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Plac908 Dap Record 5 2023

R, S, L, and E were playing with beans, cups, and scoops in the sensory tub. R concentrated on filling a bottle with beans using different tools. S grabbed a cup from R and tried different tools to scoop beans. L named beans and spread them in the tub. E scooped and poured beans. The children demonstrated physical skills like hand-eye coordination and grasping objects. They showed cognitive skills like mathematical concepts. Socially, they engaged in parallel play and occasional interaction. The educator observed development in areas like persistence and curiosity. The educator plans to further develop hand-eye coordination with a rice sensory tub, providing containers and tools. Goals are for children to

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0% found this document useful (0 votes)
134 views3 pages

Plac908 Dap Record 5 2023

R, S, L, and E were playing with beans, cups, and scoops in the sensory tub. R concentrated on filling a bottle with beans using different tools. S grabbed a cup from R and tried different tools to scoop beans. L named beans and spread them in the tub. E scooped and poured beans. The children demonstrated physical skills like hand-eye coordination and grasping objects. They showed cognitive skills like mathematical concepts. Socially, they engaged in parallel play and occasional interaction. The educator observed development in areas like persistence and curiosity. The educator plans to further develop hand-eye coordination with a rice sensory tub, providing containers and tools. Goals are for children to

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PLAC908 PROFESSIONAL EXPERIENCE 2 (0-3 YEARS)

DOCUMENTATION, ASSESSMENT AND PLANNING RECORD


Context: Name: A group of 4 children R, S, L, E
Children are playing with Age: 2 years old -2 years old 7 months old
beans, measuring cups, Time: 8.50am to 9am.
measuring scoops, spoons in Date: 19 Sep, 2023
the sensory tub. Setting: sensory tub indoor
Educator: Meg
DOCUMENTATION
Anecdote:
R, S, L and E were playing at the sensory tub with beans, measuring cups, measuring scoops and spoons. R was
concentrating on filling up the bottle with beans. R was holding a bottle in his left hand and the cup in his right hand.
In the meantime, S said, “I need a cup!” and tried to snatch the cup R was holding. When R resisted, S grabbed another
cup and a measuring cup in the tub. Then S dropped the measuring cup instead grabbed a spoon and attempted to
scoop the beans. When he could not fill the sipping cup with the spoon, S went away from the sensory tub. R dropped
the sipping cup and grabbed beans with his left hand and inserted the beans into the bottle and then grabbed the same
cup again. L was attempting to pick up the beans with the kitchen tongs while spreading and scooping the beans inside
the tub and said “Bean!”. E came to the tub and grabbed a measuring jug, measuring spoon and started scooping beans
and pouring them out.
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: Children were using the play tools Physical: Children looked that developed hand R displayed
in the tubs as they thought of some of them preferences (Petty, 2015), showed liking to fill and persistence,
used their hands to add beans into the dump things and bend over to grab things without concentration,
bottle. falling (Iowa state university, 2018). sense of
Language: S used a simple sentence, L name Language: L showed ability to name things such as achievement
the bean. R expressed his dislike with bean, S put noun and verb together in simple and enjoyment.
sound. sentences (Petty, 2015). S showed
Cognitive: Children are learning Cognitive: Children touching the beans and other toy impatience.
mathematical concept by filling up the tools in the tub and some of the children showed not L showed
bottle. being able to play for more than 2 minutes by walking persistence and
Social and emotional: children are learning away (Iowa state university, 2018). enjoyment.
to engage in cooperative play yet engaged Social and emotional: Children showed that they E showed
in a parallel play most of the time. Some of were engaging in parallel play occasionally interacting curiosity and
the children looked concentrated and with other to snatch things off the other children enthusiasm.
persisted to fill p bottle, pinch the beans (Petty, 2015) and insisted on doing the activity
with tongs, grabbed beans to fill up the without help (Iowa state university, 2018).
bottle.
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
Children are learning mathematical concept of Mathematic: Children are learning mathematical concept of
volume and capacity by filling up a bottle with volume and capacity by filling up a bottle with beans using various
beans using various tools. tools.
THEORY and FRAMEWORKS
Development and Education Theory Early Years Learning Framework Principles, Practices, Outcomes
Vygotsky’s ZPD: children mainly played on their Outcome 4.1.10: persist even when they find a task difficult
own without assistance (Vygotsky, 1978 as cited Outcome 4.1.9: persevere and experience the satisfaction of
in Irving & Carter, 2018). achievement (AGDE, 2022)
PLAC908 PROFESSIONAL EXPERIENCE 2 (0-3 YEARS): DOCUMENTATION, ASSESSMENT AND PLANNING RECORD
PLAC908 PROFESSIONAL EXPERIENCE 2 (0-3 YEARS)
Outcome 4.2.8: manipulate objects and experiment with ‘cause
and effect’, trial and error, and motion
Outcome 5.1.3: respond verbally and non-verbally to what they
see, hear, touch, feel and taste (AGDE, 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 EYLF Educator Evidence Child
Strategies Development
Parallel play- as children are Scaffolding Outcome 4.1: provide learning environments Children are
not cooperating most of the Directing that are flexible and open-ended sitting in the 2
time. Supporting Outcome 4.2: provide resources for very young years old
Free play- as children choose Co-constructing children to explore the properties of materials developmental
to play the activity (Arthur et through manipulating, rotating, collecting, milestones.
at., 2020). transporting and positioning (AGDE, 2022)
Outcome5.1: are attuned and respond
sensitively and appropriately to children’s efforts
to communicate (AGDE, 2022)
PLANNING
Objective for future holistic learning and development
To further develop hand-eye coordination by providing similar sensory activity with different tools.
Learning Experience
Learning experience name Rice sensory tub
Children showed an interest in plating with the sensory tubs and filling up bottles, cups
Experience rationale
with either their hands or other tools.
Development and learning At the end of the activity: children will be able enhance their hand-eye coordination.
goal:
Children will be invited to sensory play set up and fill up various sized containers with
Experience outline:
various tools such as measuring spoons, measuring jugs and wooden spatula.

