PLAC908 PROFESSIONAL EXPERIENCE 2 (0-3 YEARS)

DOCUMENTATION, ASSESSMENT AND PLANNING RECORD

Context: Name: Hannah, Micah, Noa (small group)
Children are demonstrating a pretend play. Age: 2,5 years old – 3 years old
Date: 6th Sep, 2023
Time: 8:35am to 8:40 am
Context: in kitchen corner indoor.
Educator: Meg
DOCUMENTATION
Learning story: Wonderland tea party
H, M and N, it was such a joy to watch you all play with each other in Gimmel. N, you invited your friends to come to
your tea party. M, you pretended to pour some hot tea on H’s cup nicely and carefully. M, you said, “Here you go!”
when you gave a cup of tea to N as well. And N, you also reached out to pour some tea in M’s cup. N,you even reminded
your friends “It’s very hot!”. N, H and M, not only can we see you have a wonderful imagination, but you also have good
hand-eye coordination, amazing language skills and excellent social skills.
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
Language: Children are engaging in communication by Physical: Children can manipulate Children display the
reminding children the condition of the drink. objects using fine motor skills and use dispositions such as,
Cognitive: Children are learning to engage in hand-eye coordination skill. Cooperative
cooperative and pretend play. Cognitive: imitates functional acting Empathy
Physical: Children demonstrated hand eye using realistic materials with other as Supported
coordination while pretending to pour out of a tea pot well as acting out every day actions Confident
into the cup. (Garvis et al., 2019).
Social and emotional: Children are engaging in social Language: creating simple sentences
situation what they possibly see in their household with noun and verb (Petty, 2015).
environment. Social and emotional: Peers show
mutual imitation and reinforces each
other’s play and show empathy to
each other (Garvis et al., 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
Children are learning to socialise by engaging in Art: Children are developing their language skill as well as their
pretend play. They are learning to use language to social skill.
deliver what they want to say and what they see
every day in their environment.
THEORY and FRAMEWORKS
Development and Education Theory Early Years Learning Framework Principles, Practices,
Outcomes
Vygotsky’s ZPD: children showed what they could do Outcome 4.1.6: initiate and contribute to play experiences
on their own without assistance by manipulating toys emerging from their own ideas
and their imagination and real-life experiences into a Outcome 4.3.1: practice and imagine relationships and
pretend and representative play (Irving & Carter, experiences in their daily lives through pretend or symbolic
2018) play (AGDE, 2020).
Outcome 5.1.2: convey and construct messages with purpose
and confidence, building on home/family and community
literacies (AGDE, 2020).
PEDAGOGICAL SKILLS AND KNOWLEDGE
PLAC908 PROFESSIONAL EXPERIENCE 2 (0-3 YEARS): DOCUMENTATION, ASSESSMENT AND PLANNING RECORD
 PLAC908 PROFESSIONAL EXPERIENCE 2 (0-3 YEARS)
Each portion of the documentation is to be analysed for pedagogical skills and knowledge demonstrated by the
educators.
Play-based Pedagogies Teaching EYLF Educator Evidence Child
Strategies Development
- Pretend play Observing Outcome 5.1: are attuned and respond Children are
- Representational play sensitively and appropriately to children’s sitting in a
(Arthur et al., 2020) efforts to communicate (AGDE, 2020). typical
Outcome 4.1: encourage children to engage developmental
in both individual and collaborative milestones.
explorative learning processes
Outcome 4.3: provide play opportunities and
realistic materials that reflect children’s daily
lives (AGDE, 2020).
PLANNING
Objective for future holistic learning and development
Enhancing and supporting their pretend play with more language involvement.
Learning Experience
Learning experience name Ice cream shop
As children demonstrated the imagination and pretend play, the interest will be
Experience rationale extended by setting up more role play and dramatic play for their unlimited
imagination with different props such as shops, an ice-cream shop.
Development and learning goal: Enhancing and supporting their pretend play with more language involvement.
Children will be supported to initiate and engage in their own pretend play using
Experience outline:
realistic play equipment and resources.
wooden ice cream toys, ice cream stand, ice cream paper cones, scooping spoon,
A list of materials required with
pom pom balls, wooden check out register toy, butter plastic containers, ice-
photo(s):
cream plastic containers, wet flour mixture to represent ice cream for cooping.
EYLF child evidence links Confident, curious, encouraged, enthusiastic, respected,
The play equipment will be set up near the kitchen corner to invite children over
Introduction
to start their pretend play.
Body Children can be modelled how to scoop out the flour mixture out of the container
and put them either in butter containers or into the paper cones if necessary.
Implementation
Children will be encouraged to put back toys once they move from the play area.
plan
Conclusion Educators can get themselves included in the play to support their play.
Engagement Can I get 2 scoops of ice cream in a cone please? How much is it?
questions What flavours do you have? What is your favourite flavour? Who do you go to
ice cream shop with? Can you give … one scoop of … ice cream please?
ACTING and DOING
Play pedagogies Cooperative play, parallel play, representative play
Teaching strategies Modelling, scaffolding, questioning, acknowledging
EYLF links Confident, supported, respected,
I have observed that the children are sitting under a typical developmental
Child development
domain.

Documentation and/or digital

evidence of implementation,
acting and doing

PLAC908 PROFESSIONAL EXPERIENCE 2 (0-3 YEARS): DOCUMENTATION, ASSESSMENT AND PLANNING RECORD
 PLAC908 PROFESSIONAL EXPERIENCE 2 (0-3 YEARS)
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?
Children loved the new play setup. Children looked engaged in play and looked using languages that can occur in real
life situations. I would open a fashion shop as a further extension. Role of educator was facilitator and supporter when
needed. The learning goal has been achieved.

References:
Arthur, L., Beecher, B., Death, E., Dockett, S., & Farmer, S. (2020). Programming and planning in early childhood settings (8th
ed.). Cengage Learning Australia

Australian Government Department of Education [AGDE] (2022). Belonging, Being and Becoming: The Early Years Learning
Framework for Australia (V2.0). Australian Government Department of Education for the Ministerial Council.

Garvis, S., Phillipson, S., Clarke, S., Harrison, L., McCormack, J., & Pendergast, D. (2019). Child Development and
Learning. Australia, Victoria Oxford University Press.

Iowa State University. (2018). Ages and Stages. https://store.extension.iastate.edu/product/5021

Irving, E., & Carter, C. (2018). The child in focus: Learning and Teaching in Early Childhood Education. South Melbourne,
Victoria, Australia Oxford University Press.

Petty, K. (2016). Developmental Milestones of Young Children. Redleaf Press Revised Edition. (Chapters 7 -10).

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