PLAC910 PROFESSIONAL EXPERIENCE 4 (Capstone)

DOCUMENTATION, ASSESSMENT AND PLANNING RECORD

Context: Playing basketball (small group Children: Jesse (Age: 1,8 years old)
observation) Observer: Ariunzaya Enkhbat
Technique method of the observation: Anecdote Date: 23/02/2024
DOCUMENTATION
When we were playing outside, Aidan, Jesse and Amaia played basketball together. Firstly, Aidan throw basketball
into the hook and clapped his hand, Jesse decided to put his ball into the hook. He used his both hands to held
the ball and tried to reach up to the hook and aimed to do the goal. He successfully made the goal and
cheered with smile. When ball rolled to the other side of the play area, he run and caught the ball then he
walked to the hook by holding his ball with his both hands. This time Jesse couldn’t make the goal however
he run to the ball and bend down to get the ball and tried again. At the same time, Aidan jumped and threw
ball to the hook and made goal. After observing Aidan, Jesse attempted to jump and threw ball to the hook,
however he couldn’t do goal. After Jesse’s attempt, Amaia wanted to join and took the ball and made a goal.
After several times of attempt, I noticed that children loose balls to the other side of the fence. So, I decided
to move the hook to the middle of the playground so children can get their balls.

Analysis of learning:

I aimed to develop children's physical skills such as fine and gross motor skills through this activity. During this activity,

PLAC910 Professional experience 4 (Capstone): Documentation, assessment and planning record ARIUNZAYA ENKHBAT IKO000047X
 PLAC910 PROFESSIONAL EXPERIENCE 4 (Capstone)

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
Cognitive This observation links to Jesse was showing
 It is evident that Jesse was developing his Developmental milestones by dispositions as following
cognitive skills by noticing similarities and (Australian Government

PLAC910 Professional experience 4 (Capstone): Documentation, assessment and planning record ARIUNZAYA ENKHBAT IKO000047X
 PLAC910 PROFESSIONAL EXPERIENCE 4 (Capstone)
differences and recognising the colours EYLF and NQS - Department of Education
(Kearns, 2017). Physical: [AGDE] (2022):
Physical - Exhibits hand Enthusiasm: Jesse was
 Through this activity, Jesse was developing preference (Using right feeling joyful and motivated
his fine motor skills to manipulate the hand and fingers to towards an experience,
pictures and placed them in the correct spot manipulate pictures) activity or task (Arthur, 2010).
(Belogovsky & Daly, 2015). (Australian Confidence:
Language/Literacy Government Jesse was confident in
 Jesse was understanding my questions and Department of naming the items on the
responded to me by verbally (Australian Education [AGDE] picture (Arthur, 2010).
Government Department of Education (2022). Persistence:
[AGDE] (2022). Cognitive: Jesse was persistent through
- Uses objects and the activity and completed the
materials to build activity (Kearns, 2017).
things (sticking the
pictures in the right
spot)
- Jesse answered my
questions
Language:
- Answers questions by
educator (Australian
Government
Department of
Education [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
Language and literacy: Language and literacy:
Expressive language – Jesse responded and expressed Jesse was able to understand educator’s questions
himself verbally. and responded verbally. He was extending his
Jesse was learning new vocabularies while engaging in the vocabulary by naming the items on the pictures
activity (Kearns, 2017). (ACARA, n.d.).
THEORY and FRAMEWORKS
Development and Education Theory Early Years Learning Framework Principles,
Practices, Outcomes
According to the observation, Jesse’s learning links to Lev Principles: Secure, respectful and reciprocal
Vygotsky’s Sociocultural theory that explains child’s cognitive relationships – Jesse’s learning supported by me that

