PLAC907 PROFESSIONAL EXPERIENCE 1 (3-5 YEARS)

DOCUMENTATION, ASSESSMENT AND PLANNING RECORD

Context: Date: 29 Feburary 2024
Time: 11 am
Name and Age: Elijah and 3 years & 4 months
Educator: Miss Madhuri
Context: Outdoor play – Painting Activity
DOCUMENTATION
Learning Story

Elijah, approached the table where we had set up the recycled box and brown paint to create the zoo animal
box for the children during outdoor play time. With a palm grasp skill, he held the brush and painted around
the box alongside his peer. While painting, Elijah remarked, ‘It’s a gate,” and expressed that he likes lions.
Elijah smiled and said “I saw snake, tiger and kangaroo in the zoo. While he was painting.

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 Elijah used (fine motor skills) Creativity
Elijah held the paint brush between his as he was able to hold the Elijah was able to self –
fingers (fine motor skills) (Garvis, Phillipson, paint brush between his finger. express his thoughts and
Clarke, Harrison, McCormack & This shows age appropriate continue painting while
Pendergast, 2019). development between 3 to 5 talking about the zoo
years (Garvis, Phillipson, animals he saw (Irving &
Language Development Clarke, Harrison, McCormack Carter 2018).
Elijah expressed that he saw snake, tiger & Pendergast, 2019).
and Kangaroo (Garvis, Phillipson, Clarke, Confidence
Harrison, McCormack & Pendergast, 2019). Elijah used words to Elijah was able to
communicate by using three to confidently express the
Cognitive Development five words while speaking a name of the animals he
Elijah remembers the names of the animals simple sentence. This shows saw at the zoo and he was
he saw at the zoo (Garvis, Phillipson, age appropriate development also able to express the
Clarke, Harrison, McCormack & between 3 to 5 years (Garvis, name of his favourite
Pendergast, 2019). Phillipson, Clarke, Harrison, animal (Irving & Carter
McCormack & Pendergast, 2018).
2019)

Elijah has sound memory as he

is able to recall the animals he
saw at the zoo. 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
Visual expression Language – learning about phonic sounds and
Colour recognition animal names
Learn patterns
Decision – making skills as learning occurs which Science – mixing colours to create a brown colour
colour to use on which part of the painting
Social

PLAC907 PROFESSIONAL EXPERIENCE 1 (3-5 YEARS): DOCUMENTATION, ASSESSMENT AND PLANNING RECORD
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Learning of respect and relationships
Display learning of being respectful with friends when
interacting in a shared play situation.

THEORY and FRAMEWORKS

Development and Education Theory Early Years Learning Framework Principles, Practices,
Outcomes
Maria Montessori – she stressed that children learn Principle 6- Sustainability
by using their senses and that they learn best by
pursuing their interests. Children need to be given Elijah used a cardboard to paint the habitat for the
objects to manipulate so they can exercise their Zoo animals.
sensory learning (McArdle, Gibson & Zollo, 2015).
Principle 2 – Partnerships
Elijah showed his interest in animals when he showed Elijah’s mum expressed the interest for the zoo
interest while painting the habitat for the zoo animals. animals and gave the details that they visited the
He also used his fingers to spread the paint on the zoo.
cardboard.
Practice 3 – Play based learning and
Jean Piaget – Piaget, the first to study children in intentionality
scientific way, focuses on how children learned. He Elijah was given the environment to explore his
said that children go through four stages of thinking interest while outdoor play and this was
that shapes how they see and learn about the world. intentionally setup as a group activity for him.
Children should be given learning tasks that are
suitable for their stages of thinking (McArdle, Gibson &
Zollo, 2015).

Elijah showed his ability to think and recall his trip to

the zoo while painting at the centre.

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
Elijah was able to demonstrate Instructing – I assisted Elijah by My role was to
the enjoyment of play – based Informed Elijah that providing the appropriate present the activity
concept as he had the freedom as part of the group resources such setting the of painting the
to paint, speak and create an activity we will be cardboard, paint colours, habitat for the zoo
art out of his interest. painting the habitat and paint brush animals by providing
for the zoo animals. all the appropriate
Free play – time to explore the resources so that
environment their own speed Discussing – I child is able to
and observe the actions they informed Elijah that further enhance his
do. (Sheridan & Howard, 2017) his mother has skills and
emailed the pictures
of their visit to the
zoo and I asked
what him what was
his favourite part
when he visited the
zoo.

Interacting – I asked
Elijah questions on
what he was doing
and why was he

PLAC907 PROFESSIONAL EXPERIENCE 1 (3-5 YEARS): DOCUMENTATION, ASSESSMENT AND PLANNING RECORD
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using a brown colour
to paint.

Directing

PLANNING
Objective for future holistic learning and development

 To be able to count the numbers by sorting

 Numeracy – counting the number of animals in the zoo

Learning Experience
Learning experience name Counting zoo animals
This was derived from Elijah’s interest which was expressed by his
Experience rationale mother.

Language – counting zoo animals

Development and learning goal: Physical – fine motor skills

This activity will be presented on the red line as part of the group activity
Experience outline:
so that Elijah and all the children can take turns to count the zoo animals.

A list of materials required with photo(s):

(istock image, 2024)

EYLF child evidence links Outcome 4: Children are confident and involved learners
Outcome 5: Children are effective communicators
Implementation plan I will inform all the children that it is time for our group activity. I will
request all the children to sit on the red line in a circle. I will inform all the
Introduction
children that as part of the group activity, we will be counting the zoo
animals and placing it on the number chart. The resources will be shown,
and the children will observe my demonstrating of the activity.

Body Children will take turns to place the zoo animals one by one on the
number chart. This will allow the children to count and place the animals

PLAC907 PROFESSIONAL EXPERIENCE 1 (3-5 YEARS): DOCUMENTATION, ASSESSMENT AND PLANNING RECORD
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to the number chart using their fingers (fine motor skills)
Conclusion After all the children have participated in the group activity. I will again ask
questions so that children are able to recall the activity and are able to
give answers on the learning of the activity which they had done.
Engagement Which animal is this?
questions
What sound does this animal make?
Does it live on trees or on land?
Does it eat vegetable or meat?
What is the name of your favourite animal?
What pet do you have at home?

ACTING and DOING

Play pedagogies Play based setting in the classroom
Instructing
Demonstrating
Listening,
Teaching strategies
Questioning
Encouraging
Positive statement

EYLF links Outcome 4: Children are confident and involved learners

Outcome 5: Children are effective communicators
Effective use of Elijah’s fine motor skills as he was able to hold the paint
brush.

Effective communicator with identify specific words of his actions. For

instance, it’s a gate.
Child development
Elijah has sound memory as he is able to recall the animals he saw at the
zoo.

Documentation and/or digital evidence of Elijah showed great interest in the activity presented and he waited for his
implementation, acting and doing turn which demonstrated his interest to
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 interest on learning about animals.

Did they achieve the learning objective? Yes

Were there any unexpected outcomes? None

What was your role? Introduce the phonic sounds, Which sound is this by showing the letters T, S and C.

How did you support and teach the children?

Scaffolding
Leading
Demonstrating
Questioning
Listening

Would you do anything differently? Nothing new

PLAC907 PROFESSIONAL EXPERIENCE 1 (3-5 YEARS): DOCUMENTATION, ASSESSMENT AND PLANNING RECORD
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Where to next?
Demonstrating with visuals and settings activities in the classroom to identify which sounds the animals
make and their names.

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