PLAC908 PROFESSIONAL EXPERIENCE 2 (0-3 YEARS)

DOCUMENTATION, ASSESSMENT AND PLANNING RECORD

Context: Name: Madison
Age: 2 year 10 months old
Date: 21/03/2024
Morning group (11 AM) and Outdoor play area
DOCUMENTATION
Anecdotal Record: During outdoor playtime today, Madison was engaged in the sandpit activity, creating an aeroplane using
sandbox toys. With enthusiasm and focused determination, she wisely sculpted the sand into the aeroplane fuselage shape. Using
her little hands, she moulded and shaped the sand with precision, reflecting hand-eye coordination and dexterity. Her persistence
and attention to details was apparent as she accurately added wings to aeroplane, she smoothed out the sand and created a perfect
shape, displaying her imagination and creativity. During the play, she engaged in a conversation with her peers, “hey, checkout my
aeroplane, I'm almost finished with the wings!”, sharing her excitement about her creation. This proves her developing social and
communication skills. The sandpit play also provided her sensory-rich experience, as she explored texture of sand and observed
patterns.

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: As Madison molds and creates Fine Motor Skills: Madison Persistence: Madison stayed
the airplane, moves around sandpit, shovels sand, she demonstrated ability in manipulating focused on creating accurate
has demonstrated fine as well as gross motor skills. sand and sandbox toys to create airplane and overcame all the
Cognitive Development: Madison engaged in an detailed airplane structure. challenges.
imaginative play, demonstrated creativity and
imagination as she constructed the airplane and Problem-Solving Skills: As Enthusiasm: She displayed
incorporated accurate features. Madison experimented with plane excitement and enthusiasm, as
Social-Emotional Development: Madison has features and structure; she fostered she was eager to construct the
displayed persistence and curiosity in the play, her creative thinking and problem sand airplane perfectly.
displaying a positive attitude in the activity. She also solving skills.
engaged in a brief communication with her peers, Creative Expression: The
signifying social skills and cooperation (Vanover, Imaginative Play: Madison engaged activity provided Madison an
2018). in imaginative play as she opportunity to explore texture
transformed sand into an airplane, and structure, showing her
displaying her creativity and creative personality
imaginative abilities.
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
Madison actively participated in sandpit activity and Physical: She has utilized her hand-eye coordination and
experienced different forms of learning. She developed her fine manipulated the sand toys, improving physical abilities.
motor skills as she manipulated the sand and sand toys while
controlling wrist and hand muscles. She experimented with Arts: As Madison engaged in imaginative play and expressed
different textures and structures showcased her imaginative and her artistic abilities and self-expression to make sand airplane.
cognitive capability. She also developed regulation and
emotional resilience by managing her frustration and Cognitive: Madison gave attention to details and she accurately
maintaining focus as she faced challenges (Soper, n.d.). added wings to aeroplane utilizing her imagination.
TSHEORY and FRAMEWORKS
Development and Education Theory Early Years Learning Framework Principles, Practices, Outcomes

