PLAC908 PROFESSIONAL EXPERIENCE 2 (0-3 YEARS)

DOCUMENTATION, ASSESSMENT AND PLANNING RECORD

Context: Name: James Mitchell
Age: 1 year 4 months old
Date: 18/03/2024
Morning group (9 AM) and Indoor play area
DOCUMENTATION
Running Record:
9:00 am-9:15am – James is engaged in cooking play activity and is participating in imaginative role-playing, pretending to be
chef. James approaches the kitchen toy set with curiosity and picks up a saucepan, picks toy veggies, puts in saucepan.
9:15am-9:30am – James approaches the stove, observing knobs and turns it on, placed saucepan on it and starts stirring it with a
spoon, imitating the cooking movement. His role-play is highlighting his increasing imagination skill. His decision to interact with
stove is reflecting his ability to problem solving within a play.
9:30am-9:40am – James is exploring different utensils and food items in the kitchen set, picks the plates and fork, takes out
prepared food in plate and set the table, despite facing challenges, he is persistent and is manipulating the utensils to take out the
prepared food perfectly.
9:40am-9:50am – As James takes out food, pretends to eat and announces, “I am a best chef”, reflecting his developing
communication skills and positive attitude towards the activity.
9:50am-10:00am – James his pretending to clean the kitchen after eating, picking up the dishes and putting in sink, demonstrating
self-regulation and growing sense of responsibility and independence.

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
Cognitive Development: James is demonstrating Role-Playing: James is pretending to Persistence: Despite facing
cognitive skills, as he is engaging in imaginative play be a chef and his ability to imitate this challenge to handle, stir and
with stove and utensils, understanding symbolic role is displaying his imaginative takeout food, he continued with
representation as a real cooking appliance. skills. the activity.
Physical Development: As James is turning on the Fine Motor Skills: James is Imagination: James is
stove knobs, manipulating pots and utensils, he is manipulating kitchen appliances and pretending to be a chef, imitating
developing hand-eye coordination and fine motor utensils and is developing muscle chef actions and demonstrating
skills. strength and dexterity. his creativity and imagination
Social-Emotional Development: James interaction Communication Skills: He is skills.
with activity and role-playing is fostering his narrating his actions and using Curiosity: James is exploring
creativity and self-expression. expressive language to share his the stove and kitchen utensils
feelings, demonstrating increasing with interest, he is curious to
communication skill. learn through play.
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
James is manipulating kitchen appliance and pots, and is Physical: By manipulating kitchen utensils and pots he is
pretending to cook, developing fine motor skills. He is learning expressing skills such as grasping, twisting, cutting, dishing
symbolic representation as he is pretending that toy stove and other out and stirring, James is developing fine motor skills.
pots are real, this will contribute to his literacy and numeracy Cognitive: As James is engaging in symbolic representation,
development. Also, he is practising creative thinking and finding imaginative thinking and problem solving, he is developing
solution to overcome challenges, learning problem-solving skills his cognitive abilities.
(Budiarti, 2021). Health & Wellbeing: James is learning about eating habits,
food preparation and importance of cleaning. This will

PLAC908 PROFESSIONAL EXPERIENCE 2 (0-3 YEARS): DOCUMENTATION, ASSESSMENT AND PLANNING RECORD
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support his understanding of nutrition and healthy lifestyle
concepts (Walters & Stacey, 2009).
THEORY and FRAMEWORKS
Development and Education Theory Early Years Learning Framework Principles, Practices,
Outcomes
Piaget’s Theory of Cognitive Development: As theory advocates Principles: The activity is catering individual need and
role of imaginative play for cognitive development of children, ability of James that promotes inclusivity. His engagement is
James was pretending to be a chef and his ability to imitate chefdemonstrating commitment to respectful relationship,
actions representing his ability to understand real world scenario.
fostering sense of security.
Practices: The activity provides James an opportunity to
Erikson Psychological Theory: According to theory, children self-directed play as he experiments with kitchen toys. As an
develop sense of independence during preschool years as they educator, I scaffolded his learning experience by providing
explore the world, this aligns with James play as exercised guidance while allowing autonomy to explore.
imagination, made choices and played role. This is fostering his Outcomes: James expressing his unique personality and is
autonomy and independence (Nolan & Raban, 2012). developing sense of confidence in his abilities. His
determination and persistence contributes to his positive self-
esteem and wellbeing (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
As an educator, I provided materials Scaffolding: I provided  I am observing James Cognitive
that are aptly challenging and guidance as required, engagement in imaginative Development: James is
engaging and fostered an without openly directing role-play, noticing his sense demonstrating cognitive
environment to encourage active the play to make him of belonging as he explores skills, as he is engaging
learning and curiosity of James. He understand symbolic kitchen toys. I am in imaginative play with
was allowed to freely explore the toy representation. documenting his feelings stove and utensils,
and this approach supported his Observing: I closely and behaviour. He feels understanding symbolic
autonomous learning which is critical observed James interaction curious and excited, this representation as a real
for sensory and cognitive with the toy, noticing his indicates his sense of being cooking appliance.
development. Also, based on his challenges, moments and respected in learning Physical Development:
observation, I reflected on the responses and documented context. As James is turning on
effectiveness and planned adaptation the whole observation. the stove knobs,
for next activities to better meet Intentional Teaching: I  I integrated physical manipulating pots and
James’s holistic needs. selected and planned a wellbeing in play by utensils, he is
developmentally suitable emphasizing the developing hand-eye
toy that could promote significance of safety, coordination and fine
learning of James across cleaning and healthy food. motor skills.
several domains (Aussie Also, supported his Social-Emotional
Childcare Network, 2023). emotional wellbeing by Development: James
recognizing his efforts and interaction with activity
providing encouragement and role-playing is
(ACECQA, 2010) fostering his creativity
and self-expression.
PLANNING
Objective for future holistic learning and development
The objective is to engage James in a pretend play activity, and make him further develop cognitive, physical, social-emotional,
and language skills, nurturing inclusive growth and readiness for future learning experience.
Learning Experience
Learning experience name Mud cupcake Making and Decor
Building on the successful implementation of imaginative cooking play activity, which
enhanced symbolic representation, cognitive and fine motor skills. The ud make and
Experience rationale
decorate activity for James will provide him a hands-on and sensory-rich experience that
promotes his holistic learning and development across numerous domains.
The goal is to enhance cognitive skill by making James follow step-by-step instructions
and understanding scientific principle of baking. Also, enhance his creativity and
Development and learning goal:
imagination by enabling him to role-play as a baker and décor cupcake using different
colors and patterns.
Experience outline: For the activity, James will be provided with baking workstation. I will make sure that all

