PLAC908 PROFESSIONAL EXPERIENCE 2 (0-3 YEARS)

V23qDOCUMENTATION, ASSESSMENT AND PLANNING RECORD

Context: Date: 21.09.23
Time: 10 am
Location: Indoor(2-3years)
Name of the child: Rio
Age: 2years 5months
DOCUMENTATION
Anecdotal observation method:
While the children were engaged in various activities, Rio sat at the table with his car, which he had bought from his home. I
intended to interest him by starting to build a train track and then having him help finish it (EYLF outcome 1.1.2). He was able to
create a long and beautiful train track, and if he needed assistance, he requested it (EYLF Outcome 5.5.1). He was excited and
pleased to see his task. After finishing it, he began playing with the car he bought from his home, and I offered him a train to
extend his play.

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
Throughout the observation, he grips the car and language: He asked for help when he
grasps the rail track. He communicates with his needed help and also expressed his
speech when he requires assistance, plays alone, and verbal and non-verbal language by
imitates different car sounds. giving an answer and responding to
what I said.
Cognitive: He uses his imagination
while making a track.
Physical: Rio used both hands to
complete his track and move the cars
from the start to the end of the track.
Emotional: He shows autonomy and
displays a sense of agency as he
makes choices and decisions to play
throughout the play.
Dispositions
Through the observation, Rio
engages in and contributes to play
experiences. He shows
enthusiasm to complete the track
by himself joining the tracks one
by one (EYLF Outcome 1.4.2).
He also shows that he recognises
the contributions he makes to
share experiences- ‘I like train
tracks and cars’ (EYLF Outcome
5.5.1)

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
Leaning cause and effect Language
Leaning of mirroring other people’s actions and words Drama and art
THEORY and FRAMEWORKS
Development and Education Theory Early Years Learning Framework Principles, Practices,
Outcomes
Piaget: According to the theory, Rio develops his own EYLF Principles: 1 and 5
experiences when experiencing the surroundings. Practice: 3 leaning through play
Outcomes: 1, 2, 4 and 5
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
Provide the child with sufficient play- Role modelling EYLF Outcome 4: Children are Physical

PLAC908 PROFESSIONAL EXPERIENCE 2 (0-3 YEARS): DOCUMENTATION, ASSESSMENT AND PLANNING RECORD
 PLAC908 PROFESSIONAL EXPERIENCE 2 (0-3 YEARS)
based materials that helps to develop Encouraging confident and involved learners Cognitive
their cognitive, physical, and language Scaffolding Emotional
development. Listening Providing learning environments
that are flexible and open-ended

Encouraging the children to

engage in both individual and
collaborative explorative learning
processes

PLANNING
Objective for future holistic learning and development
Lego parking for the cars
As the child shows interest in playing with the cars and train tracks, I am going to provide the logos for his learning and
development.

Objectives: to promote logo activity

Goal: to develop physical, cognitive, communication, social and emotional development

Development: fine motor development, hands and eye coordination

Learning Experience
Bush tucker plant watering
Learning experience name

To encourage Rio to actively participate, think critically, and information. By engaging in

Experience rationale
Development and learning goal:
Experience outline:
A list of materials required with photo(s):
EYLF child evidence links
Implementation plan
Play pedagogies
Teaching strategies
EYLF links
Child development
this activity he becomes an active learner, fostering a deep understanding of what we are
talking about. It provides a reliable measure of children’s progress and understanding.
Physical, social and emotional, and cognitive development.
Goal: to develop fine motor skills, cognitive and communication skills
Introduce the children bush tucker plants and explained that bush tucker plants are native
plants that were used by Aboriginal people before European settlement of Australia. It is
likely to grow in moist, lightly shaded areas as well as in full sun.
Materials:
Wate can
plant
EYLF Outcome 4: Children are confident and involved learners
are curious and enthusiastic participants in their learning
follow and extend their own interests with enthusiasm, energy, and concentration
First, explain to the children what we are going to do. Explain the procedure and help
Introduction
them to put on the hats and sunscreen
Body Help the children to water the plants with the help of water can.
Conclusion At the end of the activity, wash children’s hands with soap and water
Engagement Open-ended questions:
questions
What is the name of the plant?
What is the color of this plant?
ACTING and DOING
Use verbal and non-verbal communication,
Encouraging, motivating
EYLF Outcomes 1.1.2, 5.5.1
Fine motor, language and cognitive development

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

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 happy to participate in this activity as they love to water the plants.
Children achieved the learning objective as they used their hands to grasp the water can, hold the can with their hands, and water
the plants as instructed by the teachers.
Unexpected outcomes 3.3.2
My role as a student teacher I was instructing the children and explaining to the children how to hold the can and water the plants.
As a student teacher, this was my intentional teaching activity which I had planned to do it, and explained to the room leader
whether I could do this activity with the help of other educators as I was not counted on the ratio and the other permanent staffs are
helping me to take a photo with the children.
As the monthly children's interest was about the ‘plant’ I may do an activity related with their interest.

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