PLAC908 PROFESSIONAL EXPERIENCE 2 (0-3 YEARS)

DOCUMENTATION, ASSESSMENT AND PLANNING RECORD

Context: Name: Rafeal Frew
Age: 1 year 11 months old
Date: 12/03/2024
Morning group (10 AM) and Indoor play area
DOCUMENTATION
Today, Rafeal participated in a car track play based activity, which involved Parking and Service Centre Playset, complete with a
ticketing booth, parking garage, service station, and different toy cars. As he was introduced to the activity, Rafeal’s first reaction
was treat to the eyes. He approached to playset and began to explore different toy cars and playset components, and was delighted
to watch the car as it descended the ramp. During the activity, Rafeal demonstrated emerging fine motor skills and spatial
awareness as he carefully manipulated the cars and directed through the ticketing booth and designated service station spot. His
ability to mimic the real life gas filling activity at the service station showcased his ability to engage in symbolic play and
imagination. The pit stop with playset made Rafeal learn about tools through different imaginative phrases like hammer,
screwdriver along with sounds, which expanded his vocabulary and improved listening comprehension. Overall, his interaction in
the activity provides valuable insights into his developing fine motor and cognitive skills as well as his personal interest.

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: Refeal manipulated the car Cause and Effect Understanding: Curiosity: As he explored the
toys to slide it down the track and at different spots, As Rafeal understood that certain playset and its components, he
thus developed fine and gross motor skills while tools has specific functions, he showed interest in how different
enhancing coordination and dexterity. learned that his actions had tools are used.
Cognitive Development: As Refeal learned about the consequences.
tools and its functions, he enhanced his understanding Imagination: Rafeal engaged in
of the world around him, fostering cognitive Fine Motor Skills: The activity- pretend play, imagined himself
development. required precision as he manipulated as a mechanic, and came up
Language Development: The imaginative phrases the cars helped refining fine motor with innovative uses of tools
and sounds of playset expanded his vocabulary as well skills. (Carr, 2001).
as improved his listening ability (ÖNDER, 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
Rafeal actively participated in car track activity and Science: By exploring use of tools and understanding cause and
experienced different forms of learning. He has developed fine effect relationships, made his develop observational skills and
motor skills as he manipulated the car toys while controlling hypothesis testing.
wrist and hand muscles. As he experimented with different Physical Development: By manipulating the cars and tools, he
tools and its functions he displayed his developing has developed hand-eye coordination, spatial awareness, and
imaginative and cognitive capability. He also developed control over his body movements.
language skills ash he learned imaginative phrases and sounds Language and Literacy: The introduction of different tool
which expanded his vocabulary (Oncu & Unluer, 2010). names and action words, he has developed vocabulary as well as
communication skills.
THEORY and FRAMEWORKS
Development and Education Theory Early Years Learning Framework Principles, Practices, Outcomes
Piaget's Theory of Cognitive Development: Rafeal’s Principles: The activity catered individual need and ability of

PLAC908 PROFESSIONAL EXPERIENCE 2 (0-3 YEARS): DOCUMENTATION, ASSESSMENT AND PLANNING RECORD

interaction in this activity align with preoperational stage of
Piaget theory where symbolic thinking begins to develop. As
Rafeal uses toy cars and tools, it not only for physical
possessions but also as symbol in his imaginative play (Nolan
& Raban, 2012).
Erikson’s Psychosocial Development: The activity aligns
with autonomy vs. shame and doubt stage, where children
learn to state their independence by selecting and regulating
their actions. The activity allowed Rafeal to make own
decisions, practice skills, and receive constructive feedback,
bolstering his sense of autonomy and confidence.
PLAC908 PROFESSIONAL EXPERIENCE 2 (0-3 YEARS)
Rafeal, that promoted inclusivity and his engagement
demonstrated commitment to respectful relationship, fostered
sense of security.
Practices: The activity offered Rafeal an opportunity for child-
directed play as he experimented with toys and tools. As an
educator, I scaffolded his learning experience by providing
guidance while allowing autonomy to explore.
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
Educator displayed play
based pedagogies such as
child-centred learning
experience as Rafeal was
given freedom to explore
and make his own
decisions, and this
autonomy improves
engagement and
motivation. Also, educator
provided playful activity
with elements like toys,
tools and problem-solving
embedded in a real-life
context.
Objective for future holistic learning and development
The objective of the "sort cars by color” activity is to further deepen Rafeal’s understanding of different cars by incorporating
colors into it in order to enhance fine motor, cognitive, creative and social skills.
Learning experience name
Experience rationale
Development and learning
goal:
Experience outline:
A list of materials required
with photo(s):
Teaching Strategies EYLF Educator Evidence Child Development
Scaffolding: As an educator, I  I assisted Rafeal to choose Physical Development:
introduced activity to Rafeal by his role in the activity, Refeal developed physical
explaining how to use the where he selected his role as skills as he manipulated the
playset and remained available mechanic and this choice car toys to slide it down the
to guide, encourage and extend enabled fostering a strong track and at different spots,
learning by asking open-ended sense of identity. which made him improve fine
questions.  I integrated physical and gross motor skills while
wellbeing in play by enhancing coordination and
Open-Ended Questioning: I emphasizing the dexterity.
asked questions that encouraged significance of safety and Cognitive Development: As
Rafeal to think innovatively and also supported his emotional Refeal learned about the tools
critically which promoted wellbeing by recognizing and its functions, he enhanced
language development and his efforts and providing his understanding of the world
stimulated his curiosity. encouragement. around him, fostering
 I encouraged Rafeal to cognitive development.
explain car-repairing Language Development: The
process using specific imaginative phrases and
vocabulary related to tools sounds of playset expanded
and actions, through both his vocabulary as well as
group discussions and improved his listening ability.
personal conversations
(ACECQA, 2010).
PLANNING
Learning Experience
Sort cars by colors
Building upon previous activity that included cognitive understanding and physical coordination as
well as familiarity with tools and numbers. The following extended activity will add additional layer
of cognitive challenge focused in color recognition and categorization. This will target early
mathematics, cognitive and arts skills while fostering key developmental milestones in a playful
manner.
The goal is to develop and enhance Rafeal’s cognitive skills, physical coordination, creative
expression, confidence, precision and coordination as well as language development through
interactive and fun experience.
I will briefly explain the activity to Rafeal, showing him his favourite toy cars and the specific colored
areas where each car will be placed based on its color. I will invite him to start sorting the cars and
then place each on matching colored section. I will also encourage him to name as he sorts to make
him memorize color names. I will make activity more engaging by asking him to identify most and
least cars in specific colors.
Different toy car in multiple colors (ambulance and two trucks), seating mat