PLAC908 PROFESSIONAL EXPERIENCE 2 (0-3 YEARS): DOCUMENTATION, ASSESSMENT AND PLANNING RECORD
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the materials are safe for child use and will explain ach step, allowing him to follow. He
will be encouraged to experiment with different decorating designs and techniques,
expressing his unique style and preferences.
A list of materials required with photo(s): cupcake moulds, mud, water, decoration items
Outcome 1: James expresses his preferences and abilities by creatively decorating the
cupcake; this contributes to his development of self-awareness and sense of identity.
Outcome 3: The sensory-rich nature of activity allows James to mix, pour and décor
EYLF child evidence links
cupcake, stimulating his mental as well as physical wellbeing.
Outcome 4: James shows persistence and curiosity as he happily learn new things to make
and decor cupcake (DET, 2019).
All children including James will be welcomed, context will be set and all materials and
Introduction ingredients are introduced, instructing all steps. As children are gathered in activity area,
they will be encouraged to work as a team to create cupcakes.
Body The cupcake activity will be conducted in a safe and supervised outdoor environment, with
age-appropriate materials and ingredients. James will be encouraged to actively participate
in each step, including sand measurement, adding water, mixing, pouring and decorating
cupcakes. Educators will scaffold James's learning by providing him guidance when
Implementation plan needed. Educator will encourage him and provide opportunity to reflect on behaviour and
skills throughout the experience.
Conclusion The activity is planned to provide a rich, multi-sensory learning experience, inspiring
James to engage in role-play and cooking concepts. By contributing in following activity,
James will not only develop key cognitive and fine motor skills but also enhance his
creativity, language and problem-solving skills.
Engagement Can you describe the consistency of mud batter?
questions
Can you help me pour the batter?
ACTING and DOING
The activity is a child-led play as it allowed James to explore and experiment with cupcake
Play pedagogies consistency, ingredients and decoration, fostering autonomy. The activity is also an open-
ended play as it allowed James to express his unique ideas and preferences.
Scaffolding: Educator breaks down the make and decor process into steps, provides
supports, such as cues, reminder, and prompts.
Teaching strategies
Modeling: Educator models attitude towards baking, such as creativity and patience and
encourages James to explore his creativity.
1.2 Children develop their emerging autonomy, interdependence, resilience and sense of
agency.
3.2 Children take increasing responsibility for their own health and physical well-being.
EYLF links
4.2 Children develop a range of skills and processes such as problem-solving, inquiry,
experimentation, hypothesising, researching and investigating (DET, 2019).
4.4 Children resource their own learning through connecting with natural materials.
The activity fostered holistic development of James across different domains, cognitive
development as he tried to mix ingredient and décor cupcakes, which required trial and
Child development
testing. By picking up, manipulating, and placing ingredients, he developed physical
abilities. Multisensory experience, as he experienced textures and smell of mud.

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?

PLAC908 PROFESSIONAL EXPERIENCE 2 (0-3 YEARS): DOCUMENTATION, ASSESSMENT AND PLANNING RECORD
 PLAC908 PROFESSIONAL EXPERIENCE 2 (0-3 YEARS)
James responded with curiosity and enthusiasm as he actively participated in each step, measured ingredients and decorated mud
cupcakes. Overall, the learning objectives was achieved as James developed fine motor skills and expressed his creativity through
decorated cupcake. The activity also allowed his to develop language skills as he expanded his vocabulary and responded to open-
ended questions. Throughout the activity, I offered guidance and support as well as asked open-ended questions to stimulate his
critical thinking. In future, I would expand James interest in cooking by planning more cooking activities, I would integrate
cooking concepts in mathematics, science and arts activities.

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

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_f
ramework_for_australia.pdf

Aussie Childcare Network. (2023). Intentional Teaching Strategies For Educators.

https://aussiechildcarenetwork.com.au/articles/childcare-programming/intentional-teaching-strategies-for-
educators#google_vignette

Budiarti, E. (2021). Fun Cooking to Increase Early Childhood Learning Motivation During Covid-19 Pandemic,
10.2991/assehr.k.210322.003.

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.

Walters, L.M., & Stacey, J.E. (2009). Focus on food: development of the Cooking with Kids experiential nutrition education
curriculum. Journal of nutrition education and behavior, 41 5, 371-3 .

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