PLAC907 PROFESSIONAL EXPERIENCE 1 (3-5 YEARS)

DOCUMENTATION, ASSESSMENT AND PLANNING RECORD

Context: Date: 14th March 2024
Child’s name and age: Sammy Paez, 3 years, 9 months old
Educator’s name: Mr. Shaneel Nair
Activity name: Easel painting
Location: Indoor classroom
DOCUMENTATION
Learning stories
According to family information and All about me form, Sammy has shown her interest in painting experience. Therefore, to
extend further on her interest and learning Mr. Shaneel set up the easel painting experience for Sammy to engage herself. Sammy
walked to the easel painting area as we set up some colour paint pots and paper for her to paint. Mr. Shaneel invited Sammy to
wear the apron before painting, but she said, “No, I do not want to wear the apron. Firstly, she picked up the brush with her right
hand, dipped it into the purple paint pot and started painting on the piece of white paper on the easel from the top to the bottom,
Sammy then continued choosing the blue paint to paint on the other side of the paper. Mr. Shaneel walked away to giving Sammy
the free space to think about her painting, when Mr. Shaneel walked back to her, and she pointed at her painting saying “I am
almost done” and this is rainbow”. Mr. Shaneel said, you did such a fantastic job Sammy, mummy and daddy will love to see you
work this afternoon. To which she smiled and continued painting the at the empty space with other colours from the top to the
bottom.
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
Language Development: Sammy uses complex Given Sammy speaks with  Sammy demonstrated
sentence to indicator the advacment of her language. understanding to refuse of wearing her hand to eye
She says, “No, I do not want to wear the apron” apron this links to her language coordination and
(Petty, 2015). milestone been meet for being 3 concentration when
years and 9months of knowing when able to pick paintbrush
Physical Development: She used her fine motor to refuse (Raising Children Network, and dip into paint pots
skills to pick paintbrush and paint on the white paper. 2023). (Robson, 2019).
(Petty, 2015).
Given Sammy is able to grasp
Social and emotional Development: Sammy uses paintbrush and dip in the paint pot,
facial expression such a smile to indication her this links to her fine motor ability of
emotional development (Petty, 2015). performing painting activity with
both hands (Fine Motor
Development, 2023).

Givan Sammy is able to rationalise

what she is painting this links to her
cognitive milestone that she painted
rainbow for mummy and daddy
(Developmental Milestones, 2023)

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
Learning of working independently: Sammy is able to Language: displayed use of language advancement through
demonstrates independence when she is able to use her creativity the observation as he expressed to express what she painted
expression to paint rainbow all by herself. (The Australian calling it rainbow (The Australian Curriculum, 2024).
Curriculum, 2024).
STEM: As part of her science experience of mixing colours
to create rainbow colours (The Australian Curriculum, 2024).
THEORY and FRAMEWORKS
Development and Education Theory Early Years Learning Framework Principles, Practices,
Outcomes
Maria Montessori: Given Maria Montessori states that children 4.1.3: LOC - Child imagines and expresses creativity

PLAC907 PROFESSIONAL EXPERIENCE 1 (3-5 YEARS): DOCUMENTATION, ASSESSMENT AND PLANNING RECORD
 PLAC907 PROFESSIONAL EXPERIENCE 1 (3-5 YEARS)
need to be given objects to manipulate so they can exercise their through play
sensory learning. Given Isaac was uses cylinder blocks to explore The information shared by Sammy’s family assisted to
sizes and shapes, this can further be extended to his ability to hold provide her with creativity expression of mixing colours and
pencil to write (Garvis, Phillipson, & Clarke, 2018). painting (AGDE, 2022).

Gardner: Focuses on children experiences supporting variety of 4.1.5: LOC - Child initiates and contributes to play
forms of intelligence such as linguistic, logical, and interpersonal. experiences emerging from their own ideas
As such Isaac’s understanding of hand and eye coordination Given Sammy was interested in painting, she decided to paint
improves his interpersonal skills and language development of rainbow for her family and used her experience that why this
identify height and dimensions of each blocks (Garvis, Phillipson, to be shown to mummy and daddy (AGDE, 2022).
& Clarke, 2018). Principle 2-Partnerships
Information shared through family about Sammy’s interest in
Le Vygotsky: Stated children with social contact was essential for painting foster long-term partnership between educator,
intellectual development. Children should have many family and the child (AGDE, 2022).
opportunities for social interaction to develop intellectually. As
such Sammy interacted with and expressed with facial expression Practice 4-Learning Environments
of smiling that she is painting rainbow for mummy and daddy. She Given the interest is child led, the classroom art and craft is
further engages with how she enjoys showing her work to her setup with resources that will allow the child to express their
parents (Garvis, Phillipson, & Clarke, 2018). creativity through painting. As such, the painting corner has
paint brush, paper and paints for Sammy to extend on her
interest (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
This activity promotes Sammy’s Scaffolding: Sammy was Outcome 1: Children Have a While Sammy was
independence, art further encourages provided with resources Strong Sense of Identity: picked the paintbrush
creative expression of her emotions to paint and assisted As an educator, I ensured Sammy and dipped in the paint
which is visible when she smiles and when she needed the understood that emotionally the pot, I ensured she was
says this will be shared with mummy assistance. (Masterson, educators are available, which is able to express his
and daddy in the afternoon (Sheridan 2021). demonstrated by listening thoughts and voice,
& Howard, 2017). carefully to her voice that she when she said I do not
Demonstrating and wanted to paint and did not want to wear the apron. I
assisted to ask her open-
questioning: During the want to wear the apron. She was
ended questions to
demonstration and smiling when she said this is a
prompting her to think
question time, Sammmy rainbow I painted for mummy and share her
is asked opened ended and addy, as such their understanding of what
questions such as, expression of her thoughts and she is painting while
“What are you painting? feelings are supported. smiling (Hayes et al.,
(Masterson, 2021). 2017).

