PLAC908 PROFESSIONAL EXPERIENCE 2 (0-3 YEARS)

DOCUMENTATION, ASSESSMENT AND PLANNING RECORD

Context: Name: Willow
Age: 1 year 9 months old
Date: 07/03/2024
Morning group (11 AM) and Indoor play area
DOCUMENTATION
Anecdotal Record: Today, a 1-year and 9-months old willow, participated into exciting painting activity, which provided her with
opportunities for creative expression and sensory exploration. Her eyes sparkled with anticipation as was given paintbrush, paper
plates and vibrant colors paint tray to start the painting. Willow’s curiosity soared as she dipped her brush into paint; she
manipulated the paintbrush and displayed her developing fine motor skills. With focus and excitement, she used her small hands to
carefully move the paintbrush, displaying her control over hand and eye coordination. Despite the occasional drip, she continued
with the task, showcased persistence and resilience throughout the activity. Her engagement with the painting materials allowed her
to experiment with different colors, fostering her problem-solving and imaginative thinking ability. As an educator, I supported and
scaffolded her to enhance her learning experience, offered guidance while allowing her the autonomy to create and explore.
Overall, the painting activity not only facilitated her creative and sensory development but also nurtured her self-confidence and
physical, social and emotional skills.

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 willow held and Fine motor Skills: Willow’s ability to Persistence: Despite facing
precisely moved hands to manipulate the hold and manipulate paintbrush indicate challenges such, she remained
paintbrush, she developed her fine motor skills, developmental milestone in her fine attentive and continued with the
thus demonstrating her physical development. motor skills. painting task, signifying resilience
Cognitive Development: Willow engaged in and perseverance.
problem solving as she experimented with Problem-Solving Skills: As willow
different colors and patterns to create painting. experimented with different colors and Creative Expression: The activity
Her experimentation fostered her creative patterns, she fostered her creative provided Willow an opportunity to
thinking and cognitive skills. thinking and problem solving skills. explore colors, strokes and patterns
Social-Emotional Development: She and express her creativity and
displayed determination and persistence personality (Nurjanah & Hardiyanti,
throughout the activity despite facing 2020).
challenges, thus demonstrating social-
emotional development.
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
The observation actively participated in painting activity Physical Development: By holding and manipulating paintbrush, she
and experienced different forms of learning. She engaged in hand-eye coordination that contributed to her physical
developed her fine motor skills as she manipulated the development.
paintbrush while controlling wrist and hand muscles. Art: By experimenting with different colours, patterns and strokes
Experimenting with different colors, patterns and strokes Willow has enjoyably expressed her artistic abilities.
showcased her imaginative and cognitive capability. She Social-Emotional Development: Willow’s persistence through

PLAC908 PROFESSIONAL EXPERIENCE 2 (0-3 YEARS): DOCUMENTATION, ASSESSMENT AND PLANNING RECORD
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also developed regulation and emotional resilience by challenges faced during painting activity helped her develop emotional
managing her frustration and maintaining focus as she regulation. In addition, the activity provided her opportunity to
faced challenges. collaborate peers and educators, promoting social development.

THEORY and FRAMEWORKS

Development and Education Theory Early Years Learning Framework Principles, Practices, Outcomes
Piaget's Theory of Cognitive Development: The Principles: The activity catered individual need and ability of Willow,
problem-solving skills demonstrated by Willow reflect that promoted inclusivity and her engagement demonstrated
theory of cognitive development. She made decisions commitment to respectful relationship, fostered sense of security.
about colors, patterns and strokes, which demonstrated Practices: The activity offered willow an opportunity for child-directed
her ability to engage in concrete operational thinking play as she experimented with colors and strokes. As an educator, I
(Nolan & Raban, 2012). scaffolded her learning experience by providing guidance while
Constructivism Learning Theory: Her engagement in allowing autonomy to explore.
the activity aligns with constructivism theory that Outcomes: Her determination and persistence contributed to Willow’s
suggests that learning is active process of constructing positive self-esteem and wellbeing. Her creative expression made her
knowledge through experience. Through hand-on connect with world by discovering sensory features of painting
exploring with painting materials, willow constructed material.
understanding of textures and colors.
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
Educator displayed play based Scaffolding: During Responsive Interaction: As an Physical Development: As willow
pedagogies such as child-centred the activity, educator, I responsively held and precisely moved hands to
learning experience as Willow educator scaffolded interacted with willow and manipulate the paintbrush, she
was given freedom to explore learning of willow provided her support and developed her fine motor skills, thus
and make her own decisions. In by providing guidance when needed. By demonstrating her physical
addition, educator provided guidance and asking creating a safe and supportive development.
sensory experience by using open-ended learning environment, I Cognitive Development: Willow
colourful painting material that questions. promoted her autonomy and engaged in problem solving as she
engaged her senses, provide sense of agency. experimented with different colors
sensory learning and enhance Child-led and patterns to create painting. Her
richness of learning environment. Approach: Observation: I observed her experimentation fostered her
Willow was actions and achievement and creative thinking and cognitive
encouraged to documented to gather the skills.
explore painting evidence of her learning and Social-Emotional Development:
material and explore development, which helps She displayed determination and
at her own pace. planning for later activities persistence throughout the activity
(ACECQA, 2010). despite facing challenges, thus
demonstrating social-emotional
development.
PLANNING
Objective for future holistic learning and development
The objective of the "paint butterfly” activity is to further deepen Willow’s understanding of different colors, shapes, and
techniques while developing fine motor, cognitive, creative and social skills.
Learning Experience
Learning experience name Paint butterfly activity
The rationale for the butterfly painting activity is embedded in providing her with a holistic
learning experience that will be built upon knowledge gained in previous painting activity. The
Experience rationale
activity will provide her hand-on learning experience to apply her understanding of colors,
patterns and strokes though experimentation to foster her creativity and curiosity.
The goal is to develop and enhance Willow’s cognitive skills, physical coordination, creative
Development and learning goal:
expression, confidence and social interactions through interactive and fun experience.
Experience outline: For the butterfly painting activity, I will set up a designated art area with tables, chairs, and all
necessary painting supplies. We will introduce activity by discussing vibrant colors and
patterns of different butterflies by exploring images in books. I will teach different painting
techniques and give willow freedom to express her creativity by painting butterfly on her
own. Throughout the activity, I will guide her to experiment different colors and brush strokes.
At the end of activity, we will display her painting in a classroom and will celebrate her

