Professional Documents
Culture Documents
Group Dap
Group Dap
Group Dap
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
Social skills through communicating Children were delighted and
Social and emotional development with educators and sharing personal charmingly screaming.
Language development experiences, such as when a child
mentions that he is feeling fantastic. As the teacher read the book to
the class, children were paying
attention.
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 have been taught about various emotions, such as joy and Language and literacy: Meet-and-greets allow children to
sorrow, as well as moods like excitement and laziness. communicate their emotions.
THEORY and FRAMEWORKS
Development and Education Theory Early Years Learning Framework Principles, Practices,
Outcomes
A child's cognitive growth and capacity for learning can be Group time helps children socialise by letting them talk to
directed and moderated by their social interactions, in accordance each other, share stories, and work together on projects. This
with Vygotsky's theory of social development. His theory, principle places a strong emphasis on the value of creating
commonly referred to as Vygotsky's Sociocultural Theory, holds relationships, cooperating, and communicating in a group
that learning is a necessary social activity rather than an environment.
independent process of discovery (Gowrie, 2022)
Educators lead conversations in groups on a variety of
subjects, inspiring children to share their ideas, opinions, and
life experiences with their classmates. Children participate in
meaningful conversations and share perspectives during
group talks, which promote language development, critical
thinking, and perspective-taking skills.
PLAC907 PROFESSIONAL EXPERIENCE 1 (3-5 YEARS): DOCUMENTATION, ASSESSMENT AND PLANNING RECORD
PLAC907 PROFESSIONAL EXPERIENCE 1 (3-5 YEARS)
(Journey,2020) way that values their uniqueness
They extend their thinking with and encourages appreciation for
youngsters through long-term shared diversity (Lorina,2015)
talks. They offer a harmony between
learning that is child-led, child-
initiated, and educator-
supported(Dockett,2020)
PLANNING
Objective for future holistic learning and development
They'll gain knowledge about social interactions.
A broad vocabulary will be created.
Their Fine motor skills developed.
Learning Experience
Learning experience name Drawing Ice-creams seeing the pictures
I will let children to watch the oicture first and let them draw on the paper. The main
Experience rationale purpose of this task is to developed their imagination skills, fine-motor skills and to
develop the social interaction.
Social interactions.
Development and learning goal: Language development
Cognitive and fine motor skills.
I will provide them the materials like paper, drawing pencils, textures and picture of ice-
Experience outline:
cream.
EYLF child evidence links Outcome 4:Children are confident and involved learner.
I asked four children to come outside and take a sit on table. I explained about all the
materials and I asked them to imagine ice cream and draw it without looking picture first
Introduction
and I saw no one was able to make it then I asked them to look at the picture and draw
ice-creams
Implementation plan Body I observed how they used their imaginative skills to draw the ice-cream , I observed how
they interact with each other to tell a story about when they had ice-cream recent.
Conclusion The children were able to draw by seeing picture. They interact with their peers nicely.
Engagement
questions
ACTING and DOING
Play pedagogies Imaginative and creative play
Providing materials and letting them try
Teaching strategies Asking engagement questions
PLAC907 PROFESSIONAL EXPERIENCE 1 (3-5 YEARS): DOCUMENTATION, ASSESSMENT AND PLANNING RECORD
PLAC907 PROFESSIONAL EXPERIENCE 1 (3-5 YEARS)
Outcome4: Children are confident and involved learners (AGDE,2022)
Social interactions.
Child development Language development
Cognitive and fine motor skills.
PLAC907 PROFESSIONAL EXPERIENCE 1 (3-5 YEARS): DOCUMENTATION, ASSESSMENT AND PLANNING RECORD
PLAC907 PROFESSIONAL EXPERIENCE 1 (3-5 YEARS)
They were very happy to talk about ice-creams, Yes they were able to draw some line imagining ice-cream and they were also able
to make a good social interaction with their peers. No there was not any unexpected thing happened. My role was to watch them
throughout their play.
PLAC907 PROFESSIONAL EXPERIENCE 1 (3-5 YEARS): DOCUMENTATION, ASSESSMENT AND PLANNING RECORD