PLAC907 PROFESSIONAL EXPERIENCE 1 (3-5 YEARS)

DOCUMENTATION, ASSESSMENT AND PLANNING RECORD

Context: Date: March 20
Time: 11:10 am to 11:30 am
Children’s name: Ginul (left) and Yahya(right)
Location: indoor art corner
DOCUMENTATION

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
Physical development: When Yahya and Ginul
stretch out, carefully put their hands, and apply
pressure to make their handprints on the Harmony
Tree, it takes physical coordination and control to do Week, pre-schoolers Ginul and
so (Walker, 2011).
Creative Expression: Yahya and Ginul give the
Harmony Tree a touch of personality and
inventiveness by imprinting their handprints on it.
This gives children the chance to investigate artistic
expression in a purposeful setting (Walker, 2011).
ASSESSMENT
Milestones Dispositions
As they engaged in a group activity By utilising the colour orange to imprint their handprints
that promoted inclusion and on the Harmony Tree during Harmony Week, Yahya and
togetherness during Harmony Ginul displayed several early childhood tendencies. First
and foremost, they demonstrated a feeling of community
Yahya both accomplished important and acceptance of difference by actively participating in a
early life milestones. They group endeavour to add to the Harmony Tree. Second, by
acknowledged and celebrated being open to taking part, they demonstrated their
difference by putting their orange- curiosity to try new things and gaining self-assurance in
dipped handprints on the Harmony their ability to express themselves artistically (ACECQA,
Tree. They showed developing 2021).. Further demonstrating their collaboration and
social skills by working with others appreciation for one another's contributions, their joint
to complete a shared task through effort to add their handprints to the tree promoted good
this little but meaningful deed social relations and empathy for others. Through this
(Australian Children's Education exercise, Ginul and Yahya embodied important traits
and Care Quality Authority necessary for their early childhood development
ACECQA, 2018). They also holistically in addition to celebrating harmony (ACECQA,
demonstrated their developing 2021).
cognitive and emotional
development by participating in a
group exercise and adhering to
instructions. A significant turning
point in their social and emotional
development process was reached
when they had this experience,
which not only helped them feel
proud of and at home in their
cultural background but also set the
groundwork for appreciating and
comprehending the differences in
others (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

PLAC907 PROFESSIONAL EXPERIENCE 1 (3-5 YEARS): DOCUMENTATION, ASSESSMENT AND PLANNING RECORD
 PLAC907 PROFESSIONAL EXPERIENCE 1 (3-5 YEARS)
Unity and Inclusion: Yahya and Ginul discover the importance of inclusion and cooperating
peacefully despite differences by adhering to the harmony tree exercise and leaving their
handprints on it (ACECQA, 2020).
Artistic Expression: Yahya and Ginul investigate creative expression and creativity while
discovering how colours and symbols may have significance via making handprints in the
colour orange (ACECQA, 2020).
Communication: Yahya and Ginul improve their language
abilities by vocally expressing their ideas, feelings, and
thoughts via conversations about Harmony Week and
their involvement in the event (Australian Curriculum,
Assessment and Reporting Authority (ACARA), n.d.).
Visual Arts: The artful expression, colour blending, and
spatial knowledge that come from placing handprints on
the harmony tree complement the goals of the visual arts
curriculum (ACARA, n.d.).

THEORY and FRAMEWORKS

Development and Education Theory
Several developmental and pedagogical ideas are reflected in Yahya and Ginul's Harmony
Week project, which involves using orange paint to imprint their handprints on the harmony
tree. The Sociocultural Theory of Lev Vygotsky is one theory that fits along with this
exercise. To understand and grow children, Vygotsky highlighted the significance of social
contact and cultural background (guide, 2023). Yahya and Ginul benefit from cooperative
learning, idea sharing, and knowledge growth as they work on this project together.
Cognitive growth and cultural awareness are fostered by their interactions with the
environment and one another. Furthermore, as the activity incorporates handprints as a
means of physical expression and engagement, it is related to Howard Gardner's Theory of
Multiple Intelligences, namely the bodily-kinaesthetic intelligence. Moreover, the usage of
orange may represent inventiveness and zeal, aligning with Erik Erikson's Psychosocial
Theory, which emphasises children's development of initiative and industry. Yahya and
Ginul grow socially, cognitively, and emotionally via this activity, supporting these
educational ideas while also making a visual contribution to the depiction of harmony
(guide, 2023).
Early Years Learning Framework Principles, Practices,
Outcomes
Yahya and Ginul took part in an activity called "Harmony
Tree" during which they had to place their orange
handprints on the tree. First, by adding to the harmony
tree, the children celebrate cultural variety and
demonstrate principle 4 of respect for diversity and
inclusion. Second, the exercise exemplifies the first of the
Holistic Approaches practices by including Yahya and
Ginul in a physical, emotional, and cognitive engagement
while they imprint their handprints, supporting their
holistic development. Thirdly, the children use their
handprints to express their uniqueness and to foster a
sense of belonging to a peaceful community, so
addressing the EYLF's Outcome 1, which is focused on
children having a strong sense of identity (Outcome 2)
(Lorina, 2015). Furthermore, when children express
themselves creatively and grow through play, Outcome 4
is emphasised. Ultimately, this exercise promotes a
feeling of identification, belonging, and respect for others
in the classroom while honouring cultural variety and
assisting Yahya and Ginul's overall growth (Lorina, 2015).

