PLAC909 PROFESSIONAL EXPERIENCE 3 (3-5 YEARS)

DOCUMENTATION, ASSESSMENT AND PLANNING RECORD

Context: Date – 05/03/2024 (Indoor play)
Child – Aaran (4 years)
DOCUMENTATION
Anecdotal Record: Today’s activity was about exploring ocean life, 4 years old Aaran was engaged in this sensory
play activity. He was provided with all the materials including clear water, blue food color, water tub, seashells, crab,
plants and stones. Him eyes sparked with excitement as He witnessed the ocean theme items placed on the table.
Educator added blue color drops in clear water to turn into ocean watercolor and then asked Aaran to pick the items
and place these under water. He eagerly reached out, touched and felt different ocean life species. He picked the
seashell, moved him little fingers along ridged surface and examined it’s detailed with curiosity. He further explored
smooth stones and placed it among shells and dropped another stone to witness a water splash. He improved him
ability to analyse him surrounding as He examined textures and characteristics of different items. He carefully picked
up the plastic crab, held it to examine the claws and then placed it underwater with giggle, demonstrating him improved
hand-eye coordination and muscles strength. As He examined the crab, He engaged in spontaneous conversation with
peers. “Look, crab has two claws and eights legs”, He shared him findings with peers, and engaged in verbal
interactions; this helped him enhance him language and communication skills.

ASSESSMENT
Each portion of the documentation above is to be reflected on and identified domains, milestones and dispositions must be linked to whime the skill
was demonstrated in the observation and referenced.
Domains Milestones Dispositions
Fine Motor Skills: Aaran carefully manipulated 
Aaran’s ability to process Persistence: Aaran carefully
the objects like stones, seashells, crab and tactile sensation, like object analysed the shapes, size,
plants and practiced picking up, holding and texture, shapes and colors, texture and patterns of objects
placing, improving hand-eye coordination and indicate him development in demonstrating him persistence
dexterity. sensory integration. in challenging task completion.
Language and Communication: He shared  Him ability to manipulate Curiosity: He displayed
him findings with peers, and engaged in verbal objects like holding, picking eagerness as He actively
interactions, this helped him enhance him and placing objects under engage with items and showed
language and communication skills. water exhibit fine motor him desire to learn.
Cognitive Skills: He utilized him observation to development. Communication: He articulated
examine the colors, textures, shapes and  As He engaged in social the shapes; textures of objects,
patterns of stone, seashells, stones, and plants, interaction with peers, counted crab legs and claws
nurturing him capability to analyze him sharing him experience and and explained to peers, which
surroundings (Maryadi, Hanif & Puspitorini, findings. This demonstrate demonstrate effective use of
2021). social development and language.
peer relationship (ACECQA,
2018).
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
Aaran experienced different forms of learning; He enhanced Physical Development: By holding, picking and
fine motor skills as He manipulated the objects and engaged manipulating sea objects, He engaged in hand-eye
in movements. He engaged in tactile senses learning as he coordination that contributed to him physical
explored different sensations and textures. Him cognitive development.
skills improved as He explored and discovered the activity
on him own and developed ability to classify and categorize Nature/Environment: Aaran learned about marine life

