PLAC907 PROFESSIONAL EXPERIENCE 1 (3-5 YEARS)

DOCUMENTATION, ASSESSMENT AND PLANNING RECORD

Context: Date: 04 April 2024
Time: 11.30 am – 11.35 am
Name and Age: Zayn and 4 years & 8 months
Educator: Miss Madhuri
Context: Indoor play – Dinning Experience

DOCUMENTATION
Learning Story
I provided Zayn with a dining experience accompanied by visuals aids, utilising photos to arrange his dinner
plate and illustrating the process of consuming a meal. He selected an image of a drumstick, positioned it
onto a plate and proceeded to engage in the dinning experience activity.

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 Zayn used (fine motor skills) as Confidence
Zayn used his finger to hold the butter knife he was able to place the Zayn was able to
to chop and consume banana (fine motor images of the spoon, fork and confidently match the
skills) (Garvis, Phillipson, Clarke, Harrison, knife on the placemat. This images of the spoon, fork
McCormack & Pendergast, 2019). shows age appropriate and knife on the placemat.
development between 3 to 5
Language Development years (Garvis, Phillipson, Concentration
Zayn expressed that he goes to dinner with Clarke, Harrison, McCormack Zayn showed concentration
family and he said fork, knife and sppon & Pendergast, 2019). as he moved the images of
(Garvis, Phillipson, Clarke, Harrison, the spoon, fork and knife
McCormack & Pendergast, 2019). Zayn used words to around to match it on the
communicate by using three to placemat.
Cognitive Development five words while speaking a
Zayn was able match the image of the knife, simple sentence. This shows
fork and spoon on the placement (Garvis, age appropriate development
Phillipson, Clarke, Harrison, McCormack & between 3 to 5 years (Garvis,
Pendergast, 2019). Phillipson, Clarke, Harrison,
McCormack & Pendergast,
2019).

Zayn has sound memory as he

was able to place the images
of the spoon, fork and knife on

PLAC907 PROFESSIONAL EXPERIENCE 1 (3-5 YEARS): DOCUMENTATION, ASSESSMENT AND PLANNING RECORD
 PLAC907 PROFESSIONAL EXPERIENCE 1 (3-5 YEARS)
the image of the placemat.
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
Zayn was able to learn as to how the spoons, forks Language – learning about the name of the
and knife are placed on a table when he goes for cutleries which are placed on a table at a dining
dinning at a restaurant. setting.

THEORY and FRAMEWORKS

Development and Education Theory
Maria Montessori – she stressed that children learn
by using their senses and that they learn best by
pursuing their interests. Children need to be given
objects to manipulate so they can exercise their
sensory learning.
Zayn showed his interest experience the dinning setup
as it reminded of his previous dining experience he
had with his family.
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.
Early Years Learning Framework Principles, Practices,
Outcomes
Principle 1 – Secure, respectful and reciprocal
relationships
Zayn demonstrated a relationship between himself
and the images he used to match on the placemat
as this gave him an opportunity to get connected
with his dining experience which will further
enhance his next dining experience.
Practice 3 – Play based learning and
intentionality
Zayn demonstrated his interest to match the dining
experience setup as this was related to real life
experience and also play based because of
matching the images on the placemat.

Zayn demonstrated his ability to mix and match the

images of the dining setup. This also gave him the
opportunity to explore and recall his dining experience
he had with his family.
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
Zayn demonstrated hisInstructing – I assisted Zayn by My role was to
enjoyment while setting and Informed Zayn that instructing and providing all present the activity
matching the dining cutleries onthis will further the relevant resources such and Zayn showed
the placemats. enhance is next as different objects. his interest to work
dining experience on the dining
Free play – time to explore the with his family experience activity
environment their own speed which he was able
and observe the actions they Interacting – Zayn to complete.
do. (Sheridan & Howard, 2017) was able to
communicate on his
last dining
experience he had
with his family.
PLANNING
Objective for future holistic learning and development

PLAC907 PROFESSIONAL EXPERIENCE 1 (3-5 YEARS): DOCUMENTATION, ASSESSMENT AND PLANNING RECORD

 Banana cutting experience.
Learning experience name
Experience rationale
Development and learning goal:
Experience outline:
PLAC907 PROFESSIONAL EXPERIENCE 1 (3-5 YEARS)
Learning Experience
Indoor: Banana cutting Experience
This was derived from Zayn’s previous dining experience.
Language – learning new words related to dining experiences such as
fork, knife and spoon.
Physical – Zayn used his fingers to cut the banana using a kitchen knife
on a chopping board (fine motor skills).
This activity will be presented on a mat as part of a group activity so that
Zayn and all the children will experience the life practical skill of cutting a
banana.

A list of materials required with photo(s):

(Istock, 2024)
Principle 1 – Secure, respectful and reciprocal relationships
EYLF child evidence links
Principle 6 – Sustainability
Practice 1 – Holistic, integrated and interconnected approaches
Practice 3 – Play – based learning and intentionality
During the indoor group activity, Zayn and all the children were given a
Introduction
demonstration of how to chop a banana using a butter knife. All the
children showed interest to participate in the activity as they wanted to
chop and also taste the banana.
Body Zayn was given a banana and a butter knife to chop and eat because he
found the visual dining experience enjoyable. Initially, he removed the
skin of the banana, and he used a butter knife to slice a piece of the
banana and ate it. This practice facilitated his comprehension of the
Implementation plan
process of utilising a knife for fruit cutting as well as its application in
relation to his dining experience.
Conclusion All the children participated in the banana cutting experience.
Engagement What will you do before you cut the Banana?
questions
How do you peel the banana?
What is the colour of the banana skin?
How do you hold the butter knife to chop the banana?
Do you want to eat the banana which you have chopped?
ACTING and DOING

PLAC907 PROFESSIONAL EXPERIENCE 1 (3-5 YEARS): DOCUMENTATION, ASSESSMENT AND PLANNING RECORD
 PLAC907 PROFESSIONAL EXPERIENCE 1 (3-5 YEARS)
Play pedagogies Play based setting in the classroom and outdoors
Instructing
Demonstrating
Listening
Teaching strategies
Questioning – What colour is the banana?
Encouraging
Positive statement – yes you can do this activity.
Outcome 4: Children are confident and involved learners
EYLF links
Outcome 5: Children are effective communicators
Effective use of Zayn’s fine motor skills as he was able to chop the
banana using a chopping board.
Child development
Effective communicator with identify specific words of his actions such a
chop a banana and eat it.

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 his dining experience.
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 such as squeezing
an orange to extract the juice.

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