PLAC908 PROFESSIONAL EXPERIENCE 2 (0-3 YEARS)

DOCUMENTATION, ASSESSMENT AND PLANNING RECORD

Context: Name: Finn
Age: 1 year 3 months old
Date: 15/03/2024
Morning group (10 AM) and Indoor play area
DOCUMENTATION
Activity: Caterpillar Popup play
Duration: 20 minutes
Anecdotal Record: Today Finn was involved in a play-based activity where he played with growing baby caterpillar popup toy
with three different keys activations and also features a squeaker sound. Finn got fascinated upon seeing caterpillar toy and
approached it with curiosity; he explored the toy with his little hands, touched and patted on it. After a while, he discovered the
slide activation and reacted with happiness when one of frog popped up. He then attempted to replicate his action and tried to push
and other keys, he needed few attempts to successfully activate all keys, but he displayed persistence in the play. His ability to
grasp and manipulate toys keys made him improve physical coordination. As he pressed the nose of caterpillar, a fun speaker sound
activated, first Finn got surprised and then giggled before reattempting, this indicates his understanding of cause and effect. As an
educator, I closely observed interaction of Finn with the toy, offered encouragement verbally and applauded as he successfully
popup features.

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: Finn manipulated the Fine Motor Skills: As Finn Curiosity: The preliminary
caterpillar popup toy features like pushing, turning, and manipulated components of the toy's , approach of Finn to the toy and
sliding, this shows his developing physical skills. such as pushing and sliding, he exploration of its features
Emotional Development: The emotional responses of developed fine motor skills. shows his curiosity.
him like, surprised, giggles and joy at the sounds and Hand-Eye Coordination: As Finn Engagement: The focused
popups made him develop emotional skills. had to visually track components of attention throughout the
Cognitive Development: As Finn experienced that toy, he showed his hand-eye activity indicates his deep level
specific action like pushing key can produce outcomes coordination. of engagement.
like squeak, made him understand cause and effect Cause and Effect: As he realized Persistence: Despite many
mechanism (ÖNDER, 2018). that caterpillar’s nose produces reattempts to activate the
sound, the activity exemplified his mechanisms, showing
growing understanding of cause and determination (Davitt &
effect relationship. Ryder, 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
Finn developed fine motor skills as well as hand-eye Physical: By manipulating the toy, Finn enhanced motor skills
coordination as he manipulated toy and this required precision as well as physical coordination.
and control. He also learned cause and effect as he pressed Science: The tactile exploration of the toy by feeling textures,
caterpillar nose to produce sound. As he explored how to pop-up sounds tied Finn into sensory learning which is a key scientific
keys through different manipulation techniques, showcased early understanding.
problem solving and exploratory learning. Also, his engagement Cognitive: By particularly focusing on understanding of cause