PLANNING
Objective for future holistic learning and development
Physical development: How to paint using ice cube
Learning Experience
Learning experience name Ice cube painting
Given Sammy’s family shared her interest in painting, she was provided with ice cube
filled with colours. This sensory play follows her interest and extend further on her
Experience rationale creativity skill. She was provided with white paper and ice cube painting activity. This
simple activity is perfect mix of science, sensory and art and creative learning for Sammy.

Physical development: Sammy’s ability to use her fine motor skills to hold ice cubes in
sticks and paint and explore her creativity (Petty, 2015).
Development and learning goal:
Language: Sammy’s provided stick that has various colours of ice cube, this links to her
knowledge of naming all the colours (Petty, 2015).
Experience outline: This activity is presented on the table where Sammy is provided with white paper and she
picks up the ice cube with sticks for easy holding. She uses different colours to paint on
the paper, as the ice cubes melts, the water drops mixed with different colours prints on

PLAC907 PROFESSIONAL EXPERIENCE 1 (3-5 YEARS): DOCUMENTATION, ASSESSMENT AND PLANNING RECORD

A list of materials required with photo(s):
EYLF child evidence links
Implementation plan
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)
the paper. This allows Sammy to explore her creativity and extend her knowledge of
learning all colours and sensory play.
- sticks, food colour, ice cube tray
(Etsy, 2022)
 4.1.3: LOC - Child imagines and expresses creativity through play
 4.1.5: LOC - Child initiates and contributes to play experiences emerging from
their own ideas
 5.3: LOC - Children express ideas and make meaning using a range of media
 Principle 1-Secure, respectful and reciprocal relationships
 Principle 2-Partnerships
 Principle 5-Equity, inclusion and high expectations
 Practice 1-Holistic, integrated and interconnected approaches
 Practice 2-Responsiveness to children
 Practice 3-Play-based learning and intentionality
 Practice 4-Learning Environments (AGDE, 2022)
I will setup the activities on the table and invite Sammy about how she painted rainbow
last week. I will further recap the activity we did last week rainbow colours. I will further
Introduction introduce all the resources and materials Sammy could use for this experience. I will link
to learning different colours, science and art development and explain how to explore her
creativity expression with ice cubes with colours in it.
Body Sammy will be encouraged to reflect and think about how she painted last week using
paints. This will allow her to take time and think about her experiences from last week
and attempt explore the colours produced from melting ice cubes. I will ask her open-
ended questions to ensure she is able to rationalise what she is doing and why she is
painting with melting ice cubes.
Conclusion I will point at ice cube colours in no particular order to get her understanding of different
colours. Hence, advances her language development. After this, I will follow up the
conversation she had with her family when she showed the rainbow paint, but today when
she goes home, what experience would you share? , I would like to hear her voice, so I
can reflect if she understood the concept of art and creativity expression, and analysis if
she can think of using other modes of painting activities.
Engagement What can you tell me about the rainbow poster we did last week?
questions
Why did you choose to start with this colour?
Count how many sticks are in the ice cube tray?
How do we hold the stick?
What is numbers are your favourite colours, and why you like this colour?
ACTING and DOING
Intentional teaching and relationship with child and educator as I will be engaging with open-ended
questions with Sammy.
Listening: Actively listening to Sammy’s feedback on what she is doing and why she is doing it in
this manner?
Encouraging: Using encouraging words such as, good job Sammy, you used melting ice to make
this poster.
 4.1.3: LOC - Child imagines and expresses creativity through play
 4.1.5: LOC - Child initiates and contributes to play experiences emerging from
their own ideas
 5.3: LOC - Children express ideas and make meaning using a range of media
 Principle 1-Secure, respectful and reciprocal relationships
 Principle 2-Partnerships
 Principle 5-Equity, inclusion and high expectations
 Practice 1-Holistic, integrated and interconnected approaches
 PLAC907 PROFESSIONAL EXPERIENCE 1 (3-5 YEARS)
 Practice 2-Responsiveness to children
 Practice 3-Play-based learning and intentionality
 Practice 4-Learning Environments (AGDE, 2022)
- Sammy is an effective communicator as she is able to vocalise her thoughts in words
- Sammy is able to use her fine motor abilities to hold the paint brush and stick to paint
Child development
- Sammy is having sound memory as she is able to remember from last week what colours
the rainbow is made up of.

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?
How did the children respond? Sammy demonstrated her keen understanding of mixing colours and making posters using different creative
manners.
Were there any unexpected outcomes? No
What was your role? By introducing different ways of painting, rather using paint brushes, she could use melting ice cube to extrend her
creativity expression.
How did you support and teach the children? By engaging in one-on-one conversations with the child and paying close attention to their
perspectives and ideas, it is possible to incorporate these concepts into the curriculum. This may be achieved by posing open-ended questions and
offering relevant materials, so enabling Sammy is able to extend of exploring colours to create more posters for her family.
Would you do anything differently? No
Where to next? Every week, the class will be introduced how to mix colours and experience colour mixing and introduce of playdough to design
college portray as well.

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