A list of materials required


with photo(s):

Children will be supported, acknowledged, developed curiosity, felt sense of


EYLF child evidence links
achievement.
Children will be invited to the sensory tub and will be explained what they could do
Introduction
with them.
Body They will be invited and will be supported if they feel struggling.
Implement
Conclusion Children can bring more containers from other corners to extend their sensory,
ation plan
mathematical and hand-eye coordination play
Engagement Can you use spatula to scoop rice? How many spoons of rice do you need to fill up this
questions container? Can you this sized spoon to fill up this sized container?
ACTING and DOING
Play pedagogies Parallel play, free play, inquiry-based play (Arthur et al., 2020)
Teaching strategies Scaffolding, directing, demonstrating, acknowledging, questioning (Arthur et al., 2020)
Children will be supported, acknowledged, developed curiosity, felt sense of
EYLF links
achievement, enthusiasm and confidence.

PLAC908 PROFESSIONAL EXPERIENCE 2 (0-3 YEARS): DOCUMENTATION, ASSESSMENT AND PLANNING RECORD
PLAC908 PROFESSIONAL EXPERIENCE 2 (0-3 YEARS)
I have observed that the children are sitting under this cognitive, physical, social and
Child development emotional domain. Children are displaying typical developmental milestones of 2 year
old age range.

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?
The children showed interest in this sensory tub play set-up. Children enhanced their hand-eye coordination skill.
Educator’s role in this play was directing, scaffolding, encouraging and acknowledging. If I extend this activity, it will be
water play using different tools like big droplets, tube containers, various sized containers.

References:
Arthur, L., Beecher, B., Death, E., Dockett, S., & Farmer, S. (2020). Programming and planning in early childhood
settings (8th ed.). Cengage Learning Australia

Australian Government Department of Education [AGDE] (2022). Belonging, Being and Becoming: The Early Years
Learning Framework for Australia (V2.0). Australian Government Department of Education for the Ministerial
Council.

Iowa State University. (2018). Ages and Stages. https://store.extension.iastate.edu/product/5021

Irving, E., & Carter, C. (2018). The child in focus: Learning and Teaching in Early Childhood Education. South
Melbourne, Victoria, Australia Oxford University Press.

Petty, K. (2016). Developmental Milestones of Young Children. Redleaf Press Revised Edition. (Chapters 7 -10).

Vygotsky, L.S. (1978). Mind in Society: The Development of Higher Psychological Processes. Cambridge,
Massachusetts: Harvard University Press

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

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