PLAC907 PROFESSIONAL EXPERIENCE 1 (3-5 YEARS)

DOCUMENTATION, ASSESSMENT AND PLANNING RECORD

Context: Date: 4th April 2024
Child’s name and age: Ruby Read, 4 years.
Educator’s name: Mr. Shaneel Nair
Activity name: College experience
Location: Indoor classroom
DOCUMENTATION
Learning stories
Ruby has shown her interest in art and craft experience (Family inputs), today, after listening to Aboriginal dreaming story "The
Rainbow Serpent" together, Mr. Shaneel set up the group collage experience for the children to create the rainbow snake together
by pasting the large sheet of paper and sticking it on the table as well as providing some glue sticks, different colour pieces of
paper, scissors. Ruby quickly gathered around the table with her peers. Ruby picked up some pieces of colour paper and put them
closed to her, she then pasted them on the large sheet after putting some glue on it. Ruby preferred putting the glue on each piece
of paper and then pasted it on the large sheet of paper until she saw the spot in the front of her was covered with some pieces of
colour paper. She laughed and said, "It's rainbow snake" "I get pink and yellow here". Ruby worked well with her peers to
complete the rainbow snake artwork together.
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: Ruby's sensory activity Given Ruby speaks with her peers  Ruby demonstrated her
was heightened by the vibrant colours, while her and communicated with her peers of hand to eye
language proficiency improved as she engaged in what she did this links to her coordination and
conversations and spoke with her friends about her language milestone been meet for concentration when
activities. Ruby shown proficiency in the domains of being 4 years (Raising Children able to paste the papers
design, patternmaking, dimension and composition, Network, 2023). when making snake
as well as the acquisition of practical abilities (Robson, 2019).
encompassing cutting, glueing, and ripping. Her Given Ruby developed her fine motor
ability to focus was assessed as she acquired skills such as gluing, sticking, taping,
problem-solving abilities and cultivated her own stapling, cutting, and tearing paper,
ideas. The artist participated in an exploration of working the tiny muscles, this links to
several elements of art, including colour, shape, her fine motor abilities (Fine Motor
space, pattern, form, and texture (Petty, 2015). Development, 2023).

Physical Development: Ruby developed her fine

motor skills, including glueing, sticking, taping,
stapling, cutting, and ripping paper. These activities
enabled her to use the little muscles in her fingers and
hands, which are essential for acquiring writing
abilities (Petty, 2015).

Social and emotional Development: Ruby also

learnt how to connect with Aboriginal culture and
history after listening to Aboriginal story and then
created this Rainbow serpent snake with her peers in
this collage experience (Petty, 2015).
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 reciprocal relationship: Ruby is able to Language: displayed use of language advancement through
demonstrates participation in social group and reflect her ideas as the observation as he expressed to express what she painted
such this is a rainbow snake (The Australian Curriculum, 2024). calling it rainbow (The Australian Curriculum, 2024).

Aboriginal and Torres Strait Islander Histories and

Cultures: Through listening of history Ruby extends her
understanding to creating Rainbow serpent snake with his
classmate (The Australian Curriculum, 2024).
THEORY and FRAMEWORKS
Development and Education Theory Early Years Learning Framework Principles, Practices,
Outcomes

PLAC907 PROFESSIONAL EXPERIENCE 1 (3-5 YEARS): DOCUMENTATION, ASSESSMENT AND PLANNING RECORD
 PLAC907 PROFESSIONAL EXPERIENCE 1 (3-5 YEARS)
Maria Montessori: Given Maria Montessori states that children 2.1: EYLF - Children develop a sense of belonging to
need to be given objects to manipulate so they can exercise their
groups and communities and an understanding of the
sensory learning. Given Ruby expressed interest through family reciprocal rights and responsibilities necessary for active
input about art and craft she expended on designing rainbow snake
community participation
(Garvis, Phillipson, & Clarke, 2018). 2.2: EYLF - Children respond to diversity with respect
4.1: EYLF - Children develop dispositions for learning
such as curiosity, cooperation, confidence, creativity,
commitment, enthusiasm, persistence, imagination and
reflexivity
4.2: EYLF - Children develop a range of skills and
processes such as problem solving, enquiry,
experimentation, hypothesising, researching and
investigating
4.4: EYLF - Children resource their own learning through
connecting with people, place, technologies and natural
and processed materials.
Principle 1-Secure, respectful and reciprocal relationships
Principle 4-Aboriginal and Torres Strait Islander
perspectives
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
Practice 5-Cultural responsiveness (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 Ruby’s Scaffolding: Ruby was Outcome 1: Children Have a While Ruby was
independence, art further encourages provided with resources Strong Sense of Identity: developed her fine motor
creative expression of her emotions to paint and assisted As an educator, I ensured Ruby skills such as gluing,
which is visible when she laughs and when she needed the understood that emotionally the sticking, taping, stapling,
says this snake is rainbow (Sheridan & assistance. (Masterson, educators are available, which is cutting, and tearing
Howard, 2017). 2021). demonstrated by listening paper, working the tiny
carefully to her voice that she muscles. I assisted to ask
Demonstrating and wanted to work in group of her open-ended
questions to prompting
questioning: During the creating rainbow snake. She was
her to think and share
demonstration and laughing when she said this is a
her understanding of
question time, Ruby is rainbow as such her expression what she is creating with
asked opened ended of her thoughts and feelings are her classmates (Hayes et
questions such as, supported. al., 2017).
“What are you pasting?
(Masterson, 2021).
PLANNING
Objective for future holistic learning and development
Physical development: To follow up and extend further on Ruby's interest and learning, we will set up: Art and craft:
Creating Torres Strait Islander flag
Learning Experience
Learning experience name Art and craft: Creating Torres Strait Islander flag
Experience rationale Ruby was so excited to engage in the collage experience with her peers as Ms Hanh set
up the experience on the table for Ruby and her peers to create the Torre Strait Islander
flag together. Ruby learnt skills such as glueing, sticking, taping, stapling, cutting,
tearing. She experimented with different resources and socialised with other children as
she shared materials and tools. Ruby continued creating the rainbow snake with her peers
on the day after to complete the rainbow snake artwork. Ruby was creative and learnt
about design, patternmaking, dimension, and composition. She gained concentration
skills and learnt to solve problems and develop her own ideas. When engaging in this

