PLAC907 PROFESSIONAL EXPERIENCE 1 (3-5 YEARS)

DOCUMENTATION, ASSESSMENT AND PLANNING RECORD

Context: Date: 27 March 2024
Time: 11.30 am – 11.35 am
Name and Age: Lara and 4 years & 6 months
Educator: Miss Madhuri
Context: Outdoor play

DOCUMENTATION
Learning Story
As I was setting up Lara stood watching me. “I like sea creatures, is it my turn to paint”. Lara walked to the
designated area of the display. I asked Lara what she will be painting? Lara turned and said sea creatures. I
asked Lara to name some of the sea creatures too which Lara said “crab, turtle and whale”. She selected
her own painted sea creature from the collection and used a brush to apply paint onto the large sea –
themed screen. Smiling she then placed her artwork onto the screen, using her hands to press it firmly and
ensuring that it sticks.

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
Physical Development Lara used (fine motor skills) as Creativity
Lara used her finger to hold the paint brush she was able to hold the paint Lara showed creativity by
for paste the glue on the large sea – themed brush to paste the glue on the painting her sea creatures
screen (fine motor skills) (Garvis, Phillipson, large sea themed screen. This (Irving & Carter 2018).
Clarke, Harrison, McCormack & shows age appropriate
Pendergast, 2019). development between 3 to 5
Confidence
years (Garvis,
Lara Phillipson,
showed her
Clarke, Harrison, McCormack
confidence by contributing
Language Development & Pendergast, 2019).
her own creation to the
Lara was able to identify the names of some collective display of sea
of the sea creatures such as crab, turtle and Lara used words to creatures (Irving & Carter
whale (Garvis, Phillipson, Clarke, Harrison, communicate by using three to 2018).
McCormack & Pendergast, 2019). five words while speaking a

PLAC907 PROFESSIONAL EXPERIENCE 1 (3-5 YEARS): DOCUMENTATION, ASSESSMENT AND PLANNING RECORD
 PLAC907 PROFESSIONAL EXPERIENCE 1 (3-5 YEARS)
simple sentence. This shows
Social Development age appropriate development
Lara demonstrated her engagement ad between 3 to 5 years (Garvis,
collaboration while doing this activity as she Phillipson, Clarke, Harrison,
showed a sense of pride (Garvis, Phillipson, McCormack & Pendergast,
Clarke, Harrison, McCormack & 2019).
Pendergast, 2019).
Lara showed engagement in
collaborative art - making with
her friends promotes social
interaction and cooperative
learning. She also learnt to
work together with her friends,
share materials and fostering
her social skills and sense of
belonging within the group.
This shows age appropriate
development between 3 to 5
years (Garvis, Phillipson,
Clarke, Harrison, McCormack
& Pendergast, 2019).
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
Lara placing the artwork on the screen enabled her to Language – learning about the name of the
select her own work and create a sense of identity in different sea creatures.
contributing her own creation to the collective display.
Math – counting the sea animals.

Science – using glue to stick the sea creature on

the sea themed screen.

Art and craft – painting the sea creatures and

painting the sea themed screen.

THEORY and FRAMEWORKS

Development and Education Theory Early Years Learning Framework Principles, Practices,
Outcomes
Maria Montessori – she stressed that children learn Principle 1 – Secure, respectful and reciprocal
by using their senses and that they learn best by relationships
pursuing their interests. Children need to be given
objects to manipulate so they can exercise their Lara demonstrated a relationship between herself,
sensory learning (McArdle, Gibson & Zollo, 2015). her friends and the sea creatures which she
pasted on the sea themed screen.
Lara showed her interest sea animals when she visited
a beach with her family. This activity gave her a Principle 2 – Partnerships
chance to experiment the different sea creatures which Lara’s mum shared the pictures of Lara visiting the
live in the ocean. beach on a weekend.