PLAC908 PROFESSIONAL EXPERIENCE 2 (0-3 YEARS): DOCUMENTATION, ASSESSMENT AND PLANNING RECORD
 PLAC908 PROFESSIONAL EXPERIENCE 2 (0-3 YEARS)
Constructivism: The engagement of Madison in imaginative Principles: The activity catered individual need and ability of
sand play aligns with principles of constructivist theory, as she
Madison, that promoted inclusivity and her engagement
actively constructed her understanding of the world around her
demonstrated commitment to respectful relationship, fostered
through hands-on investigation and manipulated the toys and sense of security.
sand. By building a sand airplane, she developed her own Practices: The activity offered Madison an opportunity for
knowledge and understanding of conceptions connected to child-directed play as she experimented with structure and
airplane structure and transportation (Nolan & Raban, 2015). textures. As an educator, I scaffolded her learning experience by
providing guidance while allowing autonomy to explore.
Zone of Proximal Development: The activity provided Outcomes: Her determination and persistence contributed to
Madison to scaffold her learning with her ZPD. She received positive self-esteem and wellbeing. Her creative expression
support and guidance, this allows her to develop new skills. made her connect with world by discovering sensory features of
sand play (ACECQA, 2010).
PEDAGOGICAL SKILLS AND KNOWLEDGE
Each portion of tshe documentation is to be analysed for pedagogical skills and knowledge demonstrated by tshe educators.
Play-based Pedagogies Teaching Strategies EYLF Educator Evidence Child Development
Scaffolding: During the  I integrated physical Physical Development: As
Educator displayed play based activity, educator wellbeing in play by Madison molds and creates the
pedagogies such as child-centred scaffolded learning of emphasizing the airplane, moves around sandpit,
learning experience as Madison was Madison by providing significance of safety shovels sand, she has
provided freedom to explore and guidance and asking and supported her demonstrated fine as well as
make her own decisions. In open-ended questions. emotional wellbeing by gross motor skills.
addition, educator provided sensory Child-led Approach: recognizing her efforts Cognitive Development:
experience by encouraging feel sand Madison was and providing Madison engaged in an
and toys textures and properties that encouraged to explore encouragement. imaginative play, demonstrated
engaged her visual and touching sandbox toys and creativity and imagination as she
senses provide multisensory airplane structure,  I encouraged Madison constructed the airplane and
learning experience. giving her freedom to to explain airplane incorporated accurate features.
explore at her own pace. structure and features Social-Emotional Development:
Open-Ended through open-ended Madison has displayed
Questioning: I asked questioning, and made persistence and curiosity in the
questions that her engage in critical- play, displaying a positive
encouraged Madison to thinking process attitude in the activity. She also
think innovatively and (ACECQA, 2018). engaged in a brief
critically which communication with her peers,
promoted language signifying social skills and
development and cooperation (Vanover, 2018).
stimulated her curiosity
(Aussie Childcare
Network, 2023).
PLANNING
Objective for future holistic learning and development
The objective for future holistic learning and development is to provide Madison a stimulating and enriching sensory play
experience, supporting her creativity, imagination, physical as well as social skills.
Learning Experience
Learning experience name Frozen Sand Sensory Bin
The frozen sand sensory bin activity will expand the skills developed in previous activity
Experience rationale and will allow Madison a rich sensory experience, fostering her sensory exploration,
creativity, imagination and knowledge about natural world.
The goals is let Madison manipulate different textures and temperature and made her
develop sensory awareness as well as refine her capability to interpret sensory stimuli. Also,
Development and learning goal:
enable her to apply her creativity and imagination to develop imaginative picture related to
marine life (Soper, n.d.).
For the activity, Madison along with her peers will be gathered in a designated outdoor play
area and brief introduction will be provided to explain children what we are going to do in
the activity. Educator will show materials including sand, water, and marine life toys. Then,
Experience outline:
Madison will be encouraged to manipulate the sand and ocean animals and perform the
activity using her imaginative abilities. Throughout the activity, I will guide her to
experiment tools and props.

