PLAC909 PROFESSIONAL EXPERIENCE 3 (3-5 YEARS)

DOCUMENTATION, ASSESSMENT AND PLANNING RECORD

Context: Playing with his friends Name: Timothy, Noah and Isaac (Small group
(indoor) Age: 3 years 6 month

DOCUMENTATION

Observation method: Anecdotal record

Timothy was sitting on the mat with his friends and playing with a set of glasses. He put all the glass in a line, and then
he started to count the glass 1, 2, and 3. He put his hands inside the glass and tried to move his hands forward and
backwards on the floor. After a while, Timothy came to sit on the table. He started to play with "Abacus." He rolled
the “beads” and started to use some vocabulary, such as “He says red, orange." Miss Rita asked him, “How many
beads can you see?” Then he replied, “He started to count 1, 2, and 3 and said I got three.

Noah came next to Timothy with a truck, and then they started to connect the road sign to make a straight road on
the floor. He saw a truck on the floor, picked up a truck with his right hand, and then started to ride on the road. At
the same time, Isaac came next to Timothy and brought some blocks with him. Timothy saw the blocks, then left his
truck on the floor and started to connect the blocks with his friends. I asked Timothy, “What did you make?” and he
said, “It made a big tower." I said, “Oh, that looks great." Timothy showed his tower to his friend by saying, "Look,” “I
made a big tower." His friend said to him, “I am making my own tower” too. They started to make a big tower.
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:
Timothy developed his fine motor skills while Physical: He enjoyed kicking, Cooperation:
moving his hand with glass on backwards and running, and movements in play Timothy was playing and
forwards on the floor and building his tower and developed his ability to walks sharing the toys with his
using (Garvis et al., 2019). and runs more smoothly (Arthur friend, taking turns (AGDE,
et al., 2020). 2022).
Social and emotional development:
Timothy was engaging with his friends in play Social: Timothy enjoyed playing Ability to listen: Timothy
and expressing his words by showing his tower to with other children and listens to his teacher when
his friend (Garvis et al., 2019). cooperated with others in Miss Rita asked the question
building a tower (AGDE, 2022). then he started to count and
answer the question (Arthur
Cognitive: Timothy can answer et al., 2020).

PLAC909 PROFESSIONAL EXPERIENCE 3 (3-5 YEARS): DOCUMENTATION, ASSESSMENT AND PLANNING RECORD
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simple questions and follow
simple instructions. He can count
five to ten things (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
Learning to movement: Mathematics: Timothy developed her counting number
Timothy learned about the numbers, shapes of road sign skills while playing with glass and Abacus (ACARA, 2022).
learnt about the counting skills, recognition of colours. He
learned about the movement forward and backward while
Language: Timothy understands the simple
playing with a car and moving on the floor.
mathematical concept where they developed his
counting skills (Fellows & Oakley, 2014).

Movement: Timothy engaged and played with a car

where she moved his car forward and backward
(ACARA, 2022).

THEORY and FRAMEWORKS

Development and Education Theory
Vygotssky’s sociocultural theory:
In this observation, Timothy was interacting with his peers
and educator. He was interacting with his friend Noah
directly while playing and pushing his car together
(Kearns, 2017).
Early Years Learning Framework Principles, Practices,
Outcomes
Principle:
Secure, respectful, and reciprocal relationships:
Timothy feels secure and comfortable when the teacher
responds to her while he asks for help and praises his
effort when he counts the glass as “well done” (AGDE,
2022).
Practices:
Responsive to children:
The teacher listened to the children and responded to
them when they asked for help, which promoted

PLAC909 PROFESSIONAL EXPERIENCE 3 (3-5 YEARS): DOCUMENTATION, ASSESSMENT AND PLANNING RECORD
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learning well-being and progressed in the development
of their learning vocabulary (AGDE, 2022).

Learning Outcome:
Learning outcome 1: Children have a strong sense of
identity.
Timothy was responding and interacting with his peers
and educators 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 EYLF Educator Evidence Child Development
Learning outcome 4.2: Children
Child-led play: The teacher was Acknowledging: developed a range of skills and Timothy confidently
observing that Timothy was The teacher processes such as problem communicated with
collecting some glasses, then he put acknowledged the solving, hypothesising, his peers and
glasses in a straight line and started children's progress experimentation, inquiries, educator (Arthur et
counting to 8 (Arthur et al., 2021). and achievements researching and investigating al., 2021).
while he (AGDE, 2022).
succumbed to 8 He developed his fine
glasses (Arthur et Learning outcome 5.1: Children motor skills and
al., 2021). interact verbally and non- problem-solving skills
verbally with others for a range while connecting the
Listening: of purposes (AGDE, 2022). blocks (Arthur et al.,
The teacher 2021).
listened to the
children when he
was counting his
glasses on the floor
(Arthur et al.,
2021).
PLANNING
Objective for future holistic learning and development

PLAC909 PROFESSIONAL EXPERIENCE 3 (3-5 YEARS): DOCUMENTATION, ASSESSMENT AND PLANNING RECORD
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According to the based on this observation, I have planned to enhance his mathematical skills by engaging him in
“sorting the different object of stickers in a “Tens Frame’’ activity.
Short-term: language and fine motor development (AGDE, 2022).
Long-term: Social and emotional development (AGDE, 2022).

