PLAC909 PROFESSIONAL EXPERIENCE 3 (3-5 YEARS)

DOCUMENTATION, ASSESSMENT AND PLANNING RECORD

Context: Date – 17/04/2024 (Outdoor play)
Child – Soren (3.9 years)
DOCUMENTATION
Running Record: 10:00am-10:15am – Today we are celebrating Nature week at an outdoor area, Soren along with
other children are tasked to match the number of leaves collected from surrounding with the corresponding number on
the chart paper.
10:20am-10:30 – Soren is approaching the activity area with enthusiasm, scans the chart paper with curiosity and
trying to read the number written on chart paper aloud. As he is reading the numbers, he is displaying increased
understanding of mathematical concepts as well as language and literacy skills.
10:30am-10:50am – Soren is moving towards bunch of leaves and is selecting longer leaves one by one, he counts
the leaves aloud saying, “One, two, three, Four!” and then places the four leaves on top of number “4” on the paper. As
he is continuing counting and matching leaves, he is utilizing his critical-thinking and problem-solving skills to perform
this activity.
10:50am-10:55am – Soren is adjusting position of all leaves to ensure these are neatly placed with the number,
reflecting his visual reflection skills.
10:55-11:00 – Soren his help his peer and exchanging his ideas about how to choose and place leaves. “Judith, its 9
so pick few leaves, count one by one till 9 and put it here”. He is signifying her developing social skills, as he
understands the importance of teamwork and collaboration.

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
Fine Motor Skills: Soren is carefully picking Soren is showing his ability to Concentration: Soren is
the leaves, counting while holding and placing recognize and match numbers showcasing focus and
on number chart. He is coordinating his hand- with quantities, achieving concentration while picking,
eye movement and this helps him improve milestone of early numeracy counting, matching and
fine motor skills. development. placing leaves with precision.
Cognitive Development: Soren is visually  Soren is manipulating the leaves Persistence: Regardless of
analysing the leaves alignment and is and adjusting the position, facing difficulty, he is
reflecting his cognitive skill in interpretation of developing fine motor skills. committed to complete the
visual information.  Soren is coordinating his hands task and is reflecting his
Mathematics: Soren correct alignment of with eye movement utilizing his determination.
leaves with corresponding numbers is visual perception. Empathy: Soren
reflecting his understanding of numerical  Soren is using expressive understands his peer needs
concept (Tzekaki, 2020) language to describe his actions help, he responded with
and helping his peers, this is kindness and offered his
contributing to his social and support.
language development.
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
Soren is showcasing different forms of learning experiences, Physical Development: Soren is utilizing fine motor
validating his holistic development. By manipulating the skills as he is manipulating the leaves and placing with
leaves he learned hand-eye coordination. By placing, precision, promoting hand-eye coordination.

