PLAC907 PROFESSIONAL EXPERIENCE 1 (3-5 YEARS)

DOCUMENTATION, ASSESSMENT AND PLANNING RECORD

Context: Date: 26/03/2024
12 O’clock Afternoon
DOCUMENTATION
Jessica happily joins her companions on the mats as children assemble for group time, smiling as she walks into the room. She
takes a seat next to her friend Daisy and starts a lively conversation with her. Jessica eagerly joins in, clapping her hands in time to
the welcome song sung by Mr. James and Miss Lisa, the educators, to start off the session. She appears to love the song and pays
great attention to the lyrics, demonstrating her ability to listen. Jessica watches the storyteller intently as she sits during the
subsequent storytelling session. Every now and then, she whispers to Daisy, Ian and Sarah about her opinions on the narrative.
Jessica eagerly raises her hand in response to the teacher's queries concerning the plot, indicating that she is interested in the story.
Daisy, Ian and Sarah were looking at Jessica and smiling. The group then uses colourful blocks for a counting exercise. Jessica
jumps right in and counts the blocks carefully arranging them in the right sequence. She properly recognizes the numbers and
arranges the blocks in the appropriate order, demonstrating a strong mathematical grasp. The educators lead the group in a
conversation about the impending outside playtime as the session draws to an end. Jessica shows off her social skills and her ability
to interact with her peers by enthusiastically sharing her ideas for outdoor games.

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
Social skills through communicating Children were delighted and
Social and emotional development with educators and sharing personal charmingly screaming.
Language development experiences, such as when a child
mentions that he is feeling fantastic. As the teacher read the book to
the class, children were paying
attention.
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
Children have been taught about various emotions, such as joy and Language and literacy: Meet-and-greets allow children to
sorrow, as well as moods like excitement and laziness. communicate their emotions.
THEORY and FRAMEWORKS
Development and Education Theory Early Years Learning Framework Principles, Practices,
Outcomes
A child's cognitive growth and capacity for learning can be Group time helps children socialise by letting them talk to
directed and moderated by their social interactions, in accordance each other, share stories, and work together on projects. This
with Vygotsky's theory of social development. His theory, principle places a strong emphasis on the value of creating
commonly referred to as Vygotsky's Sociocultural Theory, holds relationships, cooperating, and communicating in a group
that learning is a necessary social activity rather than an environment.
independent process of discovery (Gowrie, 2022)
Educators lead conversations in groups on a variety of
subjects, inspiring children to share their ideas, opinions, and
life experiences with their classmates. Children participate in
meaningful conversations and share perspectives during
group talks, which promote language development, critical
thinking, and perspective-taking skills.

Language & Communication Skills: As children listen to

others, share their ideas, and have meaningful interactions
with their peers and adults, group activities help them develop
their language and communication skills (ACARA, 2017.
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
To enhance learning, early childhood Helping them grow in Exhibiting favourable reactions to Social and emotional
educators adopt a variety of roles in their capacities, diversity in their own conduct development
play with children and employ a motivations, purpose, and interactions with children. Language development
number of techniques. and agency by using
some practical approach communicating with children in a

PLAC907 PROFESSIONAL EXPERIENCE 1 (3-5 YEARS): DOCUMENTATION, ASSESSMENT AND PLANNING RECORD

They extend their thinking with
youngsters through long-term shared
talks. They offer a harmony between
learning that is child-led, child-
initiated, and educator-
supported(Dockett,2020)
Objective for future holistic learning and development
They'll gain knowledge about social interactions.
A broad vocabulary will be created.
Their Fine motor skills developed.
Learning experience name
Experience rationale
Development and learning goal:
Experience outline:
A list of materials required with photo(s):
EYLF child evidence links
Introduction
Implementation plan Body
Conclusion
Engagement
questions
Play pedagogies
Teaching strategies
EYLF links
PLAC907 PROFESSIONAL EXPERIENCE 1 (3-5 YEARS): DOCUMENTATION, ASSESSMENT AND PLANNING RECORD
PLAC907 PROFESSIONAL EXPERIENCE 1 (3-5 YEARS)
(Journey,2020) way that values their uniqueness
and encourages appreciation for
diversity (Lorina,2015)
PLANNING
Learning Experience
Drawing Ice-creams seeing the pictures
I will let children to watch the oicture first and let them draw on the paper. The main
purpose of this task is to developed their imagination skills, fine-motor skills and to
develop the social interaction.
Social interactions.
Language development
Cognitive and fine motor skills.
I will provide them the materials like paper, drawing pencils, textures and picture of ice-
cream.
Outcome 4:Children are confident and involved learner.
I asked four children to come outside and take a sit on table. I explained about all the
materials and I asked them to imagine ice cream and draw it without looking picture first
and I saw no one was able to make it then I asked them to look at the picture and draw
ice-creams
I observed how they used their imaginative skills to draw the ice-cream , I observed how
they interact with each other to tell a story about when they had ice-cream recent.
The children were able to draw by seeing picture. They interact with their peers nicely.
ACTING and DOING
Imaginative and creative play
Providing materials and letting them try
Asking engagement questions
Outcome1: Children have strong sense of identity
 PLAC907 PROFESSIONAL EXPERIENCE 1 (3-5 YEARS)
Outcome4: Children are confident and involved learners (AGDE,2022)
Social interactions.
Child development Language development
Cognitive and fine motor skills.

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)
They were very happy to talk about ice-creams, Yes they were able to draw some line imagining ice-cream and they were also able
to make a good social interaction with their peers. No there was not any unexpected thing happened. My role was to watch them
throughout their play.

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