PLAC909 PROFESSIONAL EXPERIENCE 3 (3-5 YEARS): DOCUMENTATION, ASSESSMENT AND PLANNING RECORD
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objects based on properties. Also, He practiced language as He explored ocean themed objects, promoting
and communication skills as he described him findings to understanding of natural world.
peers, engaged in conversation, expanding vocabulary and
verbal communication skills. Social and Emotional: Aaran engaged in collaborative
play whime He shared him findings with peers. This
supported him social and emotional skills like
communication, cooperation, empathy and sharing.
THEORY and FRAMEWORKS
Development and Education Theory Early Years Learning Framework Principles, Practices,
Outcomes
Constructivism: The interaction of Aaran in this hands-on Principles: The activity was tailored to meet individual
exploration activity aligns with constructivist theory. As needs and interest of Aaran, promoting him
theory advocates, children enthusiastically construct their engagement and commitment to respectful relationship.
understanding of world around them by interacting with the This also fostered sense of security, agency and
surrounding. He successfully manipulated the objects and autonomy.
explored its characteristics to construct him knowledge Practices: The activity provide an opportunity for child-
about ocean life and ecological concepts (Nolan & Raban, directed play as Aaran experimented with textures and
2015). colors. As an educator, I scaffolded him learning
experience and provided necessary guidance
Reggio Emilia Approach: As theory emphasize throughout (ACECQA, 2021).
experimental and child-led learning, the activity reflect this Outcomes: Aaran’s determination and persistence
by allowing Aaran to freely explore and discover on him own contributed to build positive self-esteem and wellbeing.
that promoted him creativity, curiosity and autonomy. Him curiosity to explore made him connect with natural
world as he discovered sensory features of ocean
objects.
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
The activity encouraged Aaran to Scaffolding: During Educator supported strong Physical Development:
explore objects on him own, this the activity, educator sense of identity by By holding, picking and
provided him opportunity to scaffolded learning of creating safe and inclusive manipulating sea objects,
explore hands-on. The activity was Aaran as he provided environment. He facilitated He engaged in hand-eye
an open-ended play, allowed guidance and asked sense of collaboration by coordination that
children to play creatively and use open-ended encouraging Aaran work contributed to him physical
their imagination without questions. alongside the peers. Also, development.
predetermined outcomes. Also, educator fostered him Cognitive Development:
children experienced different Child-led Approach: confidence by through Activity allowed him to
colors, textures and sensations, The educator provided guidance an provision of utilize him observation to
allowing sensory-rich play that freedom to Aaran to material tailored to Aaran’s examine the colors,
supported physical, social, explore textures and interest and textures, shapes and
emotional and cognitive othim properties of developmental stage. patterns of stone,
development (Pacini-Ketchabaw & objects and place in seashells, stones, and
Clarke, 2016) water using him plants, nurturing him
imagination (Hisn & capability to analyze him
Wu, 2011). surroundings.
PLANNING
Objective for future holistic learning and development
The objective of next activity is to expand the interest of Aaran around water themed play and develop him
understanding natural environment while nurturing him imagination, creativity and artistic abilities.
Learning Experience
Learning experience name Mermaid Painting
The activity leverage current interest and knowledge of Aaran about ocean life
and will provide him hands-on opportunity to enhance him cognitive skills,
Experience rationale
including pattern recognition and spatial reasoning as well as art skills by letting
him explore colors and shapes to paint a mermaid sketch.
The development and learning goal of mermaid painting activity is to improve
Development and learning goal: Aaran’s artistic skills, cognitive skills as well as environmental awareness through
hands-on exploration.
Experience outline: For the mermaid painting activity, an indoor area will be setup for a children to sit

