PLAC908 PROFESSIONAL EXPERIENCE 2 (0-3 YEARS)

DOCUMENTATION, ASSESSMENT AND PLANNING RECORD

Context: Name: Millie
Millie, (baby) opening the books and looking at the images in the books. Millie is Age: 18 months old
developing her manipulative skills by picking up the book, opening the book, turning the Time: 9:37 am to 9:42 am
pages, and putting the book back on the shelf. She is demonstrating her early reading Date: 24 Oct, 2023
skills and motor skills. Setting: Indoor
Educator: Meg
DOCUMENTATION
Documentation type: Anecdotes (Individual child)
Millie was sitting in the book corner where she could find newly borrowed books on the shelf beside her. She opened the book
called “The Colors”, she was holding, upside down and at the same time observing the surroundings. She was looking at the images
on the pages for a few seconds and closed the book and put it away on the shelf. She lifted the “I’m up!” book up and opened the
book from right to left while observing the surroundings. She turned a few pages when she looked at an educator Meg. She closed
the book and said, “Ba…it…it…”. She moved herself toward the educator Meg and lifted up the book to Meg saying, “Me…me…”.
When Meg asked, “Can I read it for you?”, Millie flapped her arms. Meg then placed the book in front of her and read the title of
the book. Meg started turning the pages while reading. When Mille saw the image of a blue bird on the page, she said, “Be… be…”
by pointing at the blue bird. When Meg pointed at the image of the tree, asked, “Millie, What is that?”, Mille said, “Zi”. Meg then
turned the next page where Mille spotted the image of a brown teddy bear, she pointed at the bear and said, “Be, Be”. Mille was
asked to turn the page, she turned the page in the right direction and said, “Ooooh!” as soon as she saw the image of a puppy. Meg
read as Millie turned the pages. Millie said, “Ma” when she was asked that “What does the baby say?”. While Meg was reading the
pages by pointing at the images, Millie was looking at the images very carefully. Millie turned the page and she pointed at the puppy
by saying “Do.. Do..” and “Be.. Be..” when she pointed at the bird. Millie said, “Daaat..” when Meg said, “That is the end!”. When
Millie was asked to put the book away on the shelf, Millie picked up the book, turned around and placed it on the shelf.
ASSESSMENT
Each portion of the documentation above is to be reflected on and identified domains, milestones and dispositions must be lin ked
to where the skill was demonstrated in the observation and referenced.
Domains Milestones Dispositions
Physical development: Physical:
Millie used her fine motor skills which she Petty (2016) states that children at age of 1 year to 1.5 years old Through this
pulled the book, held the book, lifted up like to push, pull, carry and dump things. observation,
the books, turned the pages in the books Language: Millie looked
near her and put them away by moving According to Petty (2016), & Iowa State University, (2018), confident,
her body. children ages 12 months to 18 months use one sound to stand for curiosity,
Cognitive development: more than one gesture or objects, understand many more words enthusiasm
Millie is identifying the images in the than expressed, use expressions like “Oh-oh!”. (AGDE, 2022).
book by pointing at the images and Cognitive:
naming if she knows. Millie looks that she As Petty (2016), & Iowa State University (2018) stated that
knows how to open the book correctly children at 12 months to 18 months follow simple commands from
and to turn pages from left to right. Millie adult such as “Put the book on the shelf”; children at this age can
looks to understand the concept of turn its pages in books and sometimes more than one page and
putting away the book once finished can look at the person who is talking to them or ask for something
reading. they want by pointing.
Language development: Social and emotional:
Millie is recognising the images in the As Petty (2016), & Iowa State University (2018) stated that
book and naming the familiar images children at 12 months to 18 months engage in parallel play with
such us a bird as “Be”, a dog as “Do”, a peers as well as play alone on the floor with toys.
tree as “Zi”, to read as “It”, a mum as
“Ma”, a bear as “Be Be” and used
expressions like “Oooh!”.
Social and emotional development:
Milie was sitting near another child in
the book corner exploring the books
around her but she was engaging in the
parallel play.
LEARNING and CURRICULUM

