PLAC908 PROFESSIONAL EXPERIENCE 2 (0-3 YEARS)

DOCUMENTATION, ASSESSMENT AND PLANNING RECORD

Context: Name: Jackson
Age: 2 years’ old
Date: 13/06/2023
Morning group (10 AM) and Indoor play area
DOCUMENTATION
Today, in the morning time group mentor organized the painting activity at the indoor play area because we
have been learning about colours in this week and children are aware of different colours. The mentor cut
different colour strips and children selected their favourite colour for this activity. Also, one educator played
a video so children could learn more about colours and how they can be combined to create beautiful
painting. The main observation, Jackson had cut out butterfly shape using cardboard, and he chose a red
colour to paint his butterfly. He spread glue all over the paper and on the butterfly carefully, then placed it on
the paper. His artwork looked vibrant and colourful. Overall, it was a fun-filled learning day about different
colours, and communicating creativity through art. Jackson's red colour choice for the butterfly showed his
personal preference. Each Individual had the opportunity to discover their interests and involve in activities
that brought them enjoyment.
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 the painting Cognitive Skill: The cognitive development of Creativity: Instead of use
activity, Jackson Jackson was evident as he learnt to make conventional colours, Taheen’s
worked on his distinctions by color and utilized visual information decision to use Aboriginal flag colours
colourful creations to engage with objects shape and colors. proved his creative attitude towards
and shapes, and activity.
engaged with others in Movement/Physical: Taheen has showcased his
their learning fine motor skills by carefully holding colour pencils Imagination: Taheen’s artistic
experience, that will and utilizing his hand and wrist muscles to colour. expressions and interpretation in terms
fosters meaningful of colour blending and strokes
connections through Emotional and Social Skill: The activity amplified showcased his imaginative aptitude.
their shared his appreciation and cultural awareness for diverse
experiences. heritage Excitement & Enthusiasm: Taheen
has expressed joyful motivation
(DEEWR, 2011) towards the activity and was happily
engaged in creative process.

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
Physical Development: Taheen demonstrated his fine motor
Taheen has actively participated in an interactive art and skills by carefully controlling his wrist and hand muscles
symbol activity that has promoted his fine motor skills, while holding colour pencil and blending colours.
social skills, critical thinking and problem solving skills.
While colouring, he explored his artistic ability and Social and Emotional Development: The learning of
sensitivity towards cultural diversity. The utilization of Aboriginal culture symbols and colours significance he has
selective colours showcased his imaginative capability. fostered appreciation for diverse culture and understanding
Throughout the activity, he was enthusiastically towards society.
participating in activity and has developed positive
relationship with his peers and mentor. Art and Design: By integrating and blending different
colours, Taheen has enjoyably expressed his artistic abilities.

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
By considering the ecological systems theory, the Outcome 1.3: Jackson can grow into individuals who own a
importance of the broader context in which Jackson's solid understanding of himself, maintain positive self-respect
painting activity takes place can be recognized. It and display confidence.
suggests us that the development of children is
influenced by several systems and they interplay Outcome 4.4: Jackson resource his own learning by
between them, thus emphasizes the significance of connecting with people, materials, technologies and place.
creating inclusive and supportive environment that
cultivates not only fine motor skills but also social Outcome 5.1: He communicated verbally and non-verbally
and emotional development. to express their desires and thoughts to the mentor regarding
colour choices.
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
Through enthusiastic Verbal Strategy: The mentor Outcome 4: Children have a Physical Development:
and active demonstrated and strong sense of identity Taheen demonstrated his
participation in communicated different Educator promoted the outcome fine motor skills by
different learning colors, shapes and painting by creating a supportive, safe carefully controlling his
activities, children are techniques, leading the kid in and secure learning environment wrist and hand muscles
provided with the painting activity. as well as allows children to while holding colour
opportunities to explore their identity without pencil and blending
engage in both social fear of judgment or exclusion. colours.
and physical learning Support and Open-minded
environments that Prompts: The mentor Children Are Confident and Social and Emotional
cultivate a sense of provided open-ended prompts Involved Learners Development: The
belonging, where they to encourage Jackson to think Educator promoted this outcome learning of Aboriginal
feel valued, involved critically and express his by encouraging imagination, culture symbols and
and accepted. unique ideas and provided creativity, confidence, colours significance he
guidance based on his needs. commitment and curiosity and has fostered appreciation
(Department of also provided different resources for diverse culture and
Education, n.d.) for self-expression through understanding towards
painting and colours. society.

