PLAC910 PROFESSIONAL EXPERIENCE 4 (Capstone)
DOCUMENTATION, ASSESSMENT AND PLANNING RECORD
Context: Transportation sorting game (large group Children: Jesse (Age: 1,8 years old)
observation) Observer: Ariunzaya Enkhbat
Technique method of the observation: Anecdote Date: 07/03/2024
DOCUMENTATION
Based on children’s interest and through the intentional teaching plan, I prepared the transportation matching game to
aimed to develop children’s cognitive and language skills. As soon as I sit down on the mat with my learning resource,
children came to me and sat down to wondering what I have. I explained what is this game and demonstrated how to
complete the game. Then Shae said “Plane”, then Jesse said “cars”, Ariana said “boat” and Amaia said “vroom vroom”.
Then children started placing their items on the board. Ariana placed the school bus on the water transportation board
and looked around and took the bus and placed next to the car on the land transportation board. I acknowledged and
said “well done, thank you for finding the right spot” then she looked at me and smiled. Charlotte placed the boat on the
air board and said “boat”.
We all worked together and completed the task and we named all the transportation together.
Analysis of learning:
I aimed to develop children's cognitive and language skills. However, through this activity, children also developed their
fine motor skill by manipulating the transportation and sticking them on the board. They used their fingers to pinch the
item and used their palm to press it on the board.
While engaging in the activity children were naming the transportation such as boat, car, bus and aeroplane etc to
strengthen their language skill. Moreover, children shared their play space, learning materials and learning to take turns
and wait for their turns.
PLAC910 Professional experience 4 (Capstone): Documentation, assessment and planning record ARIUNZAYA ENKHBAT IKO000047X
PLAC910 PROFESSIONAL EXPERIENCE 4 (Capstone)
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
PLAC910 Professional experience 4 (Capstone): Documentation, assessment and planning record ARIUNZAYA ENKHBAT IKO000047X
PLAC910 PROFESSIONAL EXPERIENCE 4 (Capstone)
Physical Social/emotional Being involved
It is evident children developed their fine motor skill Observing Being active and taking role in
by pinching the transportation items by their fingers each-others their own play (Arthur, 2010).
(Kearns, 2017). and socially Taking an interest
Language/Literacy engaging to Engaging in the activity and
Children named the transportation to develop their share the play sharing the play space and
language skills. space and learning materials (Kearns,
Cognitive learning 2017).
Ariana used her cognitive skill to correct the action materials.
during the play. It is evident that she put school bus
on air board first then she moved bus next to the
car on land board.
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 relationships: Language/literacy:
Children were showing respect as they waited for their turn in Children named the transportation to develop
shared play situation (Kearns, 2017). language skills as well as expressing themselves
Learning of cause and effect: verbally (ACARA, n.d.).
Ariana corrected her action during the play to develop her
problem-solving skills (Kearns, 2017).
THEORY and FRAMEWORKS
Development and Education Theory Early Years Learning Framework Principles,
Practices, Outcomes
According to the observation, children’s learning and Principles: Secure, respectful and reciprocal
development links to the Piaget’s development theory which relationships – Children’s play supported by me that I
explains that children develop their own knowledge when they provided active supervision and make sure children
explore independently with their surrounding with educator’s can feel safe, respected and valued.
scaffolding knowledge of cause and effect through extended Practices: Holistic, integrated and interconnected
experience (Beloglovsky & Daly, 2015). approaches – I pay attention to children’s learning
such as language, physical and social/emotional
development.
Outcome 4: 4.1 – During the observation, children
showed that they expressed their interest in the
activity, curious and willing to do the activity and used
their senses to play, explore and try new things
(Australian Government Department of Education
[AGDE] (2022).
PEDAGOGICAL SKILLS AND KNOWLEDGE
PLAC910 Professional experience 4 (Capstone): Documentation, assessment and planning record ARIUNZAYA ENKHBAT IKO000047X
PLAC910 PROFESSIONAL EXPERIENCE 4 (Capstone)
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
Associative play Facilitating – Provide Outcome 4: Children are Children developed
Children interacting with each-others children safe and free confident and involved their language
during their play (Howard, 2017). play space, play learners development by using
equipment to use and I recognised and valued verbal communication
supervision (Arthur et each child’s involvement in and fine motor skills
al., 2020). the play and provided by manipulating the
learning environment that is learning items
flexible and open-ended (materials) (Kearns,
(Australian Government 2017).
Department of Education
[AGDE] (2022).
PLANNING
Objective for future holistic learning and development
Based on this activity, I would like to further develop children’s language skills and extend their vocabulary and read
some transportation books.
Learning Experience
Learning experience name Reading transportation books with children.
I will provide learning space that is safe and secure and welcoming to invite
Experience rationale
children to engage in.
Development and learning goal: I am aiming to extend children’s vocabulary.
