PLAC908 PROFESSIONAL EXPERIENCE 2 (0-3 YEARS)

DOCUMENTATION, ASSESSMENT AND PLANNING RECORD

Context: Name: Dhartari
Age: 2 years
Date: 20/06/2023
Morning group (10:30 AM) and Outdoor play area
DOCUMENTATION
In Today’s observations we have observed a 2 years old girl, Dhartari, engaged in play dough activity at
outdoor play area with the purpose to encourage her creativeness, fine motor and cognitive skills
development. She was provided with assortment of animal and other shapes dough cutters, such as rabbit,
lion, ducks, cow and heart shape and was allowed to freely create shape of her choice. Using her tiny hands
muscles she rolled the wooden roller on the dough and pressed the cutters to make the shapes. Using the
googly eyes, she enabled the animal models to come to life. After creating each shape, she commented and
mimicked animal sounds associated with them. While holding lion shaped dough, she exclaimed with
excitement, “Roar, I’m a lion king!” and pretended to roar whole time. During the whole activity, she has
showcased understanding of cause and effect while manipulating the dough and also her fine motor skills
were evident throughout, also her ability to make independent choices exhibited her confidence and decision
making 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
During play dough activity, Fine Motor Skill: The skill was evident Imagination & Creativity: These
various domains has been through her subtle hand movements, and dispositions were evident through her
reflected in dhartari. Her hand-eye coordination while manipulating mimicry and choice to roar like a lion.
ability to relate animal’s play dough, cutters and other tools.
models with their features and Curiosity: She held each cutter and
sounds demonstrated her Communication Skill: Her use of observed its features which showed
cognitive ability and she used expressive language to describe animal her curiosity to understand and relate
expressive language to imitate features and her sound imitation with her environment.
sounds like Roar, quack etc. demonstrated her communication skills,
illustrated her language skills. Persistence: She carefully and
While her manipulation of Cognitive Skill: Her ability to relate animal patiently shaped and reshaped the play
activity through pinching, shapes with their conforming sounds dough to resemble the features of
rolling, pressing and cutting showcased her cognitive skill development. animals.
shapes highlighted her
developing physical skills. (ACECQA, 2021)
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
In the play dough activity, Dhartari has showed her Physical Development: She refined her fine motor skills
learning about cause and effect and understood the while manipulating the play dough and cutters.
relationship between her actions and play dough
manipulation that helped her to develop creativity and Language Development: Her use of expressive language,
imagination. She has developed fine motor skills and sounds and descriptive vocabulary demonstrated her
learned about the shapes and their features while language development and communication skills.
moulding play dough. Also, her expressive use of
language and sound imitation showcased her language Cognitive Development: Her ability to represent objects
and communication development learning. and understanding of cause-and-effect enhanced her
cognitive ability.

PLAC908 PROFESSIONAL EXPERIENCE 2 (0-3 YEARS): DOCUMENTATION, ASSESSMENT AND PLANNING RECORD
 PLAC908 PROFESSIONAL EXPERIENCE 2 (0-3 YEARS)
THEORY and FRAMEWORKS
Development and Education Theory Early Years Learning Framework Principles, Practices, Outcomes
Outcome 1.2: Her independent choice of a lion, heart and
The observation well aligns with Piaget's Theory of rabbit shaped cutter and the play dough molding reflected
Cognitive Development as she engaged in sensorimotor her developing autonomy and sense of agency.
exploration and manipulated tools and her integration
of animal shapes and their characteristics into play Outcome 2.1: Her interaction with the animal shapes and
demonstrated her cognitive development through imitation of their sounds, developed her sense of belonging
symbolic play. Also, her imitation of sounds and and connection to the nature and animal world.
imaginative interaction reflected theory emphasis on
children’s evolvement of thinking patterns and their Outcome 4.1: Her engagement in imaginative play and
exploration of surrounding world. The Reggio Emilia persistence efforts showcased her numerous learning
approach's emphasis on creativity and expression also disposition including curiosity, creativity, enthusiasm and
aligns Dhartari's imaginative play as the child-led persistence.
approach and encouragement of flexible interpretation
aligns with theory belief in valuing perspective and Outcome 5.1: Dhartari has verbally interacted during play
learning path of children (Cherry, 2022). for range of purposes.

