf Press Revised Edition. (Chapters 7 -10).

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