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
Collaborative play: Through this practice,
which promotes collaboration, Yahya and
Ginul work together to paint a picture of
harmony. They might either dip their hands
in paint or decide where to place their
handprints on the tree to promote
cooperation and teamwork (ACECQA, 2023).
Imaginary Play: As they place their
handprints on the Harmony Tree, Yahya and
Ginul are encouraged to imagine
themselves as a member of a larger
community where variation is welcomed. It
could make them think about how each
handprint represents a unique person who
has contributed to the beauty of the tree
(ACECQA, 2023).
Teaching Strategies EYLF Educator Evidence Child Development
Several teaching tactics were used to During Harmony Week, Important developmental
promote Ginul and Yahya's creative process Ginul and Yahya connected stages for Ginul and Yahya
and involvement during Harmony Week, much educator evidence to are represented by using
when they were requested to print their the Early Years Learning orange to handprint on
handprints using orange colours on the Framework (EYLF) by using the harmony tree during
Harmony Tree. First, demonstration was the colour orange to stamp Harmony Week (Hoffman,
very important. Ginul and Yahya were able their handprints on the 2017). Children's fine
to grasp the procedure and were confidence harmony tree. First, motor abilities are
in their skills since the educator because it emphasises physically strengthened as
demonstrated several hand printing variety and fosters a feeling they carefully apply the
techniques. The instructor was crucial in of community inside the paint and press their
encouraging the children to express classroom, the activity hands on the tree. Their
themselves artistically by giving them meets Outcome 2: creativity and imagination
encouraging remarks and creating a Community Connection are developed via this
nurturing atmosphere. By giving Ginul and (Lorina, 2015). Ginul and practice as they explore
Yahya the freedom to collaborate, they Yahya were fully engaged colours, textures, and
were able to coordinate their efforts to add with the community and artistic self-expression.
to the Harmony Tree and foster social exhibiting respect for While children choose
interaction and collaboration (Petit Early people from other origins where to put their

PLAC907 PROFESSIONAL EXPERIENCE 1 (3-5 YEARS): DOCUMENTATION, ASSESSMENT AND PLANNING RECORD
 PLAC907 PROFESSIONAL EXPERIENCE 1 (3-5 YEARS)
Learning Journey, 2020). A feeling of and cultures by taking part handprints on the tree, it
community was also fostered in the in the Harmony Week also helps them develop
classroom as introspection was encouraged, celebration and adding to cognitively by
leading Ginul and Yahya to talk about their the harmony tree. strengthening their
artwork, exchange ideas, and think on the problem-solving skills. By
meaning of Harmony Week. This helped their joint engagement
them to better comprehend the concept. and celebration of
Together with producing meaningful difference, they are
artwork, Ginul and Yahya were able to promoting social and
acquire critical social, emotional, and emotional growth and
cognitive abilities thanks to these emotionally strengthening
instructional techniques (Petit Early their sense of
Learning Journey, 2020). togetherness and
belonging as they work to
build the harmony tree
(Hoffman, 2017).
PLANNING
Objective for future holistic learning and development

• Encourage Ginul and Yahya to reflect on the significance of Harmony Week while wearing the colour orange, which signifies diversity and
inclusiveness. By participating in this activity, children will have a greater understanding of different cultures and practices, increasing
tolerance and admiration for diversity.
• Give Ginul and Yahya a collaborative platform to collaborate on the Harmony Tree project while encouraging collaboration, cooperation, and a
sense of belonging. They will acquire social skills such as communication, empathy, and understanding as they share ideas and cooperate
towards a common goal, all of which will contribute to a peaceful learning environment.
• To include Ginul and Yahya in the process of printing their handprints, which requires careful coordination and control over hand motions. This
tactile experience will help them improve their fine motor abilities, such as grip strength and hand-eye coordination, which will help them
develop physically as a whole.