PLAC907 PROFESSIONAL EXPERIENCE 1 (3-5 YEARS): DOCUMENTATION, ASSESSMENT AND PLANNING RECORD

Development and learning goal:
Experience outline:
PLAC907 PROFESSIONAL EXPERIENCE 1 (3-5 YEARS)
experience, Ruby learnt to acknowledge and connect with Indigenous culture and history.
The flag represents cultural resilience, affirmation, and identity.
Ruby developed an understanding of the symbolic meanings behind the colours that make
up the Torres Strait Islander flag. Ruby understanded flags, and the colours that they are
comprised of, to be significant cultural symbols. Learning about Aboriginal cultures is
essential for Ruby to develop the ability to respect, coexist, and communicate with people
of different cultural backgrounds and ethnic groups (Petty, 2015).
This activity is presented on the table where Ruby is provided with three colour papers
cut into square shapes. These are flag colours for her to stick on the paper.
- glue, green, blue and white paper

A list of materials required with photo(s):

(Etsy, 2022)
2.1: EYLF - Children develop a sense of belonging to groups and communities and
an understanding of the reciprocal rights and responsibilities necessary for active
community participation
2.2: EYLF - Children respond to diversity with respect
4.1: EYLF - Children develop dispositions for learning such as curiosity,
cooperation, confidence, creativity, commitment, enthusiasm, persistence,
imagination and reflexivity
4.2: EYLF - Children develop a range of skills and processes such as problem
solving, enquiry, experimentation, hypothesising, researching and investigating
EYLF child evidence links 4.4: EYLF - Children resource their own learning through connecting with people,
place, technologies and natural and processed materials.
Principle 1-Secure, respectful and reciprocal relationships
Principle 4-Aboriginal and Torres Strait Islander perspectives
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
Practice 5-Cultural responsiveness (AGDE, 2022)
I will setup the activities on the table and invite Ruby to show her the Aboriginal and
Torres Strait Islander flag. I will recap the activity we did last week rainbow snake to
Introduction seek her understanding on Aboriginal and Torres Strait Islander. I will further introduce
all the resources and materials Ruby could use for this experience. I will link to learning
different colours, Aboriginal and Torres Strait Islander and art development
Body Ruby will be encouraged to reflect and think about how she pasted the rainbow snake last
week using her fine motor skills. This will allow her to take time and think about her
experiences from last week and attempt explore this flag looks, and what she is expected
to do. I will ask her open-ended questions to ensure she is able to rationalise what she is
Implementation plan
doing and why she is pasting those colours in the paper.
Conclusion I will point at each colour papers and ask her to demonstrate what each colour. Hence,
advances her language development. After this, I will follow up the conversation she had
with her family when she showed the rainbow snake 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 Aboriginal and Torres Strait Islander
Engagement What can you tell me about the rainbow snake poster we did last week?
questions
Why did you choose to start with green colour first?
Who many colours do you see?
ACTING and DOING
Intentional teaching and relationship with child and educator as I will be engaging with open-ended
Play pedagogies
questions with Ruby
Teaching strategies Listening: Actively listening to Ruby’s feedback on what she is doing and why she is doing it in
this manner?
Encouraging: Using encouraging words such as, good job Ruby, you used correct colours as

PLAC907 PROFESSIONAL EXPERIENCE 1 (3-5 YEARS): DOCUMENTATION, ASSESSMENT AND PLANNING RECORD
 PLAC907 PROFESSIONAL EXPERIENCE 1 (3-5 YEARS)
shown on the flag and pasted it.
2.1: EYLF - Children develop a sense of belonging to groups and communities and
an understanding of the reciprocal rights and responsibilities necessary for active
community participation
4.2: EYLF - Children develop a range of skills and processes such as problem
solving, enquiry, experimentation, hypothesising, researching and investigating
4.4: EYLF - Children resource their own learning through connecting with people,
place, technologies and natural and processed materials.
EYLF links Principle 1-Secure, respectful and reciprocal relationships
Principle 4-Aboriginal and Torres Strait Islander perspectives
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
Practice 5-Cultural responsiveness (AGDE, 2022)
- Ruby is an effective communicator as she is able to vocalise her thoughts in words
- Ruby is able to use her fine motor abilities to hold paste the colours shown on the flag
Child development
- Ruby is having sound memory as she is able to remember from last week what colours
the rainbow snake 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? Ruby demonstrated her keen understanding of Rainbow snake and link to Aboriginal and Torres Strait Islander
perspectives.
Were there any unexpected outcomes? No
What was your role? By introducing different ways of design flag and rainbow snakes, rather just painting with paints, using coloured papers
are other ways to show your artwork.
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 Ruby is able to extend of exploring Aboriginal and Torres Strait Islander perspectives.
Would you do anything differently? No
Where to next? Every week, the class will be introduced other Aboriginal and Torres Strait Islander perspectives such as symbols and songs. To
ensure its meaningful and links.

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