PLAC907 PROFESSIONAL EXPERIENCE 1 (3-5 YEARS)

DOCUMENTATION, ASSESSMENT AND PLANNING RECORD

Context: Name: Charlie Chung (3 years old)
Date: 23/02/2024
Time: 90’clock
The observation took place on the art corner of the room. The resources available over
there were drawing pencils, different coloured textures, scissors, papers.
DOCUMENTATION
Charlie came with his mother at around 8:58 AM. He was not ready to leave his mother. Nicki, an educator asked him to come with
her and sit down on a chair to cut the paper where the straight lines were drawn. With a determined expression, Charlie's tiny fists
gripped a pair of safety scissors as he sat at a tiny table. The educator sat next to him, assisting him with the procedure with
gentleness. A sheet of paper with strong, straight lines made with a colourful marker lay on the table.
Charlie focused attentively on his work. With a tight look of concentration, his brows knit together as he carefully placed the
scissors along one of the lines. he quickly squeezed the handles together and made a precise cut along the line. He was able to hold
the scissor by his one hand by putting two fingers inside. However, he was still finding difficulty to cut lines. Then, educator helps
Charlie to hold the paper and cut the straight line. Charlie “Hey I did it”. Showing the confidence and happiness. With every
successful cut, the educator gave encouraging remarks and a soft pat on the back. "Charlie, you're doing a fantastic job! Take note
of how neat your lines are!”

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 and emotional: I can see Charlie having a chat Charlie was very excited to cut
with educator, expressing his feelings while cutting Shares, smiles, and cooperates with the paper with charm on his face.
down the papers. peers.
Charlie was showing attention to
Physical domain: Charlie is holding a scissor with his Jointly manipulates objects with one his teacher (AGDE,2022)
hand to cut down the paper, this helps to develop his or two other peers.
fine motor skills.
Independently cuts paper with
scissors (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
Charlie learned about emotions including happiness and sadness, Exercises for developing fine motor skills.
while being able to cut down paper by himself and not being able
to cut down by himself. Exercises for improving cognitive abilities and problem-
solving (AGDE,2022)
Charlie learned how to handle the paper and scissors to produce
the desired results through trial and error.

THEORY and FRAMEWORKS

Development and Education Theory
Piaget states that while a child works with scissors and paper, they
are not only mastering a fine motor skill but also growing in
comprehension of ideas such as cause and effect (cutting results in
two pieces of paper) and spatial relationships (knowing where to
put the scissors in relation to the paper) (Mcleod,2024)
Vygotsky emphasise the value of scaffolding in the instance of
children learning to cut paper with scissors. In such a case, a
parent or instructor, who possesses greater expertise, offers the
child support and advice to help them master the ability
(Gowrie,2022).
Early Years Learning Framework Principles, Practices,
Outcomes
Secure, respectful, and reciprocal relationships: Educators or
carers are frequently called upon to provide direction and
assistance when cutting paper with scissors. The adults
helping the child and the child themselves develop
trustworthy relationships because of this process
(AGDE,2022 b).
Teaching with purpose: Educators consciously design tasks
that enhance fine motor abilities, such as using scissors to cut.
To aid in the child's learning in this subject, they offer
instruction and relevant resources (AGDE,2022 b).

PLAC907 PROFESSIONAL EXPERIENCE 1 (3-5 YEARS): DOCUMENTATION, ASSESSMENT AND PLANNING RECORD
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Children are confident and involved learners: Learning new

abilities, such as how to cut paper, gives children more self-
confidence and motivates them to actively engage in
educational activities (AGDE,2022 b).
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
Open-ended Play: Setting out a range Provide a range of paper Seeing how Charlie handles the Charlie developed his
of papers with varying hues, textures, (varying sizes and scissors (using the thumb and fine motor skills,
and dimensions, along with various textures) and safety index finger), how well they can cognitive skills,
kinds of scissors. This fosters scissors (rounded-tip control their hand-eye creativity, and
experimentation and creativity, scissors) to promote the coordination, and how they can imagination and also
enabling the kid to develop fine motor development of fine cut along shapes or lines with the independence and self-
skills and investigate the qualities of motor skills (Intentional scissors (ACECQA,2010). esteem
the materials playfully and open- teaching,2020). (ACECQA,2010).
endedly (ACECQA,2010).

PLANNING
Objective for future holistic learning and development
Charlie’s cognitive skills developed.
Charlie will learn about social interaction.
Charlie will develop his independence skills.

Learning Experience

Learning experience name

Matching shapes and colour on appropriate place.
Charlie can gain a conceptual grasp of abstract ideas like symmetry, geometry, and colour
theory by matching shapes and colours. He will gain knowledge of how colours interact
Experience rationale
with one another and how to identify geometric shapes in actual objects.

Explain fundamental ideas in mathematics, like symmetry, geometry, and counting.

Development and learning goal:
Experience outline:
A list of materials required with photo(s):
Learning goal: Through practical exercises, children will start to identify geometric
shapes, comprehend spatial relationships, and investigate ideas like symmetry and
conformance(AGDE,2022).
I will set the game and explain the rules and give introduction to the game.

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

Outcome 4: Children are confident and involved learners.

EYLF child evidence links Outcome 1: Children have a strong sense of identity (AGDE,2022).

Before starting the game, I will let charlie to look at the material and let him think about
Introduction how it can be played. After that, I will tell him know about the rules and use of materials
and I will also ask him to clean up after he finished.
Body I will see Charlie playing the game, I will gently assist him if he needs any help. I will
make sure that he is learning something form that game. I will praise him and boost his
Implementation plan confidence level throughout the entire play.
Conclusion I will let Charlie to play for long time as long as he is not bored about it. I will also jot
down his learning process.
Engagement Charlie, how are you feeling playing this?
questions
Charlie, what are the different colour used in this?
Charlie, can you tell me the different shapes used here?
ACTING and DOING
Through matching in the game, Charlie actively build their awareness of colours and forms.
Through exploration and manipulation with their hands, they learn (Dockett,2020)
Play pedagogies

Asking open-ended questions, such as "How do you know these two shapes match?" can promote
Teaching strategies critical thinking. Alternatively "Can you find another shape that looks like this?"(Intentional
teaching,2020)

Outcome1; Children have strong sense of identity.

EYLF links
AS he learns to identify and differentiate between various colours and shapes, children begin to feel
a sense of who they are (AGDE,2022).

Child development Cognitive abilities including pattern identification, spatial awareness, and visual discrimination are
improved through matching shapes and colours (ACECQA,2010)

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?

Charlie engaged with excitement and curiosity in the matching shapes and colour game, responding with

PLAC907 PROFESSIONAL EXPERIENCE 1 (3-5 YEARS): DOCUMENTATION, ASSESSMENT AND PLANNING RECORD
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enthusiasm. His comprehension of colours and forms was exceptional, surpassing the learning target and
exhibiting their cognitive growth and problem-solving abilities. Suddenly, some children started making up
their own versions of the game on the spot, adding new obstacles and levels of difficulty that encouraged
imagination and critical thinking. It was my responsibility to oversee the activity and give direction and
support as needed while letting the participants make their own discoveries and explorations. I made sure that
every child felt empowered and supported throughout the learning process by providing verbal cues and
gentle redirection when needed. After giving it some thought, I could think about adding more open-ended
resources to promote more experimenting and creative thinking. Going forward, I want to build on the
groundwork this interesting activity built by creating an atmosphere that supports innovation and curiosity.

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