PLAC907 PROFESSIONAL EXPERIENCE 1 (3-5 YEARS)

DOCUMENTATION, ASSESSMENT AND PLANNING RECORD

Context: Malik and Joshua
Date:13/03/24
Time 2:30 PM

The observation took place after all children had their afternoon tea. Within the play
area was the observation made. Various playthings, such as blocks, lions, and
aeroplanes, were the resources available. While playing on the opposite side of the room
was the instructor and all the other Children.

DOCUMENTATION

Malik and Joshua were playing on the block corner. They were creating their own little cities, being like two architects. Malik
initially took a few large blocks and began piling them high. He was concentrating so hard, weighing one block cautiously on top
of the other. With wide eyes, Joshua observed him before deciding to participate. Using some smaller bricks, Joshua started
constructing a bridge that would connect Malik's towers. Observing how well they collaborated, exchanging concepts, and
enhancing one other's works was astounding. They discussed what they were building while they played. Joshua claimed his bridge
was meant for cars to drive across, whereas Malik described his tower as a castle. They created an entire world of adventure out of
basic bricks by using their imaginations. They couldn't always agree on where to put a block or how to construct something.
However, they discussed it and came up with a solution as a team rather than fighting. It was wonderful to observe them working
together and solving problems. Finally, they took a step back and stared at their creation. When they saw what they had
accomplished together, their faces glowed with joy. It was a friendship based on imagination and cooperation rather than merely
towers and bridges. Malik and Joshua were playing, and I couldn't help but smile. They served as a reminder that education
involves more than just textbooks and lectures it also involves cooperative constructing, playing, and exploration.

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 Co-operation: Malik and Joshua
Social and emotional development Enjoys playing with other children. were sharing blocks to one
another and playing nicely.
May have a particular friend. Curiosity: Malik and Joshua
show curiosity on how they could
Shares, smiles, and cooperates with tower by using blocks
peers. (AGDE,2022)

Jointly manipulates objects with one

or two other peers (AGDE,2022).
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
Language and Communication: During their block-playing
Through the action of creating constructions with blocks, block together, Malik and Joshua often exchange words, assign
play enables Malik and Joshua to think about size, dimensions, roles, and collaborate to build objects. This improves their
and space. They start to understand concepts like within, outside, ability to communicate and interact socially as well as their
on top of, and underneath. vocabulary expansion and language skills.
They learned about how to interact with their peers (ACFE,2008).

THEORY and FRAMEWORKS

Development and Education Theory
Vygotsky believed that social engagement, such as conversations
and group activities, is crucial for the development of higher-order
cognitive skills and emotional self-control. Through their social
connections, children develop their cognitive, emotional, and
social skills. Like how Malik and Joshua are playing together and
expressing their emotions through conversation (McLeod,2024).
Early Years Learning Framework Principles, Practices,
Outcomes
Principle: connections that are polite, safe, and mutual:
Establishing healthy relationships with children is essential.
When two kids are playing with building blocks, teachers
should encourage their courteous and cooperative attitude.
This can mean teaching children how to talk correctly, share
blocks, and take turns.

PLAC907 PROFESSIONAL EXPERIENCE 1 (3-5 YEARS): DOCUMENTATION, ASSESSMENT AND PLANNING RECORD
 PLAC907 PROFESSIONAL EXPERIENCE 1 (3-5 YEARS)

Practices:
Observing children closely will allow you to modify block
play activities to suit their interests and ability levels.

providing a wide variety of building supplies and building

components to establish a rich environment.

Outcomes: Outcome 1: Children have strong sense of identity

show curiosity and growing confidence in their identity as a
learner.
feel safe to participate in all activities regardless of gender,
age, culture or ability (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
Imaginative play Excellence in children's
autonomy: Although you
can offer advice and
direction, it's crucial to
respect children's
choices and opinions
when they're playing
imaginatively. Allow
them to take the lead and
make those judgements,
even if their play departs
from your initial
suggestions.
EYLF Educator Evidence Child Development
EYLF Outcome 1: Children have Physical development
a Social and emotional
strong sense of identity - Children development
learn to interact in relation to
others with
care, empathy and respect. E.g.”
express a wide range of emotions,
thoughts and views constructively
(AGDE,2022).

PLANNING
Objective for future holistic learning and development.
Malik and Joshua will develop their social skills.

Learning Experience
Learning experience name Treasure Hunt
I will let both malik and Joshua to go out and let them have a good look on the
Experience rationale surrounding and I will let them know what they must to next. They can also explore the
outdoor environment nicely.
Development and learning goal: Joshua and Malik will know how to collaborate with each other.
Experience outline: I will give them a paper map and I will ask them to follow that thoroughly
A list of materials required with photo(s): I clicked the picture from centre Ipad , but I didn’t get the photo
Outcome 1: Children have a strong sense of identity (AGDE,2022)
EYLF child evidence links

Implementation plan
Play pedagogies
This play is an outdoor play so before going outside I will make sure that Malik and
Introduction
Joshua have put sunscreen. I will explain them what they are going to do outside.
Body I will watch them how focused they are, and I will also observe them thoroughly.
Conclusion In summary, I will allow Malik and Joshua to search for the treasure multiple times in
order to develop their cognitive abilities and self-assurance.
Engagement How did you feel about playing this?
questions
Which direction did you follow?
ACTING and DOING
I'll inquire as to how they applied their imagination to locate the treasure
and what paths they took to get there.

PLAC907 PROFESSIONAL EXPERIENCE 1 (3-5 YEARS): DOCUMENTATION, ASSESSMENT AND PLANNING RECORD
 PLAC907 PROFESSIONAL EXPERIENCE 1 (3-5 YEARS)

Teaching strategies Asking them a lot of question to know about their experience and interest.

EYLF links Outcome 4: Children are confident and involved learner (AGDE,2022)
Treasure hunts encourage collaboration and social skills when they are conducted with others.
Social skills including communicating, working together to complete a goal, and exchanging ideas
are taught to children.

Child development Physical activity: As part of outdoor treasure hunts, they have to run, walk, and explore their
surroundings. This exercise improves their motor abilities, coordination, and general physical
condition.

Documentation and/or digital evidence of I apologize that I did not got picture from centre Ipad for this day
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?
Malik and Joshua were very excited to play this game. They developed their curiosity level. My role was to guide them through the
entire treasure hunt. I supported them by giving some clues so that it will get easier for them to find the treasure.

PLAC907 PROFESSIONAL EXPERIENCE 1 (3-5 YEARS): DOCUMENTATION, ASSESSMENT AND PLANNING RECORD