PLAC909 PROFESSIONAL EXPERIENCE 3 (3-5 YEARS): DOCUMENTATION, ASSESSMENT AND PLANNING RECORD
 PLAC909 PROFESSIONAL EXPERIENCE 3 (3-5 YEARS)
and put their artistic abilities into practice. Aaran will be encouraged to paint
mermaid scales in color and patterns of him choice while explaining the color and
pattern names. During the activity, open-ended questions will be asked to expand
him knowledge about ocean life. After the activity, a discussion was facilitated on
the activity He performed and him efforts were acknowledged.
A list of materials required with Paint brush, paints, mermaid sketch paper, table, chairs
photo(s):
As Aaran engaged in the mermaid painting activity, He expressed him unique
identity and skills, preferences by choosing of colors and patterns of him choice.
He expanded him connection to natural world as He discussed about mermaid
EYLF child evidence links types, colors and magical powers. This contributed to him world by letting him
express him understanding of nature through him art. Furthimmore, the activity
promoted him emotional as well as physical wellbeing as he manipulated paint
brush and expressed joy as He finiHed him artwork (DET, 2019).
The mermaid painting activity has been planned to create engaging learning
Introduction experience that including hand-eye coordination, environmental awareness,
spatial reasoning, recognizing patterns and artistic expression.
Body All painting materials will be gathimed and table, chairs will be set up at indoor
area. Discussion will be started about marine life and natural world through
mermaid storytelling and then painting activity will be introduced to let Aaran and
othim children be creative. Children will be provided with mermaid sketch drawn
on paper and will be encouraged to explore colors and painting techniques like
Implementation plan strokes, blending and textures. Educator will offer guidance and support if
required, allowing autoicous self-expression.
Conclusion The plan will help Aaran and othim children augment their learning experience
and develop cognitive, physical and social-emotional skills. The child-led
approach will allow children taking independent decisions, improving sense of
autonomy.
Engagement What do you think mermaids look like?
questions
Can you describe mermaid colors and appearance?
What colors would you use to design for your mermaid painting?
ACTING and DOING
The activity allowed children to take the lead in the painting process, letting them
make their own choices regarding colors and patterns. It also encouraged
Play pedagogies children to engage in open-ended play as it allows them to express their creativity
and imagination. The activity integrated sensory elements, providing children to
explore colors and textures.
Modeling: The educator demonstrated children different painting techniques like
strokes, blending as well as encouraged them to imitate to create artwork.
Open-Ended Questions: Educator asked open-ended questions to inspire
children’s creativity and encourage them to express him ideas and knowledge.
Teaching strategies
Observation: As an educator, I observed him interaction with peers as well as
him findings and documented the moments.
Feedback: I provided Aaran positive reinforcement and feedback as he
performed the activity, to acknowledge him efforts.
1.2 Children develop their emerging autonomy, interdependence, resilience and
sense of agency
EYLF links
2.4 Children become socially responsible and show respect for the environment.
5.4 Children begin to understand how symbols and pattern systems work.
Cognitive Development: The activity allowed to observe, analyse and made
own decisions about patterns, colors and painting techniques, promoting
cognitive abilities.
Physical Development: Aaran manipulated the paintbrush and othim art
Child development
materials, this allowed him improve hand-eye coordination and muscles strength.
Social-Emotional Development: Aaran engaged with peers and educator to
share him artwork and respond to open-ended questions, this developed him
social and emotional skills.

PLAC909 PROFESSIONAL EXPERIENCE 3 (3-5 YEARS): DOCUMENTATION, ASSESSMENT AND PLANNING RECORD
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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 thime any unexpected outcomes? What was
your role? How did you support and teach the children? Would you do anything differently? Whime to next?
Overall, Aaran responded positively to both activities, demonstrated persistence, curiosity and enthusiasm to express
him creativity and explore natural world. The learning objectives including fine motor skills, cognitive skills, creativity as
well as social and emotional skill has been achieved and Aaran successfully applied him knowledge to him artwork and
deepened environmental awareness through discussions. As an educator, I provided support, guidance and
encouragement throughout both activities. I offered guidance ad required and asked open-ended questions to expand
him knowledge. In future, I would add more sensory elements to enhance him knowledge about natural world and
would adjust the activities based on children feedback.

References:

ACECQA. (2018). Developmental milestones and the Early Years Learning Framework and the National Quality
Standards.
https://www.acecqa.gov.au/sites/default/files/2018-02/DevelopmentalMilestonesEYLFandNQS.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/201802/
belonging_being_and_becoming_the_early_years_learning_framework_for_australia.pdf

Hsin, C.-T., & Wu, H.-K. (2011). Using Scaffolding Strategies to Promote Young Children’s Scientific
Understandings of Floating and Sinking. Journal of Science Education and Technology, 20(5), 656–666.
http://www.jstor.org/stable/41499430

Maryadi, W., Hanif, A. & Puspitorini, W. (2021). Development of Water Recognition Skills Training Model in
Children, 10, 2991/ahsr.k.210130.074.

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

Pacini-Ketchabaw, V., & Clarke, V. (2016). Following water relations in early childhood pedagogies. Journal of
Early Childhood Research, 14(1), 98–111. https://doi.org/10.1177/1476718X14529281

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