PLAC909 PROFESSIONAL EXPERIENCE 3 (3-5 YEARS): DOCUMENTATION, ASSESSMENT AND PLANNING RECORD
 PLAC909 PROFESSIONAL EXPERIENCE 3 (3-5 YEARS)
arranging leaves on chart paper with precision he is STEM: Soren is matching numeral with quantities so he
developing spatial awareness. In addition, he recognized the is promoting early numeracy skills, including counting,
numbers and matched numbers with quantities, showing matching and number recognition. Also, the outdoor
increasing numeracy skills (Nolan & Raban, 2015). nature allowing him learn about natural environment as
he is interacting with leaves (Özdoğan, 2011).
THEORY and FRAMEWORKS
Development and Education Theory Early Years Learning Framework Principles, Practices,
Outcomes
Piaget's Theory of Cognitive Development: Soren Principle: Soren is engaging in collaborative play,
engagement is aligning with Piaget theory concept, as he is fostering secure and respectful relationship. He is
assimilating new information about numbers and adjusting integrating spatial awareness and is respecting his
his understanding of quantity based on this understanding unique abilities.
(Rabindran & Madanagopal, 2020). Practice: The intentional teaching of nature and
numbers while utilizing fine motor skills is evident in the
Vygotsky's Sociocultural Theory: Soren interaction with activity.
his peers providing him opportunity to cooperative learning, Outcome: Soren is earning the concepts of
that aligns with theory’s concept of interaction and mathematics, engineering and science arts. His
scaffolding in learning. persistence and determination is helping him develop
confidence and sense of achievement (ACECQA,
2018).
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
Educator displaying play based Child-led Approach: Educator is supporting strong Soren is developing
pedagogies such as child-centred Educator is provided sense of identity by creating physical, cognitive,
learning as Soren is freedom to Soren to safe and inclusive language, numeracy,
independently manipulating the explore leaves and environment. She is facilitating spatial awareness,
leaves and selected the number numbers, collect leaves sense of collaboration by and communication
of his choice to match. Also, of his choice and place encouraging Soren to work skills in the following
educator fostering experimental in position he likes. alongside his peers. Also, activity, supporting his
learning and hand-on learning Open-Ended educator fostering his overall health and
that is contributed to his Questions: confidence through guidance growth (Fisher et al.,
understanding of nature, Educator is asking and encouraging him 2013).
numeracy as well as spatial open-ended questions throughout. Educator is
reasoning. to make Soren thin observing Soren behaviour and
critically and improve interaction to inform her future
his communication activity planning and
skills (ACECQA, 2010). implementation.
PLANNING
Objective for future holistic learning and development
The objective for future holistic development is to let Soren explore nature while improving his creativity, imagination as
well as numeracy skills.
Learning Experience
Learning experience name Leave & Popstick flower
The activity expand the knowledge gained in previous "leaves count and match"
Experience rationale activity to provide Soren tangible and hands-on opportunity where he applies
understanding of art and mathematics through direct experimentation.
The development and learning goal of the “Leave & Popstick flower” activity is to
Development and learning goal: foster number recognition, imagination, creativity, precision and coordination,
while providing sensory rich experience.
For the leave and popstick activity, an outdoor area has been set up and children
are will be encouraged to put their artistic and numeracy skills into practice.
Children are provided with painting material and are demonstrated how to make
Experience outline:
flowers with leaves and paints. Children are experimenting with flower making,
counting petals and are showcasing their improved fine motor skills, numeracy
skills and imagination.
A list of materials required with Paint, leaves, popstick, chart paper, table and chairs
photo(s):
EYLF child evidence links Soren is expressing his unique identity, skills, and preferences by choosing flower

PLAC909 PROFESSIONAL EXPERIENCE 3 (3-5 YEARS): DOCUMENTATION, ASSESSMENT AND PLANNING RECORD
 PLAC909 PROFESSIONAL EXPERIENCE 3 (3-5 YEARS)
colors and patterns of his choice. He is expanding his connection to natural world
as he discussing types of flowers. Furthermore, the activity is promoting his
emotional as well as physical wellbeing as he manipulating paint, leaves and pop
sticks to make flower and expressing excitement as he made flower.
The activity is planned to create a collaborative learning experience for children,
Introduction
with an aim to help children explore colors, patterns, nature and numeracy skills.
Body Children are provided plain chart paper, pop sticks, leaves and various color
paints. They are encouraged to choose leave and color as they prefer to promote
autonomy. They are encouraged to count flower petals as they proceed, further
discussion is facilitated on different flowers and their characteristics.
Implementation plan
Conclusion The plan will Soren stimulate his learning experience as he will develop cognitive,
physical and social skills. The child-led approach will allow him to take
independent decisions, improving his sense of autonomy.
Engagement What colors would you use for your flower petals?
questions
Can you define the texture of the leaves?
Can you describe color and characteristic of sunflower?
ACTING and DOING
The activity is providing children to take the lead in the flower making process,
letting them make their own choices regarding colors and patterns. It is also
Play pedagogies encouraging them to engage in open-ended play as it allows them to express their
creativity and imagination. The activity is integrating multisensory elements,
providing children to explore colors and textures.
 Scaffolding learning as educator has started by brief discussion and
demonstrating how to make flowers using leaves and paint.
 Reflective practice by encouraging children to express thoughts and their
Teaching strategies learning.
 Educator is observing Soren’s interaction with his peers, asking questions
and documenting his moments.