Learning experience name
Experience rationale
Learning Experience
Tens Frame activity
 To enhance the colours of the object shapes
 To develop their language skills, they get a chance to learn about
shapes by sorting out the different colours and filling out the ten dots
with the same colour stickers (MacDonald &Rafferty, 2015).

 To foster their vocabulary, such as pink, blue, and white (AGDE, 2022).
To develop children mathematical vocabulary and language skills (AGDE, 2022).
Developmen t and learning goal: To develop their problem-solving skills (Petty, 2016).

This experience will set up indoor area on the table with “Tens Frame” and
Experience outline:
different colours objects (Stickers).
Tens Frame, different colours stickers (Object)

A list of materials required with

photo(s):

EYLF child evidence links
Outcome 1.1: Timothy responds to ideas and suggestions from others during
the activity (AGDE, 2022).
Outcome 3.1: Timothy demonstrates trust and confidence in their interaction
with others in sorting the colours games (AGDE, 2022).
Outcome 4.2: Timothy uses trial and error to explore different possibilities
through “Cause and effect” during the sorting colours (AGDE, 2022).

Implementation I will set up the table with different colours objects and “Tens Frame”.
plan Invite the children in a small group of children including Timothy.
Introduction
I will let them sit down around the table.
Introduce the resources with the children
Body Allow the children to engage with their peers.

PLAC909 PROFESSIONAL EXPERIENCE 3 (3-5 YEARS): DOCUMENTATION, ASSESSMENT AND PLANNING RECORD
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Provide the children with a “Ten’s frame” and place the different objects in
front of them on the table.
Encourage and instruct the children to choose the same colour object for their
frame and collect 10 objects to complete the task.
The children will ask an open-ended question like “Can I use this for my dots?’’
and I will respond in a positive way.
Encourage them to look at both sides to find the correct dots to complete the
task.
Conclusion At the end, children will show me their complete frame, and I will check and
count the objects. Then I will let them pack away all the frames and allow them
to play on the mat.
Engagement Which colours did you find?
questions
What is your favourite colour?

How many objects did you complete?

Are they the right colour objects?

.
ACTING and DOING
Guided play:
The educator provides a resource where children get a chance to develop their
Play pedagogies
problem-solving and counting skills (Arthur et al., 2018).

Teaching strategies Encourage:

The educator encourages the children to look for the colours of objects in their
frame to complete the task (Arthur et al., 2020).

Guidance:

By giving guidance, educators help the children sort out the objects in this
experience (Arthur et al., 2020)

PLAC909 PROFESSIONAL EXPERIENCE 3 (3-5 YEARS): DOCUMENTATION, ASSESSMENT AND PLANNING RECORD
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.
Learning outcome 4.1:
Children develop a growth mindset and learning dispositions such as curiosity,
cooperation, confidence, creativity, commitment, enthusiasm, persistence,
imagination, and reflexivity (AGDE, 2022).
EYLF links
Learning outcome 5.1:
Children interact verbally and non-verbally with others for a range of purposes
(AGDE, 2022).

The children engage in the activity, where they develop their confidence and
problem-solving skills by sorting out the objects. They develop their
Child development
communication skills by interacting with teachers (AGDE, 2022).

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 showed their interest in the activity when I introduced it.

Yes, Timothy completed and found all the objects with colours and achieved the learning objective.

One of the children pasted colourful objects on the frame, which was an unexpected outcome.

I gave the children instructions and encouraged them by reminding them to look for the right colour object to
complete.

Where to next:

Children will participate in the “rocket shape,” in which they will create a rocket using shapes.

PLAC909 PROFESSIONAL EXPERIENCE 3 (3-5 YEARS): DOCUMENTATION, ASSESSMENT AND PLANNING RECORD
 PLAC909 PROFESSIONAL EXPERIENCE 3 (3-5 YEARS)

PLAC909 PROFESSIONAL EXPERIENCE 3 (3-5 YEARS): DOCUMENTATION, ASSESSMENT AND PLANNING RECORD