PLAC909 PROFESSIONAL EXPERIENCE 3 (3-5 YEARS)

DOCUMENTATION, ASSESSMENT AND PLANNING RECORD

Context:
Making a cake in the Name: Anna Lam
sandpit area. Age: 4 years 1 month (playing with her friend in small group)

DOCUMENTATION

Observation method: Learning story

Anna was playing with her friends in the sandpit area. Anna was pretending to cook in a pot, then Layla went to get
water from the tap. She brought some water in a cup. Logan put some water into a pot on the sand, and Anna was
mixing it using a stir-fry. The teacher asked Anna, “What are you cooking, Anna?” and she replied to the teacher with
a smile, “This is cake." The teacher said to Anna, “Wow, it looks delicious." The teacher asked Anna, “Which flavour
cake are you making?”. Anna replied to her teacher, “This is a chocolate cake," and then the teacher said, “I love
chocolate cake.”.

Anna came next to Logan, then picked up some sand on her hand and added some more sand to her pot. Logan saw
her doing that. He picked up some sand on his hand and tried to add some more sand to the pot. Anna saw that, then
Anna said to Logan, “Just wait, Logan." Logan said to Anna, "Okay,” then she started to mix the sand that was in the
pot using her two hands. After finishing making a cake, Anna served it to his friend Logan. She said, “This cake is
ready, Logan,” then picked up the cake and gave it to Logan by saying, “Here you go,” "enjoy.”.

Anna saw her friend drawing on the table. She came out of the sandpit and sat on the chair. She asked the teacher for
a paper, and the teacher gave her one. She started to draw. The educator asked her, “What are you drawing?’’ and
Anna replied to the teacher, “I am drawing my family." She said to her teacher, "Look, Miss Rita, I wrote my name on
my paper." The teacher said, “Wow, that’s great.”.

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: Social: Confidence:

Anna enjoyed playing with other children Anna made a cake in the sand pit

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in the sandpit area and cooperating with where she prepared a cake and
Anna was using a stir-fry to mix the
others (ACECQA, 2015). shared the cake with confidence
sand while she was pretending to
by engaging in the sandpit area
make a cake, which developed her
Cognitive: and mixing and responded to
fine motor skills (Garvis et al., 2019).
Anna uses objects and materials to mix educator when it is ready (AGDE,
the sand in the sand pit area and make a 2022).
cake. She can give a simple answer to a
Social development:
to a question (DEEWR, 2016, P. 13). Cooperation:
Anna was engaging with her friends
Anna shared and served the cake
while making a cake in the sandpit
with her friend together (Petty,
area (Garvis et al., 2019).
2016).

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

Anna pretended to make a cake in a sandpit area Language:

using sand. She mixed the sand and water, which
developed her fine motor skills and hand-eye
coordination skills (AGDE, 2022).
Anna was responding and communicating with her
peers and educators, where she demonstrated a
respectful relationship with peers by sharing and
interacting in play in the sandpit area.
She interacted with the teacher and expressed what
she liked or disliked about drawing (AGDE, 2022).
Anna was interacting with other children in a confidence way
where she was responding to the educator and serving a cake
to her friend when it cooked by saying “Here you go” (ACARA,
2022).
Movement:
Anna used her fine motor and gross motor skills while mixing
the sand with water in the sandpit area. She developed her
hand eye coordination while pretending or filling the pot with
sand (ACARA, 2022).

THEORY and FRAMEWORKS

Development and Education Theory Early Years Learning Framework Principles, Practices,
Outcomes

Piaget’s theory of cognitive development: Principles

Anna developed their knowledge when exploring
PLAC909 PROFESSIONAL EXPERIENCE 3 (3-5 YEARS): DOCUMENTATION, ASSESSMENT AND PLANNING RECORD

independently in the sand pit area. She pretended
to make a cake using the sand. This activity allows
the children to develop their symbolic thinking and
understanding of abstract concepts (Kearns, 2017).
Vygotsky’s Sociocultural theory:
Anna was playing with her peers in the sandpit area,
where she was interacting with them. Through this
pretend play, children got an opportunity to engage
and work with peers. Children learned to share the
materials and communicate with others (Kearns,
2017).
PLAC909 PROFESSIONAL EXPERIENCE 3 (3-5 YEARS)
Partnership:
Children worked together while mixing the sand with water in
the sand pit area. The children-built trust in each other
through this activity. They communicated with each other
while making their cakes using the sand (AGDE, 2022).
Practices
Play-based learning and intentionally:
An educator allowed the children to explore in the sandpit
area with their peers. Through the pretend play, the children
build a relationship with others while playing together and
engage opportunities to learn as they discover and made a
cake in a pot (AGDE, 2022).

Learning outcomes
Outcome 1: Children have a strong sense of identity:
By responding to questions from educators and interacting
with their peers, children developed and maintained a
respectful connection with educators. (AGDE, 2022).

Outcome 1.2: Children develop their emerging autonomy,

inter-dependence, resilience and agency:
By listening, choosing objects for pretend play in the sandpit,
and collaborating with others, the children demonstrated their
enthusiasm and curiosity. (AGDE, 2022).