PLAC910 Professional experience 4 (Capstone): Documentation, assessment and planning record ARIUNZAYA ENKHBAT IKO000047X
 PLAC910 PROFESSIONAL EXPERIENCE 4 (Capstone)
development and learning skills can be guided during their he can feel safe, respected and valued.
social engagement (Beloglovsky & Daly, 2015). Practices: Holistic, integrated and interconnected
approaches – I pay attention to Jesse’s learning such
as cognitive, physical and language development.
Based on Jesse’s learning and interest, I planned
follow up to extend his interests and learning.
Outcome 4: 4.1 – Jesse developed dispositions for
learning such as curiosity (Jesse interested in
caterpillar book and related play activities),
confidence (confident in naming the items) and
independence (Australian Government Department of
Education [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
Inquiry-based Questioning – ask Outcome 4: Children are During this play Jesse
This activity encouraged Jesse to questions to know confident and involved developed his
investigate and explore (Howard, Jesse’s interest and learners language skills by
2017). development (Arthur I observed Jesse’s understand and
et al., 2020). interaction and engagement responded to my
Noticing – knowing carefully to recognise and open-ended questions
and planning what to value Jesse’s participation (Kearns, 2017).
do to extend Jesse’s in his play. I link Jesse’s
interest (Arthur et al., play into learning to plan
2020). activity to support his
Facilitating – Provide learning and development
Jesse the learning (Australian Government
materials to use in his Department of Education
play (Arthur et al., [AGDE] (2022).
2020).
PLANNING
Objective for future holistic learning and development
Based on this activity, I would like to further develop Jesse’s language skills by reading a book related to his interest in
the very hungry caterpillar.
Learning Experience
Learning experience name Reading “Australian animals with the very hungry caterpillar” book.
I will provide learning space that is safe and inviting with the book “Australian
Experience rationale
animals with the very hungry caterpillar”.
Development and learning goal: I aiming to develop Jesse’s language skill and extend his vocabulary.
Experience outline: I will prepare the soft mat to children sit down and read a book with me.

PLAC910 Professional experience 4 (Capstone): Documentation, assessment and planning record ARIUNZAYA ENKHBAT IKO000047X
 PLAC910 PROFESSIONAL EXPERIENCE 4 (Capstone)
A list of materials required with - Mat that children can sit down
photo(s): - Australian animals with the very hungry caterpillar book
Outcome 5: Children are effective communicators
5.1. Children interact verbally and non-verbally with others for a range of
purposes – Jesse will respond verbally and non-verbally to what he sees, hear,
touch and feel (Australian Government Department of Education [AGDE]
EYLF child evidence links
(2022).
5.2. Children engage with a range of texts and gain meaning from these texts –
Jesse will listen to the story book and responded the questions related to the
story.
1. Prepare the activity area with related resources above
2. Invite children to sit down and read a book with me and touch and feel
Introduction
the textures of the book.
3. Ask open-ended questions related to the book
Body During the experience, I will ask open-ended questions to extend Jesse’s
learning and understanding of the book. During the activity, I encourage Jesse
to express himself verbally and learn colours, name the animals and feel the
textures of the book.
Implementation
Conclusion As a result of this activity, Jesse was extending his vocabulary and developing
plan
his language skills by communicating with me verbally. Jesse named all the
animals in the book and felt the textures of the book that attract his interest.
Naming the animals and recognising the colour developed Jesse’s language
skill.
Engagement - What is this animal?
- Where is the caterpillar?
questions
- What colour is this animal?
- Where is the caterpillar?

ACTING and DOING

- Adult-led
Play pedagogies To provide and maintain safe-welcoming learning environment for Jesse
and other children who is willing to engage in (Howard, 2017).
Questioning – Asking open-ended questions to extend Jesse’s interest and
language skill.
Teaching strategies
Acknowledging – Knowing Jesse’s behaviour and give positive feedback
without judgement on his engagement (Arthur et al., 2020).
EYLF links Learning environment – Set up learning environment that is welcoming and
related to Jesse’s interests and previous observation.
 Outcome 5: Children are effective communicators
5.1. Children interact verbally and non-verbally with others for a range of
purposes – Jesse responded verbally to what he saw, heard, touched and felt
while reading the book (Australian Government Department of Education

