PLAC908 PROFESSIONAL EXPERIENCE 2 (0-3 YEARS)

DOCUMENTATION, ASSESSMENT AND PLANNING RECORD

Context: Name: Liam
Age: 1 year 9 months old
Date: 25/04/2024
Morning group (10:30 AM) and Indoor play area
DOCUMENTATION
Running Record:
10:30am-10:35am – Educator invites Liam for a book reading activity, he enters the playroom and spots his favourite picture
book, he strolls to pick the book and his eyes sparks with curiosity.
10:40am-10:50am – Liam sits comfortably at the mat and starts flipping the book pages using his tiny hands and pointing to each
picture he sees, utilizing fine motor skills. As he points to pictures, he eagerly tries to name, exclaiming, Fish, Ice cream, Juice,
Kite and more.
10:50am-11:00am – Educators introduces a counting book, featuring vibrant images along with counting. Liam observes the
number, objects, and looks at the educator with curiosity. Educator guides him through counting and he repeats after her. His
ability to identify object and count represents his growing cognitive ability and numeracy concepts.
11:00am-11:20am – Liam attention diverts to pages exhibiting objects with different properties, he says, “Soft” as he points
toward teddy picture and then he taps his fingers on the red car and says, “It’s hard”. This makes him develop basic understanding
of abstract concepts as well as language and communication skills.
11:20am – 11:30am – Educator engages Liam in a game of matching objects and colors, he matches red colors with objects
exclaiming, “Red ladybird, Red shoes and red tomato”, he is not only learning about colors but also improving his ability to
observe, categorize, critical-thinking and problem-solving.

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: Liam is flipping book pages,  Liam’s ability to turn page, point Curiosity: Liam’s eagerness
pointing and tapping on figures. This makes him and tap on objects reflects his to read his favourite book
improve hand and eye coordination and dexterity. developing fine motor skills. reflect his natural curiosity.
Cognitive Development: Liam’s ability to recognize  His ability to recognize colors and Persistence: Despite of
objects, counting and categorizing objects based on the objects indicating cognitive facing challenges to count
properties and colors make him exercise cognitive skills. growth. and name objects correctly,
Language Development: Liam’s ability to name and  Alex is reflecting curiosity and he is showing resilience as
count objects make him learn new words and exercise happiness in activity, reflecting his he continues to engage in
language skills. ability to regulate his emotions. activity.
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
Liam is learning to categorize objects based on colors and other Mathematics: Liam is developing numerical concepts, as
properties, making him develop cognitive skills. Liam is flipping he counts and recognizes quantities of objects.
book pages, pointing and tapping on figures. This makes him Physical: By manipulating book, such as turning page,
improve hand and eye coordination and dexterity. He is naming pointing at objects, he is enhancing hand-eye coordination,
objects, colors, and articulating his thoughts, makes him learn new dexterity and fine motor skills.
vocabulary and improve language understanding (Niland, 2023). Language & Literacy: By evaluating and naming different
objects, Liam is developing early literacy skills including
new vocabulary, language understanding, and phonological
awareness.
THEORY and FRAMEWORKS

PLAC908 PROFESSIONAL EXPERIENCE 2 (0-3 YEARS): DOCUMENTATION, ASSESSMENT AND PLANNING RECORD
 PLAC908 PROFESSIONAL EXPERIENCE 2 (0-3 YEARS)
Development and Education Theory Early Years Learning Framework Principles, Practices,
Outcomes
Piaget Theory of Cognitive Development: As Liam explores Principles: The positive interaction between educator and
objects, categorizes based on colors and properties he is reflecting Liam makes him feel valued and supported, enhancing his
alignment to theory concept in terms of assimilation and sense of belonging and well-being.
accommodation, he is adapting his knowledge to new experiences. Practices: The activity provides Alex an opportunity to
learn through play as he discovers and experiments. As an
Erikson Psychological Theory: According to theory, children educator, I scaffolded his learning experience by providing
develop sense of independence during preschool years as they guidance while allowing autonomy to explore.
explore the world, this aligns with Liam reading activity as made Outcomes: Alex expressing his unique personality and is
choices about choosing his favourite picture books. This is fostering developing sense of confidence in his abilities. His
his autonomy and independence (Nolan & Raban, 2012). determination and persistence contributes to his positive
self-esteem and wellbeing (ACECQA, 2018).
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
The activity was based on child-led Scaffolding: Educator  Educator observes Liam Physical Development:
approach as the engagement of Liam provides guidance as as he engages in Liam is flipping book pages,
in activity was driven by his interest required, without openly activity, notices his pointing and tapping on
as he selects book and objects based directing the play to make sense of belonging as he figures. This makes him
on his preferences. The activity was him understand symbolic explores objects. improve hand and eye
provided hands-on learning as it representation. coordination and dexterity.
encourages Liam to manipulate  Educator documents his Cognitive Development:
books like turning page and pointing Intentional Teaching: feelings and behaviour, Liam’s ability to recognize
at objects. The activity is a open- Educator plans a taking pictures and objects, counting and
ended play, providing Liam an developmentally suitable writing notes on key categorizing objects based on
opportunity to interpret and interact activity that could promote achievement and the properties and colors
with book in various ways. learning of Liam across moments as well as his make him exercise cognitive
several domains (Aussie learning experience. skills.
Childcare Network, 2023). (ACECQA, 2010). Language Development:
Liam’s ability to name and
count objects make him learn
new words and exercise
language skills (Wang &
Shao, 2024).
PLANNING
Objective for future holistic learning and development
The objective is to further enhance language, social, physical and cognitive abilities of Liam through a play-based experience,
fostering his confidence and literacy abilities.
Learning Experience
Learning experience name Objects Flashcards
Building on the successful implementation of picture book reading, which enhanced
symbolic representation, cognitive and fine motor skills. The object flashcard activity will
Experience rationale
provide Liam a hands-on and sensory-rich experience that promotes his holistic learning
and development across numerous domains.
The goal is to enhance cognitive skills including visual perception and memory by making
Development and learning goal: him identify objects, letters and numbers. Also, expand his vocabulary, language ability and
early literacy skills.
Provide Liam with a flashcard set with range of objects, colors and letters, start with the
Experience outline: familiar concepts, encourage him to analzye each car, and read aloud the names, colors and
numbers. Encourage him to choose flashcards, expressing his unique style and preferences.
A list of materials required with photo(s): Flashcards, mat, cushions
EYLF child evidence links Outcome 1: As Liam named and recognised the objects and numbers, he shows satisfaction
and confidence in his ability to recognize and describe correctly this contributes to his sense
of self-esteem.
Outcome 4: Liam demonstrates his willingness to explore and learn and persists in his
effort to succeed.
Outcome 5: Liam engages in verbal interaction and used expressive language to articulate