Learning Experience

Learning experience name Magical colors

Through observation and conversations with Ginul and Yahya, I discovered a great willingness to
experiment with colours throughout painting sessions. They are fascinated by the way different colours
Experience rationale
blend to create new shades. This programme aims to leverage on children's enthusiasm for painting by
offering them the opportunity to explore with colours combining in an enjoyable and active environment.
The purpose of this learning experience is to improve Ginul and Yahya's grasp of colour mixing while also
Development and learning goal:
encouraging their innovative thinking and hand-eye coordination.
A special painting station will be assembled with a variety of paint colours, mixing palettes, brushes for
painting, and canvas. The station is going to be situated in a brightly lighted location with lots of room for
children to play and go around (Currie, 2022). The main colours—yellow, blue, and red—will be the
Experience outline:
starting points for each child's mixing palette. Encouraged to explore the miracle of colour
transformation, they will be given the opportunity to attempt blending different colours to create new
shades (Currie, 2022).
Painting brush, painting paper and canvas, aprons to protect their clothes, colours and palettes, paper
towel and so on (Smith, 2024).

A list of materials required with photo(s):

EYLF OUTCOME 4: Learning through play (ACECQA, 2022).

EYLF child evidence links
EYLF OUTCOME 5: Communication (ACECQA, 2022).
Explain to Ginul and Yahya that they will be learning colour mixing today. Show them the main colours
Introduction
and briefly show how combining them results in different colours.
Implementation plan
Body Give each child a colour pallet and primary colour paints. Encourage children to explore with combining
different colours and observing the results. Provide direction and suggestions to encourage their critical

PLAC907 PROFESSIONAL EXPERIENCE 1 (3-5 YEARS): DOCUMENTATION, ASSESSMENT AND PLANNING RECORD
 PLAC907 PROFESSIONAL EXPERIENCE 1 (3-5 YEARS)
thinking, such as asking what occurs if they mix red and blue. Allow children to experiment and design
their own combinations of colours on papers or canvases.
Conclusion Bring children together to discuss their works. Invite them to discuss their favourite colour combinations
and find out what they learned about combining various colours (Lorina, 2015).

Engagement Can you tell me what kind of techniques you used to paint this?
questions I want to know why you decided to choose these colours, would you mind telling me?
Do you want to share how you felt while doing the artwork? (Lorina, 2015)

Play-based pedagogies will be used to promote imaginative thinking, discoveries, and perceptual
engagement during Ginul and Yahya's painting session. Whereas scheduled activities will offer direction
and inspiration, open-ended play will let children express themself without limitations. Experimentation
Play pedagogies
and improved senses of touch may be fostered through sensory play with various painting materials.
Along with encouraging imaginative play, this will enable students to use their artwork to tell stories or
narratives (Starnes, 2023).
Teach Ginul and Yahya different painting styles by showing them how to make efficient use of various
equipment and supplies. They will have visual direction and inspiration for their own artwork from this.
Encourage Ginul and Yahya to paint by giving them encouragement and good feedback. This will help
them feel more motivated and confident (Petit Early Learning Journey, 2020). A supportive learning
Teaching strategies atmosphere will be created by allowing children to express their ideas without worrying about being
judged. Give Ginul and Yahya the chance to think critically about their artwork and talk about the aspects
they appreciate and might do better. They will have a stronger grasp of their own creative process and be
able to think critically as a result (Petit Early Learning Journey, 2020).

Principle 4: Respect for diversity

Practice 4: Intentional Teaching
EYLF links
Outcome 4: Children are involved learners.
(ACECQA, 2022).
Ginul and Yahya's fine- motor abilities are developed when they use brushes, paints, and other
instruments during painting, which requires complex hand motions and coordination. Decision-making,
especially resolving issues and perception of space are among the cognitive talents that painting fosters
Child development
as Ginul and Yahya organise and carry out their artistic concepts (Hoffman, 2017).

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?

PLAC907 PROFESSIONAL EXPERIENCE 1 (3-5 YEARS): DOCUMENTATION, ASSESSMENT AND PLANNING RECORD
 PLAC907 PROFESSIONAL EXPERIENCE 1 (3-5 YEARS)
Ginul and Yahya actively participated in the painting exercise and gave their entire attention to it. To convey their thoughts on the canvas, they
experimented with various colours, methods, and materials. The children were able to express themselves openly themselves via their artwork, which
helped to meet the learning aim, which was to promote self-expression and discovery via painting (Aussie Childcare Network, 2023).. Ginul and Yahya
unexpectedly partnered on an artwork, exhibiting cooperation as well as collaboration by sharing ideas and supplies. Throughout the session, my job was
to help their discovery by providing direction on painting methods and supplies, encouraging and praising them, and creating an atmosphere of
encouragement for their creativity to blossom. I encouraged the children by demonstrating various painting approaches, pushing them to think critically
about what they had done, and creating opportunities for teamwork. After giving it some thought, I may consider implementing more structured
recommendations to boost their imagination and increase their knowledge. To continue fostering their originality and inventiveness, I want to teach
them other diverse painting methods and subjects in the future (Aussie Childcare Network, 2023).

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PLAC907 PROFESSIONAL EXPERIENCE 1 (3-5 YEARS): DOCUMENTATION, ASSESSMENT AND PLANNING RECORD