Outcome 5: Children Are Cognitive

Effective Communicators Development: The
Educator promoted this outcome cognitive development of
by encouraging imagination, Jackson was evident as
creativity of Taheen and he learnt to make
encouraged him to source this distinctions by color and
own learning by connecting with
utilized visual
people, place and materials.
information to engage
with objects shape and
colors.

(ACECQA, n.d.)

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)
The objective is to encourage social and cognitive skills as well as to promote physical coordination through a painting
activity that involves colours and shapes.
Learning Experience
Learning experience name Painting Activity
The following activity aims to enhance cognitive and fine motor skills as the activity involves
Experience rationale
the main observation ability to control movements of small muscles in his hands and wrists.
Additionally, he will learn to resource his own learning through connecting with space,
material and people.
Develop cognitive skills, physical coordination, creativity, confidence and social interactions
Development and learning
goal: through interactive and fun colours and shapes experience.

1. Indoor activity with one kid named Jackson

2. Cut different colour strips and shapes.
3. Assemble material for painting including glue, cardboard shapes, paper, paint colours and
Experience outline: paint brushes
4. Before the activity starts, an educator will explain the colours and shapes and instruct him
to select his favourite colour to paint, emphasizing coordination and creativity.
5. Add variations to shapes and sizes.

A list of materials required

with photo(s):

Glue, paper, cardboard shapes, paint colours and paint brushes

Outcome 1.3: Children developed confident and knowledgeable self-identities.

Outcome 4.1: Children developed different personalities traits for example confidence,
EYLF child evidence links cooperation, excitement, persistence, commitment, curiosity and enthusiasm.

Outcome 5.1: Children interacted verbally as well as non-verbally with peers and educator for
different purposes.
Educator set up appropriate sitting area for this painting activity and will ensure
Introduction that environment and safe and secure. Before activity starts, educator will instruct
the do’s and don’ts of activity and will prepare kid to participate.
Body 1. Educator will instruct the observation to use different colours to paint the
shapes and glue each shape to stick it on the paper.
2. Educator will play colour videos to make them learn and recall this week
learning, emphasizing creativity and imagination.
3. The educator will conclude the activity by encouraging the discussion, that
will allow kid to express his favourite part of rainbow activity and what he
learnt through this.
Implementation plan Conclusion Jackson will certainly enjoy the painting activity as this will boost his excitement
and creativity and will encourage him to explore more about shapes and colours
as well as the way to control the paint brushes. By utilizing his hands, Jackson
will learn distinctive opportunities to explore his fine motor skills and physical
coordination. Overall, the following activity will encourage inclusive learning
experience, that will nurture their social, physical and cognitive development in a
fun and interactive way.
Engagement How many colours do we have?
questions Can you create a new colour by mixing two colours?
How does your painting make you feel?
If you could give title to your painting, what would it be?
ACTING and DOING
PLAC908 PROFESSIONAL EXPERIENCE 2 (0-3 YEARS): DOCUMENTATION, ASSESSMENT AND PLANNING RECORD
 PLAC908 PROFESSIONAL EXPERIENCE 2 (0-3 YEARS)
The painting activity is a self-led activity, that lets Jackson to realize their creativity and
Play pedagogies
imagination.
Teaching strategies Scaffolding, assisting, demonstrating, facilitating
Outcome 1: Children have a strong sense of identity
EYLF links Outcome 4: Children are confident and involved learners
Outcome 5: Children are effective communicators
The following activity promotes physical as well as cognitive skill development, as it helped
Jackson to enhance hand-eye coordination, fine motor skills as well as creativity and
Child development imagination. He has utilized shapes and colours to foster control and imagination (ACECQA,
2021).

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?
Jackson participated with excitement and enthusiasm by actively engaging in painting activity, overall the learning
objective of activity has been achieved by means of developing cognitive, social and fine motor skills. While my role
as an educator was to instruct him regarding how to use colours and shapes and initiate the activity, throughout the
activity I supported, assisted, guided and encouraged Jackson.

References:

ACECQA. (n.d.). Information sheet: Guidelines for documenting children’s learning.

http://files.acecqa.gov.au/files/Information_Sheets/GuidelinesForDocumentingChildrensLearning.pdf

ACECQA. (2021). Painting with young children in early years education and care settings.
https://www.acecqa.gov.au/sites/default/files/2021-01/PaintingWithYoungChildrenInEarlyYearsEducatio
n.PDF

Department of Education. (n.d.). Age-appropriate pedagogies: Play-based Learning.

https://earlychildhood.qld.gov.au/earlyYears/Documents/age-appropriate-pedagogies-play-based-
learning.PDF

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