PLAC909 PROFESSIONAL EXPERIENCE 3 (3-5 YEARS)

DOCUMENTATION, ASSESSMENT AND PLANNING RECORD

Context: Date – 28/02/2024 (Indoor play)
Child – Judith (4.5 years)
DOCUMENTATION
Anecdotal Records: As an educator, table’s shape recognition activity in the classroom was engaging and fun. The
goal of this activity was to let children demonstrate her visual perception, recognizing and appreciating the forms of
shapes. The child here, I gave more focus to is, Judith Thomas, who is 4.5 years old. The activity was involved different
patterns of same shapes and the challenge was to identify and match the different patterns and glue at correct spot.
Judith enthusiastically jumped into task, carefully analysed the pattern and took some time to glue the shapes at correct
spot. Judith's accurate identification of shapes displays her cognitive skills, and her understanding of the matching task
reflects logical thinking. As she examined the shapes, she engaged in spontaneous conversation with Educator and
communicated her thoughts. “It’s rectangle, circle and diamond shape on top and “X” and a line on side, her responses
were correct. She also had a conversation with peers sitting on same table; she told them that it’s a matching game
and worked as a team. Judith's active engagement with peers and the educator demonstrated effective communication
and a collaborative learning environment during the 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
Fine Motor Skills: Judith carefully manipulated 
Judith ability to identify and Persistence: Judith took her
the paper and glue to paste the shapes while name geometrical shapes time to wisely analyse the
coordinating hand-eye movement that helped indicate her development in pattern and confirm the
her develop fine motor skills. visual perception. shapes match correctly,
 Judith has achieved spatial demonstrate her persistence
Cognitive Development: As Judith carefully development milestone by in challenging task
examined and recognized different geometric categorizing, arranging and completion.
shapes and the patterns, it contributed to her pasting shapes with precision. Communication: She
cognitive skill development.  By picking up and pasting the articulated the shapes names
shapes with glue with control and explained activity to
and precision required hand- peers, which demonstrate
eye coordination, which is a effective use of language.
key milestone in physical
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
Judith showcased different forms of learning experience, Physical Development: The activity required Judith to
demonstrating holistic development. By manipulating the handle and place shapes, which requires precise
paper and glue, she learned coordination between hands movement and hand-eye coordination.
and eye. Arranging and pasting of correct shapes depict Language & Literacy: The activity encouraged
spatial awareness. She has learned to identify and name communication, vocabulary development related to
different shapes, enhancing visual perception and geometry and spatial concepts, as Judith verbally called

PLAC909 PROFESSIONAL EXPERIENCE 3 (3-5 YEARS): DOCUMENTATION, ASSESSMENT AND PLANNING RECORD
 PLAC909 PROFESSIONAL EXPERIENCE 3 (3-5 YEARS)
understanding of geometric concepts. She has also learned the names of shapes.
practicing problem-solving skills and logical reasoning by STEAM: Judith learned basic concepts of mathematics
analysing patterns and shapes. as it involved geometrical shapes and its properties.
Also, the activity included arts as she created patterns
with shapes and explored concepts of symmetry and
aesthetics (DET, 2019).
THEORY and FRAMEWORKS
Development and Education Theory Early Years Learning Framework Principles, Practices,
Outcomes
Piaget’s Theory of Cognitive Development: As per Principle: Judith has been engaged in collaborative
theory, children in pre-operational stage expand symbolic play, fostering secure, respectful and reciprocal
though, imagination and language development. Judith’s relationship. The activity has incorporated diverse
ability to recognize and name shapes and its patterns shapes and patterns, which respected her unique
indicating her growing ability to think symbolically. views.
Reggio Emilia Approach: The discussion on shapes, Practice: The activity integrates intentional teaching of
matching, recognizing and pasting process aligns with this cognitive, language, and social-emotional learning,
approach that provided her opportunity to self-explore and reflecting practice if being responsive to children.
express. The presence of creativity, art, conversation and Outcome: Her persistence helped her develop
play reflecting hundred languages of children (Arseven, confidence and sense of achievement. While her
2014). confidence in her abilities and positive interaction with
peer, contributing to her sense of identity.
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
Play based pedagogies in the Child-led Approach: Educator supported strong Judith has developed
activity include self-directed The educator provided sense of identity by creating physical, cognitive,
learning as Judith was encouraged freedom to Judith to safe and inclusive language and literacy
to independently perform the explore different ways environment. She facilitated as well as
activity and manipulate the objects shapes can be sense of collaboration by communication skills
on her own. In addition, the activity organized and let her encouraging Judith work in the following
facilitated development of articulate herself alongside the peers. Also, activity, supporting her
language, which is tool for learning creatively. educator fostered her overall health and
and developmental area in play- confidence by through growth (Fisher et al.,
based pedagogies. While the Open-Ended guidance an provision of 2013).
physical development in the play Questions: material tailored to Judith’s
contributes to overall well-being of Educator asked open- interest and developmental
children. ended questions like stage.
what shapes do you
see? to encourage
Judith think critically
(ACECQA, 2010).
PLANNING
Objective for future holistic learning and development
The objective of “Number and Pattern matching” activity is to further enhance Judith’s cognitive skills and mathematical
understanding and help her in improving memory, concentration, and logical thinking.
Learning Experience
Learning experience name Number and Pattern matching activity
The activity will based on knowledge developed in previous activity to provide
Judith and hands-on opportunity to enhance her cognitive skills and mathematical
understanding in an engaging. She will be encouraged to learn more about
Experience rationale
shapes, patterns and numeracy through direct observation and experimentation.
Visual elements and colourful designs will be incorporated to make the learning
experience more enjoyable for children.
The developmental of this activity is to help Judith improve memory,
Development and learning goal: concentration and logical thinking. While the learning goal include numeracy
learning and geometrical concepts.
Experience outline: For the number and Pattern matching activity, an outdoor area was setup children
were asked to put their numeracy and geometrical knowledge into practice. Judith
were encouraged to flip and match the flashcard to its corresponding number or