1.2 Children develop their emerging autonomy, interdependence, resilience and

sense of agency.
2.4 Children become socially responsible and show respect for the environment.
EYLF links
4.2 Children develop a range of skills and processes such as problem-solving,
inquiry, experimentation, hypothesising, researching and investigating (DET,
2019).
The activity is allowing Soren to observe, analyse and made own decisions about
patterns, colors and painting techniques, promoting cognitive abilities. Also, he is
manipulating the leaves and other art materials, this allowing him to improve hand-
Child development
eye coordination and muscles strength. Social and emotional development as he
engaged with peers and educator to share his artwork and responding to open-
ended questions.

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?

PLAC909 PROFESSIONAL EXPERIENCE 3 (3-5 YEARS): DOCUMENTATION, ASSESSMENT AND PLANNING RECORD
 PLAC909 PROFESSIONAL EXPERIENCE 3 (3-5 YEARS)
Soren has responded with great curiosity and enthusiasm to both activities, he has been engaged in hands-
on exploration and shared his findings and ideas with peers. He has demonstrated advanced understanding
of numbers, patterns, science, colors while engaging in mathematical and art concepts, promoting his
holistic development. Throughout the activity, I have offered guidance and support to Soren and asked
open-ended questions to stimulate his critical thinking. In the future, I will integrate more complex
mathematical concepts and range of natural as well as art material to further enhance his learning
experience about science, mathematics and arts.

References:

ACECQA. (2018). Belonging, Being & Becoming the Early Years Learning Framework for Australia.
https://www.acecqa.gov.au/sites/default/files/2018-02/
belonging_being_and_becoming_the_early_years_learning_framework_for_australia.pdf

ACECQA. (2010). Educators’ Guide to the EARLY YEARS LEARNING FRAMEWORK FOR AUSTRALIA.
https://www.acecqa.gov.au/sites/default/files/acecqa/files/National-Quality-Framework-Resources-Kit/
educators_guide_to_the_early_years_learning_framework_for_australia_2.pdf

Department of Education and Training (DET). (2019). Belonging, being, becoming: The early years learning
framework. Australian Government. https://www.acecqa.gov.au/sites/default/files/2018-
02/belonging_being_and_becoming_the_early_years_learning_framework_for_australia.pdf

Fisher, K. R., Hirsh-Pasek, K., Newcombe, N., & Golinkoff, R. M. (2013). Taking shape: supporting preschoolers'
acquisition of geometric knowledge through guided play. Child development, 84(6), 1872–1878.
https://doi.org/10.1111/cdev.12091

Nolan, A., & Raban, B. (2015). Theories into practice: understanding and rethinking our work with young children
(Chapter 7). Albert Park, VIC:Teaching Solutions.

Özdoğan, E. (2011). Play, mathematic and mathematical play in early childhood education. Procedia - Social
and Behavioral Sciences, 15, 3118-3120, 10.1016/j.sbspro.2011.04.256.

Rabindran & Madanagopal, D. (2020). Piaget's Theory and Stages of Cognitive Development- An Overview.
Scholars Journal of Applied Medical Sciences, 2152-2157.

Tzekaki, M. (2020). Mathematical Activity in Early Childhood and the Role of Generalization, 10, 1007/978-3-
030-34776-5_18.

PLAC909 PROFESSIONAL EXPERIENCE 3 (3-5 YEARS): DOCUMENTATION, ASSESSMENT AND PLANNING RECORD