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

Associative play: Questioning: Outcome 1; Children have a

The children engaged
and interacted with
The teacher was
interacting with and
Anna developed her
strong sense of identity:
communication skills and
physical skills while

PLAC909 PROFESSIONAL EXPERIENCE 3 (3-5 YEARS): DOCUMENTATION, ASSESSMENT AND PLANNING RECORD
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their peers while questioning the children Children developed their sense
responding to her peers and
playing in the sandpit to learn about their ideas of trust and belonging to the
educators. She was sharing
area. and feelings (Arthur et al., educator and environment
the materials with other
2020). (AGDE, 2022).
children and communicating
Constructive play:
with them using simple
Anna was engaging in Praising: Outcome 4: Children are
sentences (AGDE, 2022).
the drawing with her The educator was praising confident and involved
peers, where she the children’s words while learners:
shared and drew a drawing and using the
family. positive word “that’s The children were playing with
great” (Arthur et al., other children where she was
2020). responding to her peers and
educator (AGDE, 2022).
PLANNING
Objective for future holistic learning and development
Ann was engaging in the sandpit area, where she was pretending to make a cake in a pot using sand.I have planned to
enhance her vocabulary and understanding of the simple method of cooking by showing all the ingredients from
“Cooking Experience." She will make "cookies."
Short term goal: language and social development.
Long term goal: Physical development.

Learning experience
name
Experience rationale
Learning Experience
Cooking experience “Cookies”
To help the children to know about the idea of cooking experience and build their social
development.

To develop her vocabulary about the ingredients such as oil, flour, ghee, sugar etc (Petty,
Development and
2016).
learning goal:
To develop her fine motor skills while mixing the ingredients together (AGDE, 2022).

Experience outline: This experience will set up in indoor area on the table. The educator organises the chair

PLAC909 PROFESSIONAL EXPERIENCE 3 (3-5 YEARS): DOCUMENTATION, ASSESSMENT AND PLANNING RECORD
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around the table for the children.
The children will take a turn to add the ingredients and while mixing the flour together.

Vegetable oil, ghee, sugar, flour, spoon

A list of materials
required with
photo(s):

Outcome 1.1: Children feel valued, safe, and supported (AGDE, 2022).

Outcome 1.2- Children develop their emerging autonomy, inter-dependence, resilience,

EYLF child evidence
and agency while mixing the ingredients (AGDE, 2022).
links

Outcome 5.1- Children participate in both verbal and non-verbal interaction with other
children and respond to others what he/she sees, hear, touch, and feel (AGDE, 2022).

Implement
ation plan Invite the children to sit on the chair around the table.
Introduc
tion Introduce resources such as oil, ghee, sugar, and flour.

Discuss the experience of how we can mix the flour and take turns while mixing it.
Body I will let the children put the ingredients on the container using the spoon, so they do not
fix them all.

Let the children mix all the ingredients together, where they will demonstrate how each
ingredient should be measured and mixed properly.

Children will take turns mixing the ingredients, and they will share the spoon with each
other. The teacher will guide them while mixing ingredients and assist them in determining
what they need to add more to make the flour perfect for making cookies.

Conclusi At the end, the educator will put the cookies in the oven to cook them and encourage
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on children to pack away all the resources.
Engage
ment
What is the name of the ingredients?
question
s
Do you love cookies?

Would you like to add more flour?

Could you please give the spoon to your friends?

How can we mix the ingredients?

ACTING and DOING

Social play: This experience promotes social bonding among the children. Anna will learn to
take turns, share, and cooperate with peers. They understand other’s feelings and know
about the turn-taking while engaging in this activity (Irving & Carter, 2019).

Play pedagogies
Child initiated play: Children develop their interest in cooking and mixing the flour of
cookies. The teacher provides all the resources for this experience to mix all the ingredients
in the container. The educator also instructs them while adding ingredients and
measurements to make the perfect flour dough for their cookies (Irving & Carter, 2019).

Interacting:
The teacher interacts with and responds to the children during preparing the flour for the
cookies and assists them in measuring the perfect ingredients for the flour (Arthur et al.,
2020).
Teaching strategies
Encourage:

The teacher encourages the children to mix the ingredients properly using their hands by moving all aro
container (Arthur et al., 2020).

EYLF links Outcome 4.1: Educators ask children some open-ended question related to this experience
while doing the activity to extend their thinking capability (AGDE, 2022).

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Outcome 4.2: Children develop a range of skills and processes such as problem solving,
experimenting, and investigating (AGDE, 2022).

Anna develops her vocabulary skills by recognising the name of ingredients and social skills
Child development with peers while mixing and talking about the process of this cooking experience (AGDE,
2022).

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?
The children were so excited when the teacher introduced the ingredient of cookies. Anna said, “I love cookies.

Yes, Ann has achieved her learning objectives as she was engaging with other children and interacting with them
during the cooling experience, where she learned the names of the ingredients and observed the cooking process
while mixing the flour.

I was instructing and encouraging the children while mixing the floor and encouraging them to mix the flour properly.

The teacher supports the children by interacting and asking an open-ended question such as “What is your favourite
flavour?’’.

Where to next?

The children will engage in the cooking experience of “apple pie.”.

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