PLAC909 PROFESSIONAL EXPERIENCE 3 (3-5 YEARS): DOCUMENTATION, ASSESSMENT AND PLANNING RECORD
 PLAC909 PROFESSIONAL EXPERIENCE 3 (3-5 YEARS)
shape to the big poster. Judith arranged these numbers in an order was calling
out the names of numbers while flipping the flash card and matched with same
number card quickly. After the activity, a discussion was facilitated on the activity
she performed and her efforts were acknowledged.
A list of materials required with photo(s): Table, chair, number and pattern poster, flash cards
Judith’s engagement in counting objects illustrates her ability to make
connections with the broader world through mathematical concepts. While her
EYLF child evidence links
determination while arranging flashcards in order and matching with poster
objects reflect her capability to persist in a task.
The following activity has been planned to create engaging learning experience
that includes Recognizing numbers, matching them with corresponding cards,
Introduction
and counting and identifying pictures with a focus on improving, concentration,
and logical thinking.
Body Children will be provided with flashcards with numbers and pictures on it and the
big poster to carefully place the flashcard on the matching number. I will engage
with Judith and will ask questions to prompt her critical thinking such as
describing pictures of cards and counting numbers.
Implementation plan
Conclusion The planned activity will help Judith stimulate her learning experience and
promote mathematical concepts including numerical as well as geometrical
concepts, support her language development and sense of agency. As an
educator, I will ensure providing learning experience that well aligns with her
holistic development and improve her problem-solving abilities (Jatisunda et al.,
2021).
Engagement What comes after this number?
questions
How many stars do you see here?
What was your favourite part of this activity?
What else can we count in the classroom right now?
ACTING and DOING
The activity provided child-centred learning as it allowed Judith to choose any
flashcard, promoting autonomy and decision-making. The activity also
Play pedagogies
emphasized hands-on exploration by providing adequate time to manipulate,
search, and match cards or numbers.
Scaffolding: As an educator, I briefly discussed activity before starting and
provided guidance number recognition.
Child-centered Approach: Judith was encouraged to take the lead while flipping
Teaching strategies
and sorting the cards.
Observation: As an educator, I observed her interaction with peers and her
findings and questions and documented the moments (Epstein, 2014).
1.2 Children develop their emerging autonomy, interdependence, resilience and
sense of agency.
1.3 Children develop knowledgeable and confident self-identities.
3.2 Children take increasing responsibility for their own health and physical well-
EYLF links
being
4.2 Children develop a range of skills and processes such as problem-solving,
inquiry, experimentation, hypothesising, researching and investigating (DET,
2019).
Cognitive development is nurtured by means of enhancing children ability to
recognize numbers and understanding concept of counting. Language has been
Child development developed by building vocabulary around number and patterns and by asking
questions, explaining choices to peers and educators. Physical development
nurtured through handling cards and hand-eye coordination.

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

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?
Overall, Judith was highly engaged and showed interest in recognizing and matching numbers and was calling out
numbers as she found the correct one. The primary learning objective of enhancing numeracy skills and pattern
understanding was met and Judith displayed her ability to identify, count and match numbers and shapes accurately.
As an educator, I provided guidance and encouragement throughout the activity and asked open-ended questions to
motivate thinking. I provided support through scaffolding, offered required assistance. I have also used modelling
technique to show counting and pattern recognition. Building on current interest if children, I would involve complex
pattern recognition activities in future and would introduce basic mathematical operations like addition and subtraction
through play-based activities to extend mathematical skills.

References:

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

Arseven, A. (2014). The Reggio Emilia approach and curriculum development process. International Journal of
Academic Research, 6, 166-171. 10.7813/2075-4124.2014/6-1/B.23.
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

Epstein A. (2014). The intentional teacher: Choosing the best strategies for young children’s learning (revised
ed.). The National Association for the Education of Young Children.

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

Jatisunda, M., Hidayanti, M., Lita, Nahdi, D. Cahyaningsih, U. & Suciawati, Vici. (2021). Mathematical
knowledge for early childhood teaching: A deep insight on how pre-service teachers prepare mathematical
activities. Journal of Physics: Conference Series, 1778, 012017. 10.1088/1742-6596/1778/1/012017.

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