PLAC908 PROFESSIONAL EXPERIENCE 2 (0-3 YEARS): DOCUMENTATION, ASSESSMENT AND PLANNING RECORD
 PLAC908 PROFESSIONAL EXPERIENCE 2 (0-3 YEARS)
his thoughts and findings, demonstrating effective communication skills (DET, 2019).
Introductio Invite Liam at the play area and set up a comfortable seating area with a mat and cushions.
n Explain him about the activity in brief and highlight purpose of flashcards.
Body Provide him a flashcard set with range of objects, colors and letters, start with the familiar
concepts, encourage him to analzye each car, and read aloud the names, colors and
numbers. Engage in meaningful conversations with Liam, ask open-ended questions and
Implementation plan
allow him to express his observations and thoughts about the flashcards.
Conclusion Reflect on Liam’s disposition, engagement, key milestones and achievements and provide
him a positive reinforcement by recognizing him contribution and effort.
Engagement What do you see in this flashcard? Can you describe?
questions
What color is this object?
ACTING and DOING
The activity is a child-led play as it allowed James to explore with objects, color, and
Play pedagogies numbers, fostering autonomy and concentration. The activity is also a playful learning with
an intentional teaching to support holistic learning and development.
Modeling: Educator models accurate pronunciation and expressive vocabulary as she
discusses the flashcards with Liam.
Teaching strategies Scaffolding: Educator breaks down the make and decor process into steps, provides
supports, such as cues, reminder, and prompts.
Positive Reinforcement: Educator praises Liam’s efforts and achievement, making him boost
motivation and confidence.
1.2 Children develop their emerging autonomy, interdependence, resilience and sense of
agency.
4.2 Children develop a range of skills and processes such as problem-solving, inquiry,
EYLF links
experimentation, hypothesising, researching and investigating.
5.1 Children interact verbally and non-verbally with others for a range of purposes (DET,
2019).
Cognitive Development: Liam recalled him memory and identified numbers and objects,
nurturing his understanding of abstracts and symbolic representation.
Language & Literacy: Liam’s ability to name and count objects make him learn new
Child development
words and exercise language skills.
Physical Development: Liam demonstrates hand and eye coordination as he flips, hold,
picks cards, points at objects, and sort the cars in colors (Sudarsana et al., 2020).

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?
Liam has responded with curiosity and enthusiasm as he actively participated in activity, named different objects, identified letter
and contributed in discussions with the educator achieving learning objectives including improved cognitive skills, communication
skills as well as physical abilities. As an educator, I provided him guidance and support as required, created a safe and enriching
learning environment and asked open-ended questions to engage him critical-thinking. In future, I will music or sensory elements
to make him learn texture and properties of different objects.

References:

PLAC908 PROFESSIONAL EXPERIENCE 2 (0-3 YEARS): DOCUMENTATION, ASSESSMENT AND PLANNING RECORD
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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_the_early_years_learning_framework_for_australia_2.pdf

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

Niland, A. (2023). Picture Books, Imagination and Play: Pathways to Positive Reading Identities for Young Children. Educ.
Sci. 13, 511. https://doi.org/10.3390/educsci13050511

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

Sudarsana, K., Andre Suhardiana, P., Santi Oktarina, P. & Sari Dantha, N. (2020). Flashcard As A Learning Media For Early
Childhood. Proceedings of the 3rd International Conference on Advance & Scientific Innovation, 10.4108/eai.20-6-
2020.2300615.

Wang, Z., & Shao, Y. (2024). Picture book reading improves children's learning understanding. The British journal of
developmental psychology, 10.1111/bjdp.12479. Advance online publication. https://doi.org/10.1111/bjdp.12479

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