PLAC910 Professional experience 4 (Capstone): Documentation, assessment and planning record ARIUNZAYA ENKHBAT IKO000047X
 PLAC910 PROFESSIONAL EXPERIENCE 4 (Capstone)
[AGDE] (2022).
5.2. Children engage with a range of texts and gain meaning from these texts –
Jesse listened to the story book and responded the questions related to the
story. (Australian Government Department of Education [AGDE] (2022).
According to the observation, Jesse’s learning linked to Lev Vygotsky’s
Sociocultural theory that explains child’s cognitive development and learning
Child development
skills can be guided during their social engagement (Beloglovsky & Daly,
2015).
Documentation and/or digital
evidence of implementation, acting
and doing

PLAC910 Professional experience 4 (Capstone): Documentation, assessment and planning record ARIUNZAYA ENKHBAT IKO000047X
 PLAC910 PROFESSIONAL EXPERIENCE 4 (Capstone)

PLAC910 Professional experience 4 (Capstone): Documentation, assessment and planning record ARIUNZAYA ENKHBAT IKO000047X
 PLAC910 PROFESSIONAL EXPERIENCE 4 (Capstone)

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?
As I followed up on Jesse's interest and further developed his language skills, I read a book about Australian animals
with caterpillars. During the activity, I asked open-ended questions to promote Jesse's language skills, such as "What is
this animal?, Where is the caterpillar?, what colour is this animal?" etc. When I asked "Where is the caterpillar?", he
replied and said "There" and pointed at the caterpillar with his index finger. During the activity, Jesse was pointing at

PLAC910 Professional experience 4 (Capstone): Documentation, assessment and planning record ARIUNZAYA ENKHBAT IKO000047X
 PLAC910 PROFESSIONAL EXPERIENCE 4 (Capstone)
the animals and naming their names and colours, such as the kangaroo, frog, fish, crocodile, and koala, with me
developed his language skill and extend his vocabulary.

During the activity, Jesse felt the book's textures, such as smooth, bumpy, shiny, furry, etc. He was also making the
sound of the crocodile, "snap, snap". While looking at the book, Jesse used his right hand and his right index finger to
point at the animals in the book. Also, he used his right palm to feel the texture of the book.

Analysis of learning:

Jesse was very interested in this activity and engaged until the end with persistence. During the activity, he was naming
the names of the animals with me to develop his vocabulary. He used his fingers and palms to feel the textures of the
book to develop his fine motor skills. He was sharing his space with his friends and taking turns to touch the book. He
also understood the questions from the educator and responded verbally. During the activity, he developed his
language skills to name the animals and learned new vocabulary such as fury, smooth, bumpy, etc.

REFERENCE
ACARA. (2022). The Australian Curriculum. The Australian Curriculum V9.0: https://v9.australiancurriculum.edu.au/
Arthur, L. (2010). The Early Years Learning Framework: Building confident learners. Early childhood 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.
https://www.acecqa.gov.au/sites/default/files/2023-01/EYLF-2022-V2.0.pdf
Belogovsky, M., & Daly, L. (2015). Early Learning Theories Made Visible. Redleaf Press.
Clarke, J. (2021). Playful Learning Spaces for Babies and Toddlers. The Empowered Educator Online.
https://www.theempowerededucatoronline.com/2017/08/playful-learning-spaces-for-babies-and-
toddlers.html/
Department of Education. (2018). Developmental milestones and the Early Years Learning Framework and the
National Quality Standards. Department of Education.
Howard, J. (2017). Mary D. Sheridan’s Play in Early Childhood: From Birth to Six Years. Taylor & Francis Group.
Kearns, K. (2017). Frameworks for Learning and Development. Cengage Learning Australia.
Nolan, A. (2015). Theories into Practice: Understanding and Rethinking Our Work with Young Children and the
EYLF. Essential Resources Educational Publishers Ltd., Essential Resources Educational Publishers
Ltd.Irving & Carter (2018).
Irving, E., & Carter, C. (2019). The Child in Focus EBook: Learning and Teaching in Early Childhood Education.
Oxford University Press Australia & New Zealand, Oxford University Press Australia & New Zealand.
Petty, K. (2016). Developmental Milestones of Young Children. Redleaf Press.

PLAC910 Professional experience 4 (Capstone): Documentation, assessment and planning record ARIUNZAYA ENKHBAT IKO000047X