(Australian Government Department of Education, 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
In play dough activity, the Modeling: Educator Outcome 1: Children have a Physical Development:
educator employed play-based demonstrated dhartari strong sense of identity As activity required her
pedagogies to facilitate her how to safely use Educator acknowledgement and to use fine motor skills,
learning. By providing range dough and cutters and facilitation of independent her subtle hand
of animal shape cutters, tools, provided her clear choice empowered dhartari to movements, and hand-
accessories, play dough to examples to follow make decisions and affirmed her eye coordination while
create animals, she encouraged and learn from. self-identity. manipulating the play
her creativity, decision-making dough, rolling and
and exploration. The play- Scaffolding: The Outcome 2: Children are cutting the shapes
based activity fostered her educator provided connected with and contribute fostered her physical
sense of agency and autonomy. prompts and to their world development.
By facilitating, observing her suggestions to extend Educator developed a sense of
choices and verbal guidance her play and provided belonging to animal groups by Cognitive
and encouragement helped guidance as needed. engaging in conversations about Development: Her
educator to recognize intrinsic animal sounds and features ability to understand
value of play and helped her to Child-Led fostered a sense of connection. cause-and-effect and
promote social, cognitive, Approach: Educator sounds mimicking
holistic, physical, emotional allowed Dhartari to Outcome 4: Children are developed her cognitive
and linguistic aspects in a choose her favorite confident and involved
ability.
meaningful way. The child-led animal-shaped cutter learners
approach allowed child to and use props and By observing and replying to her Language
actively participate in based on her interests, questions, educator supported Development: Her
independent decision-making fostering her sense of her sense of agency and verbal actions and
that promoted her sense of ownership and autonomy and her use of interactions with play
ownership over her learning autonomy. expressive language also
dough showcased
process. reflected educator’s efforts to
(McNaughton, & create a rich learning increasing language
Williams, 2004) environment that promoted skills, she used words
holistic development. and sounds to convey her
creations.
PLANNING
Objective for future holistic learning and development

PLAC908 PROFESSIONAL EXPERIENCE 2 (0-3 YEARS): DOCUMENTATION, ASSESSMENT AND PLANNING RECORD
 PLAC908 PROFESSIONAL EXPERIENCE 2 (0-3 YEARS)
To enhance holistic learning and development of a child with and objective is to encourage multi-dimensional growth
including creative, social, cognitive as well as language development.
Learning Experience
Learning experience name Play Dough Activity
The dough play is a calming and creative way for a child to learn and grow
holistically and the rationale behind this play is based on understanding that children
Experience rationale best learn through sensory rich, hands-on and independent exploration and cultivate
children’s love for learning and grow them as curious, enthusiastic, persistent,
confident and socially skilled individuals.
Development and learning goal: Physical development, cognitive, social and language development
1. Safe and Clean indoor play area set up with chair and tables
2. Gather and provide play dough, rollers, extruders, cutters & required accessories
Experience outline: 3. Encourage child to roll play dough, pick cutter and press the cutters safely
4. Ask open-ended questions and encourage to verbalize the actions
5. Observe the play and facilitate storytelling
A list of materials required with
photo(s): Chair, tables, play dough, cutter kit, roller pins, Extruder, Googly eyes and plastic
scissors.
Outcome 1.2: Children develop their emerging autonomy, inter-dependence,
resilience and sense of agency.
Outcome 2.1: Children develop a sense of belonging to groups and communities and
an understanding of the reciprocal rights and responsibilities necessary for active
EYLF child evidence links
community participation.
Outcome 4.1: Children develop dispositions for learning such as curiosity,
cooperation, confidence, creativity, commitment, enthusiasm, persistence,
imagination and reflexivity.
Outcome 5.1: Children interact verbally and non-verbally with others for a range of
purposes.
The following activity will be set up in a safe and secure outdoor play area and
educator will make sure to provide age appropriate and safe materials. The plan
Introduction will ensure that learning interest and need of child are considered to create an
inclusive and vibrant learning experience. The activity aims to foster a sense of
creativity, positive self-identity and of children as the role of nurturing mother.
Body 1. Define concise and clear learning objective for play dough activity while
aligning with EYLF outcomes.
2. Set up designated safe and spacious area and arrange all the materials
required
3. Allow children to independently engage in play dough, explore different
shape cutters, feel their textures and identify the animals sounds and features,
observe her interactions and imaginative scenarios.
Implementation plan
4. Engage in open-ended questions ask provoke her to Prompt her to narrate her
scene.
5. Invite peers to join in the activity and prompt them to collaborate on a shared
scene.
Conclusion The activity plan was an unquestionable success, provided a child an enriching
learning experience. Also, the implementation plan reaffirmed value of play-
based pedagogies as key factor in supporting child’s learning and development.
The plan will serve as a valuable tool for future planning and personalized
support to encourage each child growth.
Engagement Which animals you are seeing in the animal-shaped cutters? Name them.
questions What sounds do all of these animals make?
Can you describe the texture of the play dough? Is it soft, hard or bumpy?
ACTING and DOING
Play pedagogies The following block play is a child-led activity, other play pedagogies include play-
PLAC908 PROFESSIONAL EXPERIENCE 2 (0-3 YEARS): DOCUMENTATION, ASSESSMENT AND PLANNING RECORD
 PLAC908 PROFESSIONAL EXPERIENCE 2 (0-3 YEARS)
based learning, scaffolding, reflective practice, learning through exploration and
verbal interaction.
Teaching strategies Scaffolding, Modeling, Facilitating, Observing, Assisting and reflection