Jean Piaget – Piaget, the first to study children in
scientific way, focuses on how children learned. He
said that children go through four stages of thinking
that shapes how they see and learn about the world.
Children should be given learning tasks that are
suitable for their stages of thinking (McArdle, Gibson &
Practice 3 – Play based learning and
intentionality
Lara placing of her artwork on to the screen
reflects her sense of pride and achievement in
contributing her own creation to the collective
display. This involvement in the art – making

PLAC907 PROFESSIONAL EXPERIENCE 1 (3-5 YEARS): DOCUMENTATION, ASSESSMENT AND PLANNING RECORD
 PLAC907 PROFESSIONAL EXPERIENCE 1 (3-5 YEARS)
Zollo, 2015). process boosts Lara’s confidence and self –
esteem.
Lara showed her confidence by active participation by
sticking the sea creatures. She also demonstrated
herself artistically and contributes to the creation of
collective of sea creatures which were displayed.
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
Lara demonstrated her Instructing – Lara was provided with My role was to
enjoyment of play – based Informed Lara images of sea creatures, present the activity
concept of the sticking the sea during the group glue, brush and paper. of the sea creatures
creature’s activity as she had activity about the and sea themed
the freedom to use her Ocean week and we screen so that Lara
observation, her sense of touch will be making sea was able to use her
and her fine motor skills to creatures. fine motor skills,
paste the sea creatures on the language and social
screen Discussing – skills during the
Discussed with Lara activity.
Free play – time to explore the on the importance of
environment their own speed taking care of our
and observe the actions they ocean.
do. (Sheridan & Howard, 2017)
Interacting – Lara
had questions as to
why do some sea
animals stay in the
ocean and not on
the land?
PLANNING
Objective for future holistic learning and development

 Sustainable – creation of sea creatures screen using natural resources and sea creatures.
Learning Experience
Indoor: Collect natural resources and investigate floating and sinking
Learning experience name
objects.
Experience rationale
This was derived from Lara’s interest as she has visited a beach on a
weekend.
Language – learning new words while making small sea creatures screen
using natural and sea creatures.
Development and learning goal:
Physical – Lara used her fine motor skills to place the seashells, pebbles
and leaves around the sea creatures to create a sea habitat.
Experience outline:
This activity will be presented on a table with some images of sea
creatures, seashells, pebbles, and leaves.

PLAC907 PROFESSIONAL EXPERIENCE 1 (3-5 YEARS): DOCUMENTATION, ASSESSMENT AND PLANNING RECORD
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A list of materials required with photo(s):

(Istock, 2024)
Principle 1 – Secure, respectful and reciprocal relationships
Principle 6 – Sustainability
EYLF child evidence links Practice 1 – Holistic, integrated and interconnected approaches
Practice 3 – Play – based learning and intentionality
Practice 3- Respect for diversity
Introduction I informed Lara that today we will learn about sea creatures.
Body I showed Lara the pictures of the sea creatures and assortments of
natural resources. Lara
Conclusion Lara showed interest in participating the activity by creating a small
Implementation plan
screen of sea creatures which was designed by herself.
Engagement What items have you collected from outside?
questions
What happened when you dropped the leaves inside the container of
water? Why do you think the leaves float?
What happened when you dropped the rock inside the container of water?
Why do you think the rock sank to the bottom of the container?
ACTING and DOING
Play pedagogies Play based setting in the classroom and outdoors
Instructing
Demonstrating
Listening,
Teaching strategies
Questioning
Encouraging
Positive statement
Outcome 4: Children are confident and involved learners
EYLF links
Outcome 5: Children are effective communicators
Child development Effective use of Lara’s fine motor skills as she was able to drop the items
she has collected outdoors.

Effective communicator with identify specific words of her actions such as

crabs, fish, turtle, seashell and shark

PLAC907 PROFESSIONAL EXPERIENCE 1 (3-5 YEARS): DOCUMENTATION, ASSESSMENT AND PLANNING RECORD
 PLAC907 PROFESSIONAL EXPERIENCE 1 (3-5 YEARS)
Elora was able to recall her trip the aquarium as she was able to inform
the class of her experience and name a few sea animals she saw at the
aquarium.

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?
Very enthusiastic and joyful and very engaged due to her interest on learning about the sea creatures and
creating a sea themed screen on her own.
Did they achieve the learning objective? Yes
Were there any unexpected outcomes? None
What was your role? Scaffolding the interest of the child by providing and guiding with the proper
resources.
How did you support and teach the children?
Scaffolding
Leading
Demonstrating
Questioning
Listening
Would you do anything differently? Nothing new
Where to next?
Demonstrating with visuals and settings activities in the classroom to further the interest of objects which
float and sink in the air.

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