PLAC908 PROFESSIONAL EXPERIENCE 2 (0-3 YEARS): DOCUMENTATION, ASSESSMENT AND PLANNING RECORD
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in thus activity indicated his emotional development as he and effect relationship and problem-solving.
reacted with surprise and joy to toy’s responses (Oncu, & Unluer, Social and Emotional: Finn’s joyous and surprised reaction to
2010). the toy responses and his willingness to take educator’s
guidance falls under social and emotional curriculum area.
THEORY and FRAMEWORKS
Development and Education Theory Early Years Learning Framework Principles, Practices,
Outcomes
Piaget’s Cognitive Development Theory: The exploration of Principles: The activity catered individual need and ability of
Finn through sloiding, turning and pushing the toy keys and Finn, that promoted inclusivity and his engagement
discovery of cause and effect relationship align with Piaget’s demonstrated commitment to respectful relationship, fostered
theory concept of symbolic thought beginning (Nolan & Raban, sense of security.
2012). Practices: The activity offered Finn an opportunity for child-
directed play as he experimented with caterpillar toy. As an
Vygotsky’s Sociocultural Theory: The role of educator in educator, I scaffolded his learning experience by providing
providing guidance and encouragement aligns with Vygotsky guidance while allowing autonomy to explore.
theory’s idea of scaffolding within the ZPD to enhance learning. Outcomes: His determination and persistence contributed to
his positive self-esteem and wellbeing. His creative expression
made him connect with his world by discovering sensory
features of playset.
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
As an educator, I provided Scaffolding: I provided  I made Finn fell Physical Development: Finn
materials that are aptly guidance without openly comfortable and safe as he manipulated the caterpillar
challenging and engaging and directing the play to make explored the play activity, popup toy features like
fostered an environment to him understand cause and that indicates secure pushing, turning, and sliding,
encourage active learning and effect relationship and also environment. I also this shows his developing
curiosity of Finn. He was allowed when he struggled with toy. provided guidance and physical skills.
to freely explore the toy and this Observing: I closely encouragement to build Emotional Development:
approach supported his observed Finn’s interaction trust. The emotional responses of
autonomous learning which is with the toy, noticing his him like, surprised, giggles
critical for sensory and cognitive challenges, moments and  I integrated physical and joy at the sounds and
development. Also, based on responses and documented wellbeing in play by popups made him develop
Finn’s observation, I reflected on the whole observation. emphasizing the emotional skills.
the effectiveness and planned Intentional Teaching: I significance of safety and Cognitive Development: As
adaptation for next activities to selected and planned a also supported his Finn experienced that
better meet Fin’s holistic needs. developmentally suitable emotional wellbeing by specific action like pushing
toy that could promote recognizing his efforts and key can produce outcomes
learning of Finn across providing encouragement like squeak, made him
several domains (Chigeza (ACECQA, 2010). understand cause and effect
& Sorin, 2016). mechanism.
PLANNING
Objective for future holistic learning and development
The objective is to foster range of developmental skills through interactive, exploratory and engaging play activity that not only
enhance cognitive, fine motor skills but also support social-emotional growth and creative expression.
Learning Experience
Learning experience name Sort and Explore Shapes
Building on the successful implementation of colourful car sorting, which enhanced color
recognition, categorization and fine motor skills. The next step is to enrich developmental
Experience rationale experience of Finn by including puzzle shape sorter. This transition from car sorting to shapes
sorting is a natural progress in early childhood education. The extended activity will further
delve into physical as well as cognitive development.
The goal is to improve ability of Finn to identify and name several geometric shapes,
Development and learning goal: promotion early mathematical understanding. Also, enhance his hand-eye coordination and
fine motor skills, problem-solving skills as well as expand vocabulary.
Experience outline: For the shape sorting activity, I will set up a comfortable play area with enough space for the
puzzle shape exploration and will make sure that all puzzle shapes are safe, clean and age
appropriate. I will demonstrate how to match the puzzle shape piece to its corresponding lot