Outcome 1: Children have a strong sense of identity

Outcome 2: Children are connected with and contribute to their world
EYLF links
Outcome 4: Children are confident and involved learners
Outcome 5: Children are effective communicators

In the following activity, Dhartari has developed multi-dimension skills. Her hand-
eye coordination and use of hand muscles to manipulate play dough and cutter
developed her fine motor skills. The activity nurtured has imagination and creative
expression to narrate animal name animal shapes and sounds that also helped her to
Child development
foster cognitive skill development. Also, her language skill thrived through
descriptive conversations about the animals and their sounds. Overall, the activity
encapsulated comprehensive growth of Dhartari in terms of cognitive, linguistic,
social, imaginative, and physical domains (Shrier, 2017).

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?
Dhartari responded with enthusiasm and curiosity in the activity eagerly explored different animal shape cutters and
engaged in imaginative play, created scenes and mimicked animal sounds. The learning objective to enhance holistic
learning and development by creating imaginative play scenes has been successfully achieved, while her interest to
collaborate with peers to merge scenes was an expected outcome which highlighted her potential for social
collaboration and interaction beyond planned objectives. My role as educator was to observe and facilitate, provide
guidance on materials, encourage imagination, ask open-ended questions to foster critical thinking. Throughout the
activity, I supported Dhartari by creating inclusive environment and responded to her queries.

References:

PLAC908 PROFESSIONAL EXPERIENCE 2 (0-3 YEARS): DOCUMENTATION, ASSESSMENT AND PLANNING RECORD
 PLAC908 PROFESSIONAL EXPERIENCE 2 (0-3 YEARS)
ACECQA. (2021). Learning to Learn: Positive dispositions as a ‘learning curriculum’.
https://www.acecqa.gov.au/sites/default/files/2021-01/LearningToLearn.PDF

Cherry, K. (2022). Piaget's 4 Stages of Cognitive Development Explained. Very Well Mind.
https://www.verywellmind.com/piagets-stages-of-cognitive-development-2795457

Australian Government Department of Education. (2022). Belonging, being and becoming: The early
years learning framework for Australia (V2. 0).
https://www.acecqa.gov.au/sites/default/files/2023-01/EYLF-2022-V2.0.pdf

McNaughton, G., & Williams, G. (2004). Techniques for teaching young children:
Choices in theory and practice. Frenchs Forest, NSW, Australia: Pearson Education Australia.
Shrier, C. (2017). Purpose of playing with play dough. Michigan State University.
https://www.canr.msu.edu/news/purpose_of_playing_with_play_dough

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