PLAC908 PROFESSIONAL EXPERIENCE 2 (0-3 YEARS): DOCUMENTATION, ASSESSMENT AND PLANNING RECORD
 PLAC908 PROFESSIONAL EXPERIENCE 2 (0-3 YEARS)
A list of materials required with photo(s): Sand, water, ocean animal figures, plastic container and other sensory tools.
Outcome 1: Madison expressed her preferences and abilities by creatively mixing sand and
water, choosing ocean figures and using sensory tools of her choice, this contributes to her
development of self-awareness and sense of identity.
EYLF child evidence links Outcome 3: The sensory-rich nature of activity allowed Madison to mix, pick, drop, pour
and dig materials, stimulating her mental as well as physical wellbeing.
Outcome 4: James showed persistence and curiosity as she happily learn new things to
make and frozen sand (DET, 2019).
Gather children at outdoor play area, welcome them, introduce the activity and provide
Introduction them all the materials required while explaining purpose of each materials. Explain step-by-
step process and encourage them to explore and utilize imaginative skills.
Body Encourage children to approach the sensory bin and feel texture and feel of sand, water and
other sensory tools. Encourage Madison to role-play as a diver or marine expert and provide
her opportunity to manipulate materials, make movements such as arranging, picking,
Implementation plan stacking and more. Make her engage in conversation about the experience and her findings
as well as prompt her to explain the characteristics and sensation of each material.
Conclusion Wrap up the activity by providing positive reinforcement to Madison and appreciate her
engagement in activity. Reflect on her experience, note down her strength and preferences
as well as any new insights.
Engagement What do you think the frozen sand feels like?
questions
Can you tell the name of ocean animal you are putting in sand?
ACTING and DOING
The activity provided child-centred learning as it allowed Madison to choose any ocean
figure, and explore the texture on own that promoted autonomy and decision-making. The
Play pedagogies
activity emphasized hands-on exploration by providing sufficient time to manipulate and
dig animals from frozen sand.
 Scaffolded learning as brief introduction of activity was provided and demonstrated
different how to transform sand into frozen sand.
 Asked open-ended questions to inspire Madison’s creativity and encourage her to
Teaching strategies express her ideas.
 Concluded the activity with a reflective discussion where Madison was encouraged to
share her thoughts and feelings about textures and sensation (Aussie Childcare
Network, 2023).
1.2 Children develop their emerging autonomy, interdependence, resilience and sense of
agency.
2.4 Children become socially responsible and show respect for the environment.
EYLF links
4.4 Children resource their own learning through connecting with people, places,
technologies and natural and processed materials.
5.1 Children interact verbally and non-verbally with others for a range of purposes.
The activity fostered holistic development of Madison across different domains, cognitive
development as she tried to mix sand and water, which required trial and testing. By picking
Child development up, manipulating, and placing sand and sensory toys, she developed physical abilities.
Multisensory experience, as she experienced textures and temperature of materials
(Vanover, 2018).

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?

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

Overall, Madison has responded positively to the sensory exploration, showed curiosity with the frozen sand and ocean animals as
well as excitement and enthusiasm as she manipulated the materials and created imaginative scenarios. Madison has achieved the
learning objectives as she actively engaged in sensory exploration, imaginative play, as well as fine motor skill development.
Through hands-on exploration, she improved her sensory awareness, creativity, and communication skills. Throughout the activity,
I offered guidance and support as well as asked open-ended questions to stimulate her critical thinking. In future, I would consider
integrating different sensory materials in a play scenario to further stimulate Madison's imagination, curiosity and social-emotional
growth.

References:

ACECQA. (2010). Educators’ Guide to the EARLY YEARS LEARNING FRAMEWORK FOR AUSTRALIA.
https://www.acecqa.gov.au/sites/default/files/acecqa/files/National-Quality-Framework-Resources-Kit/
educators_guide_to_tshe_early_years_learning_framework_for_australia_2.pdf

ACECQA. (2018). BELONGING, BEING & BECOMING: TSHE EARLY YEARS LEARNING FRAMEWORK FOR
AUSTRALIA.
https://www.acecqa.gov.au/sites/default/files/2018-02/belonging_being_and_becoming_tshe_early_years_learning_
framework_for_australia.pdf

Aussie Childcare Network. (2023). Intentional Teaching Strategies For Educators.

https://aussiechildcarenetwork.com.au/articles/childcare-programming/intentional-teaching-strategies-for-
educators#google_vignette

Department of Education and Training (DET). (2019). Belonging, being, becoming: The early years learning framework.
Australian Government.
https://www.acecqa.gov.au/sites/default/files/2018-
02/belonging_being_and_becoming_tshe_early_years_learning_framework_for_australia.pdf

Nolan, A., & Raban, B. (2015). Theories into practice: understanding and rethinking our work with young children (Chapter
7). Albert Park, VIC: Teaching Solutions.

Soper, R. Sensory Play. https://learninghub.earlychildhoodaustralia.org.au/wp-content/uploads/2023/02/ISP-Resource-

Sensory-Play-FA-web.pdf

Vanover, S. (2018). The Importance of Sand and Water Play. https://www.naeyc.org/resources/blog/importance-sand-and-

water-play

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