PLAC908 PROFESSIONAL EXPERIENCE 2 (0-3 YEARS)

DOCUMENTATION, ASSESSMENT AND PLANNING RECORD

Context: Date: 24.10.23
Time: 10:45 am
Location: Outdoor
DOCUMENTATION
Learning story:
It was wonderful watching the children playing with water play this morning, using their creativity and problem-solving skills to
build and use a variety of toys and props for the activity. Using different toys like cars, balls, rattles, and rocks complete the
activity using the sink and float technique. Educators provided foam water where children used toys to do sink and float activities.
Leo quickly put a rock in the water, Sammy took a ball and put it in the water, and Nina took a rattle and put it in the foam water.
Archie who became impatient to continue with the activity, expressed frustration to Amber and gently pushed her. It was also
wonderful to watch how Archie gently pushed his friend and gave cuddle at the end and waited for his turn.

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 and communication Curiosity
Cognitive Cooperation
Socio and emotional Confidence
Enthusiasm
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
Learning of respect and relationship Language
Leaning of mirroring other people’s actions and words Stem
Learning of reciprocal relationships Drama and art
THEORY and FRAMEWORKS
Development and Education Theory Early Years Learning Framework Principles, Practices,
Outcomes
Piaget EYLF Outcomes: 1.1.2, 5.5.1
Erikson’s stages of psychosocial development Stage 1: trust vs Principles: 1 and 5
mistrust Practice: 3
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
Learning areas should focus on Questioning EYLF Outcome 5: Cognitive
sufficient educational resources such Encouraging  Provide resources that Communication
as providing different seeds from Interacting encourage children to Language
different plants which helps to Listening experiment with images
improve the children's learning and Storytelling and print
develop their milestones Encourage collaborative learning
about and through technologies
between children and education
PLANNING

PLAC908 PROFESSIONAL EXPERIENCE 2 (0-3 YEARS): DOCUMENTATION, ASSESSMENT AND PLANNING RECORD
 PLAC908 PROFESSIONAL EXPERIENCE 2 (0-3 YEARS)
Objective for future holistic learning and development
Toy washing station
put some inches of water in a container/ big black tray which is available. Then, put some dishwashing liquid (check label) in the
water. And put some animals in the water, and provide brushes to the children which helps them to clean the toys,

objective: to extend the water activity

goals: to help the children to develop physical, cognitive, communication skills

Learning Experience
Learning experience name Can you feed the caterpillar?
To extend the healthy eating learning activity, today we planned to feed the caterpillar. I
Experience rationale made a caterpillar using a box, colored papers, and glue and made a mouth with the help
of scissors.
Development and learning goal: Fine motor, cognitive, and language development
We helped the children to sit at the table, I read a hungry caterpillar book, encouraged the
Experience outline:
children to listen to a story and demonstrated how to feed a caterpillar.
Caterpillar made with a box
A list of materials required with photo(s): Toy fruits
Hungry caterpillar book
EYLF outcome 4.4.3
EYLF child evidence links
EYLF Outcomes 5.5.2
Set up the table with first, read the book and demonstrated the children how to feed a
Introduction
caterpillar.
Body Encourage the children to participate in the activity. Children took a turn to feed a
caterpillar with their favorite fruits.
Conclusion The activity was held with the active participation of children. They use their hands to
Implementation plan feed a caterpillar.
Engagement Open-ended questions:
questions
Showing a fruit:
What is the name of this fruit?
What is the color of a banana?
Which is your favorite fruit?
ACTING and DOING
Verbal and non-verbal communication,
Play pedagogies
associative play
Role modelling
Teaching strategies Demonstrating
Interacting
EYLF Outcome 2.2.2, 5.5.1
EYLF links

Child development Cognitive, language development

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?
The children were sitting at the table and listened to the story quietly. The children waited until I finished reading a book.
EYLF Outcome 4.4.4
As a part of this activity, I encouraged children to take part in this activity and helped them to complete the activity by
demonstrating and engaging with the children.
To extend the children’s learning in plants, we will encourage the children to participate in another activity.

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