PLAC908 PROFESSIONAL EXPERIENCE 2 (0-3 YEARS): DOCUMENTATION, ASSESSMENT AND PLANNING RECORD
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creativity.
A list of materials required with Paintbrush, paint tray, table, chair and butterfly shape
photo(s):
Outcome 1: As Willow engaged in the butterfly painting activity, she expressed her unique
identity through her choice of colors, patterns, and creative decisions.
Outcome 2: As we discussed about butterflies and their lifecycle, Willow deepened her
connection to the natural world. She contributed to their world by expressing her understanding
EYLF child evidence links
and gratitude of nature through art
Outcome 3: By engaging in the painting activity, Willow promoted her emotional wellbeing as
she experienced joy and satisfaction in her creative achievements.

I will begin the play by setting up activity in a designated art area and will introduce the
Introduction “painting butterfly” activity to willow. I will discuss characteristic, colors and patterns of
butterflies and will encourage her to participate, emphasizing creativity.
Body Table and chair will be set up with all painting materials including paper butterfly,
paintbrushes, paint tray with various paint colors as well as book containing butterflies for
motivation. Different painting techniques such as patterns, color blending will be demonstrated
and Willow will be encouraged to experiment with her own ideas. Children will be offered
Implementation plan
assistance when needed and will be praised for their effort and achievement.
Conclusion The plan will help Willow stimulate her learning experience and will foster her love to learn
and develop cognitive, physical and social-emotional skills. The child-led approach will allow
her to take independent decisions that will improve her sense of autonomy.
Engagement What colors do you think of when you visualize a butterfly? Name some.
questions
Have you ever seen a butterfly up close?
How do you feel about your artwork?
ACTING and DOING
The activity provided child-centred learning as it allowed Willow to choose any color and shape for brush
Play pedagogies strokes that promoted autonomy and decision-making. The activity emphasized hands-on exploration by
providing sufficient time to manipulate and explore colors, patterns and techniques.
 Scaffolded learning as brief introduction of activity was provided and demonstrated different
painting techniques, patterns and colors to create butterfly.
Teaching strategies  Asked open-ended questions to inspire Willow's creativity and encourage her to express her ideas.
 Concluded the activity with a reflective discussion where Willow was encouraged to share her
thoughts and feelings about her artwork (Adu & Kissiedu, 2017).
 Children developed her emerging autonomy, inter-dependence, resilience and sense of agency.
 Children develop knowledgeable and confident self-identities.
EYLF links
 Children developed range of skills and processes such as problem solving, experimentation,
hypothesising (DET, 2019).
In the "painting butterfly" activity, child development was nurtured as she was engaged in hands-on
exploration. Cognitive growth occurs through observation, and critical thinking, while fine motor skills
Child development
were refined through handling objects. Social development thrives as children share findings and engage
in collaborative discussions.

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
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Overall, Willow responded with excitement and enthusiasm to both painting activities, she explored the painting materials and
experimented with different techniques to express her creativity. The learning objective to promote fine motor skills, cognitive
skills and creativity was achieved and Willow successfully applied her knowledge to her artwork. Throughout the activity, I offered
guidance and support as well as asked open-ended questions to stimulate her critical thinking. In the future, I will incorporate
further different painting materials and textures through more art projects, outdoor observations, or hands-on science experiments.

References:

Adu, J., & Kissiedu, K.B. (2017). Exploring Children’s Communication through Art in the Early Years: The Role of the
Teacher. Journal of Education and Practice, 8, 34-42.

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

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

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

Nurjanah, N.E., & Hardiyanti, W.D. (2020). Playing Through Painting Activities to Stimulate Early-Childhood
Creativity. Proceedings of the 4th International Conference on Learning Innovation and Quality Education.

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