PLAC908 PROFESSIONAL EXPERIENCE 2 (0-3 YEARS): DOCUMENTATION, ASSESSMENT AND PLANNING RECORD
 PLAC908 PROFESSIONAL EXPERIENCE 2 (0-3 YEARS)
Outcome 1: Rafeal made his choices regarding which car to sort first and decided sorting technique,
representing confidence in his decision-making and autonomy.
Outcome 3: Refeal has demonstrated enhanced fine motor skills as he picked the cars and precisely
EYLF child evidence links
placed them in designated area.
Outcome 4: He has demonstrated problem-solving skills, curiosity and his ability to persist with a
task until all cars are sorted.
I will begin the play by setting up activity in a designated area and will introduce the “sort by
Introductio
n color” activity to children. I will discuss and types of cars and will encourage him to sort and
place the cars in order.
Body A seating area will be set up with all materials including different types of colors and in
different colors, color designation with labels and mat. Brief intoriduction of activity will be
provided to Rafeal, showing him his favourite toy cars and the specific colored areas where
each car will be placed based on its color. He will next invited to start sorting the cars and then
Implementation plan
place each on matching colored section. He will be offered assistance when needed and will be
praised for his effort and achievement.
Conclusion The plan will help Rafeal stimulate his learning experience and will foster his love to learn and
develop cognitive, physical and social-emotional skills. The child-led approach will allow him
to take independent decisions that will improve his sense of autonomy.
Engagement Which color would you sort next?
questions
Which color do you like from these, and why?
ACTING and DOING
Play pedagogies
 I modelled how to sort the cars by color that include verbalizing thoughts, it made him enhance
cognitive understanding and vocabulary.
 I scaffolded learning as I provided different levels of support based on his needs, including
Teaching strategies
physical guidance or verbal hints.
 I asked open-ended questions to encourage him think critically and express his reasoning.
 I provided encouragement and positive feedback focusing on the process as well as outcomes.
 Children developed her emerging autonomy, inter-dependence, resilience and sense of agency.
 Children develop knowledgeable and confident self-identities.
EYLF links  Children transfer and adapt what they have learned from one context to another.
 Children developed range of skills and processes such as problem solving, experimentation,
hypothesising (DET, 2019).
In the activity, child development was nurtured as he was engaged in hands-on exploration. Cognitive
growth occurs through observation, sorting and critical thinking, while fine motor skills were refined
Child development
through handling and placing cars. Social development thrives as children share findings and engage
in collaborative discussions.

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)
Rafeal showed curiosity and enthusiasm for both activities and was very intrigued by different colors and tactile nature of toy playt
set. Overall, the learning objective of enhancing fine motor skills, color recognition and categorization skill was achieved as Rafeal
confidently performed the activities. As an educator, I demonstrated the activities, provided guidance and facilitated learning by
asking questions. I provided physical as well as verbal guidance in early stage of activity, provided encouragement and recognition
to his efforts to maintain motivation. Building upon successful outcomes of these activities, I will introduce different sorting
techniques in future such as sort by shape and type. This will further support cognitive skills and learning in logical reasoning and
categorisation.

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

Carr, M. (2001). Assessment in Early Childhood Settings: Learning Dispositions. London, Paul Chapman.

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