DOCUMENTATION, ASSESSMENT AND PLANNING RECORD (0-5 YEARS)

Date: August 11, 2025 Child or Children Name(s) + Age: Katie, 4 years old
Context: On August 11, 2025 at 10:35am , in the Play Context: Child-initiated, creative art
indoor classroom painting area with an easel, exploration with educator
Katie, 4 years old girl is engaged in free scaffolding. She is engaged in open
painting. The activity took place during ended, imaginative play through
morning with Miss Mathews observing her painting.
work, offering occasional guidance as Katie
explored her creativity.
DOCUMENTATION
Technique and method: Anecdote record (narrative)
Observation record: Katie was standing by the easel, painting while accompanied by her teacher. The teacher commented,
"Yes, I can see you have two eyes and a mouth in the painting." Katie responded, "You talk less one,
so I will talk to the wheel." She then dipped her brush in water, applied paint, and began working on
the chart, stating she was painting Ariel's dress. The teacher noticed her paint was thick and
suggested adding more water to the purple. Katie followed the instruction, then told her teacher, "I'm
drawing Ariel," and received verbal affirmation throughout, she engaged in self-talk such as, "Let's see
what my next choice is," while following a pattern of dipping her brush in water, then in paint, and
applying it to the easel. She alternated between large and small brushes, adjusting her grip to create
larger strokes and saying "Smack, smack" as she painted. Katie observed her water becoming dirty
and independently decided to change it. With teacher guidance, she poured it into the sink, refilled
her cup, and resumed painting. She sang softly, selected brushes purposefully, and appeared
confident in using the tools. Later, when changing the water again, she initially tried to empty it into
the bin but another teacher redirected her to use the sink. Katie apologized, followed instructions,
and carefully returned to painting. When asked about her artwork, she proudly replied she had
painted Ariel
from The Little Mermaid. The teacher affirmed, "It's beautiful," despite the abstract strokes. Katie
remained engaged, focused, and joyful throughout the session.
ASSESSMENT
Domain(s) and or disposition(s) focus: 1.Physical Development
◦ Fine motor skills: Switching between large and small brushes, adjusting grip,
controlling strokes.
◦ Hand-eye coordination: Dipping brush in water, then paint, applying to easel with
intention.
2. Cognitive Development
Problem-solving: Adjusting paint thickness when suggested.
◦ Planning & sequencing: "Let's see what my next choice is,' following repeated
painting sequence
◦ Symbolic thinking: Painting "Ariel's dress" and "Ariel" despite abstract strokes.
3. Language Development
◦ Expressive language: Describing painting process, responding to
teacher.
4.Social-Emotional Development
◦ Self-regulation: Following teacher's redirection for water disposal
◦ Confidence & pride: Explaining her painting and accepting praise
Dispositions:
Curiosity: Exploring colours, brush sizes, and Textures.
Persistence: Continuing task with focus.
Confidence: Speaking about her work proudly.
Responsibility: Changing water independent/y.
Creativity: Inventive storytelling around painting.
Interpretation to development Interpretation to learning
Katie is demonstrating well-developed fine motor  Katie learned to modify techniques (e.g. adjusting paint
coordination (brush control, grip changes), emerging thickness), enhancing problem-solving.
problem-solving skills (adjusting paint consistency),and social  She practiced self-management and responsible tool use,
responsiveness (following guidance). Her self-talk shows building independence.

ETCH106 Development, Assessment and Planning (3-6 years)

 DOCUMENTATION, ASSESSMENT AND PLANNING RECORD (0-5 YEARS)

reflective thinking and planning. She also displays persistence,  Her storytelling integrated imaginative thinking with
autonomy, and confidence in artistic expression. artistic expression, blending creativity and language.
 Positive reinforcement from teachers encouraged self-
confidence and pride in her work.
Play Theory Play Types Play Functions Play Sequences
Vygotsky's Sociocultural  Creative Play  Expressive –
Communicating ideas
Theory: (Katie painted Ariel, her and stories through
1. Initiation: Starts painting,
Learning occurred dress and tree while painting (“Ariel’s dress”). chats with teacher.
through social interaction narrating her process and
and scaffolding (teacher adding imaginative details.)  Exploratory – Trying 2. Development: Adds story,
suggestions, redirection).  Constructive Play different brush sizes, experiments, adjusts paint.
paint thickness, and
Her self-talk also supports (She used brushes, water, techniques.
Vygotsky's view that and paint to create a  Practice – Repeating
language guides thought finished artwork at the painting sequence and 3. Elaboration: Switches
and action. easel.) refining brush control. brushes, self-talk, sings.
 Solitary Play with  Social – Engaging with
teachers through
Parallel Social conversation and 4. Problem-solving: Changes
Interaction feedback. water, follows redirection.
(Katie worked.  Creative – Transforming
abstract strokes into
independently but engaged imaginative
5. Closure: Shows artwork,
in conversation with the representations. gains praise, feels proud.
teacher.)