I will set up the balancing game by using range of foam blocks and rainbow
Experience outline:
balancing buckets.
A list of materials required with - Free and safe play environment
photo(s): - Transportation books
Outcome 5: Children are effective communicators
5.1. Children will be invited to engage in enjoyable interactions using verbal
EYLF child evidence links
and non-verbal language by reading a book with me (Australian Government
Department of Education [AGDE] (2022).
Implementation 1. Prepare the area with soft mat and books that related to the topic
plan transportation
Introduction
2. Invite children to sit on the mat (Australian Government Department of
Education [AGDE] (2022).
Body During the experience, I will sit with children and read the book and ask open-
ended questions to encourage children to verbally communicate.
Conclusion In conclusion, children engaged in this activity very well and named the items
on the book. They also named the colours of the transportation on the book. I
also wanted to extend the activity, so I sang the songs related to the items
such as wheels on the bus and row row row your boat.
PLAC910 Professional experience 4 (Capstone): Documentation, assessment and planning record ARIUNZAYA ENKHBAT IKO000047X
PLAC910 PROFESSIONAL EXPERIENCE 4 (Capstone)
Engagement - What can you see in this page?
- What is this?
questions
- What colours is this?
ACTING and DOING
- Associative play
Play pedagogies To provide and maintain safe-welcoming learning environment for children so
they can engage in this activity (Howard, 2017).
Questioning and discussion – ask open-ended questions to extend children’s
Teaching strategies
current knowledge (Arthur et al., 2020).
Outcome 5: Children are effective communicators
5.1. Children engaged in enjoyable interactions using verbal and non-verbal
EYLF links language by reading a book with me to name the items on the book as well as
identified their colour (Australian Government Department of Education
[AGDE] (2022).
According to the observation, children’s learning and development linked to the
Gardner’s development theory which explains experience support different
Child development
kinds of intelligence such as children’s linguistic skills (Beloglovsky & Daly,
2015).
Documentation and/or digital
evidence of implementation, acting
and doing
PLAC910 Professional experience 4 (Capstone): Documentation, assessment and planning record ARIUNZAYA ENKHBAT IKO000047X
PLAC910 PROFESSIONAL EXPERIENCE 4 (Capstone)
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?
During the activity, I found out that babies don’t engage in reading activity very long time, so I decided to include songs
with reading books. Also, I planned this activity ongoing. I wanted to develop children’s language and literacy skills to
extend their vocabulary so I carried out this experience several days and times to see the results.
In conclusion, the activity went really well as children enjoyed and engaged very well. They named the items on the
books and sang with me.
I would like to carry on doing this experience as young children intend to engage in singing activity while reading a
book.
PLAC910 Professional experience 4 (Capstone): Documentation, assessment and planning record ARIUNZAYA ENKHBAT IKO000047X
PLAC910 PROFESSIONAL EXPERIENCE 4 (Capstone)
REFERENCE
ACARA. (2022). The Australian Curriculum. The Australian Curriculum V9.0: https://v9.australiancurriculum.edu.au/
Arthur, L. (2010). The Early Years Learning Framework: Building confident learners. Early childhood Australia.
Australian Government Department of Education [AGDE] (2022). Belonging, Being and Becoming: The Early Years
Learning Framework for Australia (V2.0). Australian Government Department of Education for the
Ministerial Council.
https://www.acecqa.gov.au/sites/default/files/2023-01/EYLF-2022-V2.0.pdf
Belogovsky, M., & Daly, L. (2015). Early Learning Theories Made Visible. Redleaf Press.
Clarke, J. (2021). Playful Learning Spaces for Babies and Toddlers. The Empowered Educator Online.
https://www.theempowerededucatoronline.com/2017/08/playful-learning-spaces-for-babies-and-
toddlers.html/
Department of Education. (2018). Developmental milestones and the Early Years Learning Framework and the
National Quality Standards. Department of Education.
Howard, J. (2017). Mary D. Sheridan’s Play in Early Childhood: From Birth to Six Years. Taylor & Francis Group.
Kearns, K. (2017). Frameworks for Learning and Development. Cengage Learning Australia.
Nolan, A. (2015). Theories into Practice: Understanding and Rethinking Our Work with Young Children and the
EYLF. Essential Resources Educational Publishers Ltd., Essential Resources Educational Publishers
Ltd.Irving & Carter (2018).
Irving, E., & Carter, C. (2019). The Child in Focus EBook: Learning and Teaching in Early Childhood Education.
Oxford University Press Australia & New Zealand, Oxford University Press Australia & New Zealand.
Petty, K. (2016). Developmental Milestones of Young Children. Redleaf Press.
PLAC910 Professional experience 4 (Capstone): Documentation, assessment and planning record ARIUNZAYA ENKHBAT IKO000047X