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 learning that is occurring and the curriculum areas the children are engaging
in
Learning Curriculum Areas
Learning of mirroring other people’s Language: naming animals
words and actions
Millie was copying the word bird as “Be Millie used different types of sounds to communicate such as, “Ba…it…it…”,
Be” when the educator read the “Me…me…”, Be… be…”, “Zi”, “Ooooh!”, “Be, Be”, “Do.. Do..” and “Daaat..” and using
sentence “The bird is up!” to her. Also, non-verbal cues like pointing at the identifiable images on the page and lifting up the
Millie was repeating after Meg when she book to express her agency.
said “Tree” as “Zi Zi”, a bear as “Be Be” by
pointing at a teddy bear as well as a dog
as “Do Do”.
THEORY and FRAMEWORKS
Development and Education Theory Early Years Learning Framework Principles, Practices, Outcomes
Piaget’s The Sensorimotor Stage: Outcome 1.2.2: Show interest and curiosity through observing, listening, selecting and
Birth to Age 2 defined as the period when making choices
a child “thinks” by means of their senses Outcome 1.1.5: Seek and connect with adults they trust to share their accomplishments
and motor actions. They continually and communicate their needs for comfort and assistance (AGDE, 2022)
touch, manipulate, look, listen to, and Outcome 3.2.7: Manipulate equipment and manage tools with increasing competence
even bite and chew objects (Beloglovsky and skill
& Daly, 2015). Millie was picking up the Outcome 4.1.2: Are curious and enthusiastic participants in their learning
book, looking at the covers of the books, Outcome 4.1.5: Follow and extend their own interests with enthusiasm, energy and
opening the book and observing the concentration (AGDE, 2022)
pictures on the pages. Outcome 4.3.3: Develop an ability to mirror, repeat and practice the actions of others,
either immediately or later (AGDE, 2022)
Outcome 5.1.1: Engage in enjoyable interactions using verbal and non-verbal language
Outcome 5.1.3: Respond verbally and non-verbally to what they see, hear, touch feel
and taste (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
Questioning Outcome 1.2: Provide opportunities for Child is within
Inquiry-based play - To support child’s Facilitating children to engage independently with tasks the
curiosity and wonders, educators Acknowledging and play developmental
interact using open ended questions (Arthur et al, 2020). Outcome 1.2: Support children’s efforts, milestone.
about the activity and interests of the assisting and encouraging as appropriate
children (Arthur et al, 2020). (AGDE, 2022)
Outcome 1.1: give children their full attention,
showing interest, understanding and
attunement
Outcome 3.2: provide a wide range of tools
and materials to resource children’s fine and
gross motor skills (AGDE, 2022)
Outcome 4.1: provide learning environments
that are flexible and open-ended (AGDE, 2022)
Outcome 5.1: Listen to and acknowledge
children’s approximations of words, to support
communication and clarify meanings (AGDE,
2022)
PLANNING
Objective for future holistic learning and development
At the end of the activity, Millie will be able
- to enhance her language development by saying names of more animals.
- to develop fine motor skill by pulling the tape and picking up the animal figures using her fingers and hand movement.

PLAC908 PROFESSIONAL EXPERIENCE 2 (0-3 YEARS): DOCUMENTATION, ASSESSMENT AND PLANNING RECORD
 PLAC908 PROFESSIONAL EXPERIENCE 2 (0-3 YEARS)
- to improve her trial and error, cause and effect skill.
Learning Experience
Learning experience name Rescuing animals
Experience rationale To extend her interest in naming animals in the book “I’m Up!”
To develop her fine motor skills by using her finger muscles and hand muscles.
To improve her vocabulary to name more animals she is not familiar with.
Development and learning goal:
To enhance her cognitive development by sticking tapes over the animals onto the table
so that child will pull the tape off to release the animal.
The animal figures will be taped on the table with the colourful tapes so that child will
Experience outline:
pull them off to release the animals.
Plastic animal figures, colourful sticky tapes, a table
A list of materials required with
photo(s):

Outcome 5.1.1: engage in enjoyable interactions using verbal and non-verbal language
Outcome 5.1.3: respond verbal and non-verbally to what the child see, touch, feel
EYLF child evidence links
(AGDE, 2022)
Outcome 4.2.8: manipulate animal figures and tapes to experiment cause and effect
The animals will be taped on the table with colourful tapes. Millie will be invited to the
Introduction
table after reading a book with the animals.
Body To take off the tapes over animals. To be supported to name the animals on the table.
Implementation Conclusion And then, Millie will be putting the animals in the basket. And will be bringing them
plan back at the table.
Engagement Millie, what is the name of this animal? Do you know what sound does it make? What
questions does this animal say? Can you pull the tape off first? Can you pick up the animal and put
it in the basket here? Can you see a red tape? Can you pull the … tape?
ACTING and DOING
Play pedagogies Guided play- as this play will be guided and directed by educator.
Scaffolding, Demonstrating, supporting (Arthur et al., 2010). Acknowledging (Fleet,
Teaching strategies
Patterson & Robertson, 2017).
EYLF links Millie will be having a sense of achievement, supported, acknowledged, curiosity.
Child development Outcome: 5.1.1; 5.1.3; 4.2.8

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 activity went well. Millie achieved the learning objective. Educator’s role in this activity was supporting Millie to achieve the
learning goals by using the strategies like acknowledging, demonstrating, and effective scaffolding.

Where to next?
Sensory activity of washing the animals with various sized brushes to further develop her fine and gross motor skills and develop
her language skills.

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

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.

Beloglovsky, E., Daly, L. (2015). Early Learning Theories made Visible. Redleaf Press
Fleet, A., Patterson, C. & Robertson. (2017). Pedagogical Documentation in Early Years Practice: Seeing Through Multiple
Perspectives. SAGE Publications
Iowa State University. (2018). Ages and Stages. https://store.extension.iastate.edu/product/5021

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