PLANNING
Objective for future learning and development Three (3) play and inquiry learning experiences and or
environments for inclusion into the curriculum

To offer Katie engaging art experiences that inspire creativity, 1. Story-Inspired Art Table: Paint/draw scenes from books.
imaginative storytelling, and confidence in self-expression.
These activities will support the development of her fine 2. Colour Mixing Station: Explore colors, textures, techniques.
motor skills, problem-solving abilities, and responsible use of
materials. They will also provide opportunities for positive 3. Music & Movement Painting: Paint to different rhythms.
social interaction, collaboration with peers, and pride in both
individual and group creative achievements.

Learning Experience Plans

Learning experience or environment name: Colour lab exploration
Experience or environment rationale: Supports creativity, language development, imagination, and creativity
by integrating learning with painting.
Development and learning goal: Develop scientific reasoning and creativity
Experience and environment outline: Katie mixes colors in palettes, predicts outcomes, and documents results.
A list of materials required with photo(s): Materials: Primary paints, mixing trays, brushes, chart for recording.

ETCH106 Development, Assessment and Planning (3-6 years)

 DOCUMENTATION, ASSESSMENT AND PLANNING RECORD (0-5 YEARS)

EYLF child evidence links

Learning Outcome 1 Learning Outcome 2 Learning Outcome 3 Learning Outcome 4 Learning Outcome 5
Children have a Children are connected Children have a strong Children are Children are
strong sense of identity with and contribute to sense of wellbeing: confident and involved effective
1.2 - Develop emerging their world 3.2 - Take increasing learners communicators
autonomy, 2.1 - Develop a sense of responsibility for 4.1 - Develop 5.1 – Interact verbally
interdependence, belonging to their own health and dispositions for learning and non-verbally with
resilience, and sense of groups and physical wellbeing such as curiosity, Others for a range of
agency (choose colors, communities (use tools safely, confidence, creativity, purposes (discuss
manage mixing). (participate in manage spills) and persistence Predictions and results).
1.3 - Develop shared color lab space). (explore and 5.3 – Express ideas and
knowledgeable and 2.4 - Become socially experiment make meaning
confident self-identities responsible and with mixing) Using a range of media
(share and name show respect for the (record color
created colors). environment (use and Discoveries visually).
care for resources
responsibly)
Implementation plan
Introduction/Transition Body Conclusion/Transition Engagement Questions
Invite Katie to explore magic  Set up palettes, "What will happen if you mix
color changes" at the easel. brushes, droppers, these two?"
Introduce red, yellow, and paper, aprons. Share discoveries, discuss
blue paints and explain that  Children mix two surprises, and display charts. "How can you make it lighter?"
'We'll mix colors to see what colors, predict
new ones we car outcomes and name Document her discoveries 'What's your color's name?"
make.' creations. Verbally or with photos
 Experiment with
adding water for
lighter shades.
 Record colors on a

ETCH106 Development, Assessment and Planning (3-6 years)

 DOCUMENTATION, ASSESSMENT AND PLANNING RECORD (0-5 YEARS)

simple chart
Teaching strategies and skills to be utilised:
Play-based Pedagogies Low Interaction Teaching EYLF Educator Evidence EYLF Principles and or
Strategies Practices
 Inquiry-based  Observation:  Providing diverse  Secure, respectful
learning: Children Watch how children materials for relationships
explore and approach mixing without experimentation. Encouraging confidence and
experiment with color constant direction.  Supporting risk-taking in learning
mixing  Prompting questions: predictions and  High expectations
 Open-ended play: Offer open-ended problem-solving. and equity
No fixed outcomes; questions to extend  Documenting All children supported to
children choose color thinking. children's discoveries participate at their level.
combinations freely  Scaffolding - Step in through charts and  Learning through
 Sensory play: only to guide photos. play - Play as a
Engaging sight and techniques or extend context
touch through paint exploration when for developing curiosity and
texture and color needed. creativity
changes.  Assessment for
learning
Using observations to inform
future planning

ETCH106 Development, Assessment and Planning (3-6 years)