PLAC908 PROFESSIONAL EXPERIENCE 2 (0-3 YEARS)

DOCUMENTATION, ASSESSMENT AND PLANNING RECORD

Context: Name: Hadassa and Lola
Children are sitting between the play Age: 1 year 8 months.
setup to develop hand-eye coordination Time: 8:45 am -8:48 pm
and fine motor skill. Date: 25 Oct, 2023
Setting: in the hand-eye coordination play corner indoor
Educator: Meg
DOCUMENTATION
Running record:
Lola and Hadassa are sitting on the indoor grass mat with buckets and plastic rectangle worms in their hands. They are
engaging in a parallel play. Lola is holding a blue worm and inserting into the bucket through the hole in the lid while
Hadassa is inserting a red worm through the hole into the bucket. As soon as they insert the worms inside the buckets,
they are grabbing another worms nearby. This time Lola is inserting 2 worms in a row into the bucket. Hadassa is
banging the lid with the red worm and is attempting to open the lid but Hadassa is distracted with a child nearby. Lola
is moving her body to pick up the green worm nearby and shifting the worm to her right hand. This time Lola can’t
insert the worm into bucket and showed frustration by screaming. So, Lola is reaching out her hands with a worm and
a bucket to an educator for help. Meanwhie, Hadassa is looking lost interest in the play and is moving away the play
area. Educator is trying to get Lola do it by saying “You can do it! Let me show you and help you!”. As soon as she sees
the worm gets through the hole, Lola is reaching out her arms to pick up another one.
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
Physical: Lola and Hadassa can both sit down Physical: Lola and Hadassa looked Lola and Hadassa showed
picking up and inserting the worm through the enjoying to sit down and do the • Curiosity
hole. Hadassa is attempting to open the lid. activity (Iowa state university, • Persistence
Language: Lola and Hadassa were not talking but 2018). • Perseverance
Lola used gestures and actions intentionally. Social and Emotional: Hadassa • Enthusiasm
Cognitive: Lola and Hadassa are learning that the initiates separation from
worm can slip through the hole into the bucket. caregivers by wandering off the
Developing their hand-eye coordination skill. play area while Lola looks for
Social: They are engaging in a parallel play. significant adult nearby to seek out
Emotional: Lola showed her frustration by help (Petty, 2015).
screaming while Hadassa showed banging the Cognitive: Lola and Hadassa are
worm on the lid. enjoying container play (Petty,
2015).
Language: Lola and Hadassa use
gestures and actions intentionally
to show what they want (Petty,
2015).
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
Lola and Hadassa are engaging in hand-eye coordination STEM: Lola and Hadassa are learning to problem solve and
development activity. They are engaging in cause and cause and effect by inserting rectangular plastic worm
effect activity and learning to problem solving. through the hole in the lid.
THEORY and FRAMEWORKS
Development and Education Theory Early Years Learning Framework Principles, Practices,
Outcomes

PLAC908 PROFESSIONAL EXPERIENCE 2 (0-3 YEARS): DOCUMENTATION, ASSESSMENT AND PLANNING RECORD
 PLAC908 PROFESSIONAL EXPERIENCE 2 (0-3 YEARS)
Vygotsky’s ZPD: Lola and Hadassa showed what they Outcome 4.1.2: are curious and enthusiastic participants in
could do the activity on their own without educator’s their learning
assistance but seek out help when needed (Vygostky, Outcome 4.1.9: persevere and experience the satisfaction
1978 as cited in Irving & Carter, 2018). of achievement (AGDE, 2022)
4.2.1: use trial and error to explore different possibilities
through ‘cause and effect’
4.2.8: manipulate objects and experiment with ‘cause and
effect’, trial and error, and motion (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 EYLF Educator Evidence Child Development
Strategies
Lola and Hadassa are engaging in Modelling 4.1.2: provide learning environments Lola and Hadassa
parallel play (Arthur et al., 2020). Directing that are flexible and open-ended are showing a
Acknowledging 4.1.9: include a growth mindset typical
Co-constructing model in their everyday activities developmental
(Arthur et al., 4.2.1: plan learning environments milestone.
2020). that are flexible, with appropriate
levels of challenge where children are
encouraged to explore, experiment
and take appropriate risks in their
learning (AGDE, 2022)
4.2.8: provide resources for very
young children to explore the
properties of materials through
manipulating, rotating, collecting,
transporting and positioning (AGDE,
2022)
PLANNING
Objective for future holistic learning and development
To have high expectations from Lola and Hadassa, further develop their hand-eye coordination skill
Learning Experience
Learning experience name Building tower with sticks or sticking the stick in the hole.
Experience rationale Lola and Hadassa showed an interest in hand-eye coordination activity.
Development and learning goal: Children will further develop their hand-eye coordination skill.
Children will be given a foam board with holes and sticks. Children will stick the
Experience outline: sticks in the holes and stacking up the sticks on top of each other to make it
taller.
Boards with holes, sticks in many colors.
A list of materials required with
photo(s):

Children will be encouraged, feeling sense of achievement, perseverance,

EYLF child evidence links
persistence and acknowledged.
The mats and the sticks will be displayed in the play area. Children will be
Introduction
Implementation invited to take part in the play.
plan Body Children will be modelled how to use the sticks and how to stick them in the
hole and how to stack them up.

PLAC908 PROFESSIONAL EXPERIENCE 2 (0-3 YEARS): DOCUMENTATION, ASSESSMENT AND PLANNING RECORD
 PLAC908 PROFESSIONAL EXPERIENCE 2 (0-3 YEARS)
Conclusion Children will be encouraged to stick all the stick in each hole of the mat.
Children’s efforts will be acknowledged.
Engagement Can you stick the sticks in the hole like this? Can you grab more sticks and try?
questions Now, can you stack them up to make it taller? Good job! Well done!
ACTING and DOING
Children will be engaging in a parallel play as they would like to possess one
Play pedagogies
mat on their own (Arthur et al., 2020).
Teaching strategies acknowledging, directing, demonstrating, instructing (Arthur et al., 2020)
EYLF links Acknowledged, sense of achievement, confident, supported, persisted.
Children are displaying typical milestones.
Child development I have observed that the children are sitting under physical and cognitive and
social, emotional domain.
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?
The learning goal has been achieved. At the beginning, children looked struggling but after educator’s demonstration
and instructing, they were able to play as many times as they could. Some of them looked struggling but they looked
concentrated and persisted after trial and errors. In this activity, educator was mainly guiding children if they look
challenged. Children were acknowledged with verbal encouragement.
For what next activity, children will be challenged by inserting pipe cleaners or Q-tip through the equipment with small
holes.

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.

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