PLAC908 PROFESSIONAL EXPERIENCE 2 (0-3 YEARS): DOCUMENTATION, ASSESSMENT AND PLANNING RECORD
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on board and will encourage Finn to try fitting shapes. I will also engage him in discussion
regarding shapes to enhance his vocabulary and understanding of shape characteristics.
A list of materials required with Table, chair, wooden peg puzzle shape sorter
photo(s):
Outcome 1: Finn demonstrated autonomous decision-making as he chose which shape to sort
first, this help him develop sense of competence.
Outcome 3: As Finn engaged in activity he developed hand-eye coordination and fine motor
EYLF child evidence links skills, which contributed, to his physical wellbeing while the successful puzzle solving
boosted his emotional wellbeing.
Outcome 4: The persistence of Finn to solve puzzle and engaging in problem solving
highlight his developing confidence and participation in learning activities.
The shape exploring and sorting activity is planned to promote holistic development through
interactive play. The following plan outlines the steps as an educator I will take to enhance
Introduction
fine motor, cognitive as well as language development in an engaging and supportive learning
environment.
Body I will gather all necessary materials and will set up designated area for the activity, ensuring
play area is clean and safe. I will begin discussion to introduce the activity, showing and
naming each shape while discussing its characteristics. Then, I will demonstrate how to
Implementation plan match the puzzle shape piece to its corresponding lot on board and will encourage Finn to try
fitting shapes. . I will also engage him in discussion regarding shapes to enhance his
vocabulary and understanding of shape characteristics.
Conclusion The "Exploring and Sorting Shapes" activity is planned to provide a rich, multi-sensory
learning experience, inspiring children to engage in fundamental geometric concepts playful
learning. By contributing in following activity, Finn will not only develop key cognitive and
motor skills but also enhance his language skills and problem-solving skills.
Engagement
questions
ACTING and DOING
The activity provided child-centred learning as it allowed Finn to choose any shape to sort that
Play pedagogies promoted autonomy and decision-making. The activity emphasized hands-on exploration by providing
sufficient time to manipulate and explore shapes and characteristics.
 Scaffolded learning as brief introduction of activity was provided, offered hints and direct help
based on his needs.
Teaching strategies  I modelled how to match shapes to make him gain confidence while verbally calling shape names.
 Asked open-ended questions to inspire Finn’s creativity and encourage him to express his ideas
(Adu & Kissiedu, 2017).
 Children develop their emerging autonomy, interdependence, resilience and sense of agency.
 Children develop knowledgeable and confident self-identities.
EYLF links  Children take increasing responsibility for their own health and physical well-being.
 Children develop a range of skills and processes such as problem-solving, inquiry,
experimentation, hypothesising, researching and investigating (DET, 2019).
The activity fostered holistic development of Finn across different domains, cognitive development as
tried to fit puzzle shapes into the correct slots, which required trial and error. By picking up,
Child development
manipulating, and placing shapes into exact slots, he developed physical abilities. Language
development through naming the shapes that expanded his vocabulary.

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

PLAC908 PROFESSIONAL EXPERIENCE 2 (0-3 YEARS): DOCUMENTATION, ASSESSMENT AND PLANNING RECORD
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did you support and teach the children? Would you do anything differently? Where to next?

Finn responded with great curiosity and enthusiasm for puzzle activity and his engagement is evident through his focused attention
on sorting shapes. The primary learning objective was achieved as Finn demonstrated enhanced ability to recognize and sort
shapes, enhancing cognitive development. The fine motor skills are also sustained as he manipulated shapes and placed with
precision. Throughout the activity, I offered guidance and support as well as asked open-ended questions to stimulate his critical
thinking. In future, I will incorporate more complex geometric concepts in the activity and will also incorporate technology like
shape games to provide engaging dimension to learning.

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

Chigeza, P. & Sorin, R. (2016). Kindergarten Childr ten Children Demonstr en Demonstrating Numer ating Numeracy
Concepts acy Concepts through Drawings and Explanations: Intentional Teaching within Play-based Learning. Australian
Journal of Teacher Education, 41(5). https://doi.org/10.14221/ajte.2016v41n5.5

Davitt, G. & Ryder, D. (2019). Dispositions of a responsible early childhood education leader: Voices from the field. Journal
of Educational Leadership, Policy and Practice, 33, 18-31. 10.21307/jelpp-2018-003.

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

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

Oncu, E. & Unluer, E. (2010). Preschool children's using of play materials creatively. Procedia - Social and Behavioral
Sciences, 2, 4457-4461. 10.1016/j.sbspro.2010.03.711.

ÖNDER, M. (2018). Contribution of Plays and Toys to Children’s Value Education. Asian Journal of Education and Training,
4(2), 146-149. 10.20448/journal.522.2018.42.146.149.

PLAC908 PROFESSIONAL EXPERIENCE 2 (0-3 YEARS): DOCUMENTATION, ASSESSMENT AND PLANNING RECORD