PLAC908 PROFESSIONAL EXPERIENCE 2 (0-3 YEARS)

DOCUMENTATION, ASSESSMENT AND PLANNING RECORD

Context: Date: 13.10.23
Time: 10:30-10:40 am
Location: indoor
Number of children: 2
Age: 2years, 6months and 2years, 7months
Name of the children: Namisha and Yamima
DOCUMENTATION
Running records:
10:30 Today children noticed some beans sprouted which we generated in the moisture cotton ball.

10:32 Namisha and Yamima are playing in the interest of the month table and the interest of the month is ‘Plants’. They noticed the
germination of the seeds when they were asking questions each other and touching it with their fingers.

10:35 we made a plan to ask the children to compare the difference between dry beans and sprouted beans. So we bought dry seeds
and put it on the table

10: 37 Namisha pointed to the sprouted beans and said, ‘this one is green’. Yamima touched and said, ‘this one is bigger’. Namisha
again replied, ‘the dry beans are smaller than sprouted beans’.

10:40 we let the children explore it.

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
cognitive Language and communication Curiosity
Cognitive Cooperation
Socio and emotional Confidence
Enthusiasm
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
Learning of respect and relationship Language
Leaning of mirroring other people’s actions and words Stem
Learning of reciprocal relationships Drama and art
THEORY and FRAMEWORKS
Development and Education Theory Early Years Learning Framework Principles, Practices,
Outcomes
Piaget EYLF Outcomes: 1.1.2, 5.5.1
Erikson’s stages of psychosocial development Stage 1: trust vs Principles: 1 and 5
mistrust Practice: 3
PEDAGOGICAL SKILLS AND KNOWLEDGE

PLAC908 PROFESSIONAL EXPERIENCE 2 (0-3 YEARS): DOCUMENTATION, ASSESSMENT AND PLANNING RECORD
 PLAC908 PROFESSIONAL EXPERIENCE 2 (0-3 YEARS)
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
Learning areas should focus on Questioning EYLF Outcome 5: Cognitive
sufficient educational resources such Encouraging  Provide resources that Communication
as providing different seeds from Interacting encourage children to Language
different plants which helps to Listening experiment with images
improve the children's learning and Storytelling and print
develop their milestones.  Encourage collaborative
learning about and
through technologies
between children and
education
PLANNING
Objective for future holistic learning and development
Plant the trees sensory bin:
It is an easy and fun sensory bin activity for the children. It teaches the children the importance of the trees with this amazing
sensory bin

Objective: to know the importance of the trees, why we human beings need a tree for

Goals: to develop sensory motor skills, fine motor, language and cognitive development
Learning Experience
Learning experience name Rockmelon plant collage
Yesterday children saw the rockmelon pant in our garden so to extend on yesterday's
Experience rationale activity the children created a rockmelon plant collage using a rockmelon plant picture,
brush, and white glue.
Development and learning goal: Fine motor, cognitive, and language development
The educators showed the pictures of rockmelon plants and explained that rockmelon
sprouts will grow like this after several weeks and will grow rockmelon fruit too.
Experience outline: However, we need to give them enough water, food and sunlight. Children uses brush to
glue the rockmelon picture which was already cut by the educators and children paste in
on the paper.
Glue
Brushes
A list of materials required with photo(s):
Paper
Picture of a rockmelon
EYLF outcome 4.4.3
EYLF child evidence links
EYLF Outcomes 5.5.2
Setup the table with paper, some glue and brushes on the table and pictures of a
Introduction
rockmelon
Body Encourage the children to participate in an activity. Demonstrate the children's how to do
it and encourage them to follow it.
Conclusion To conclude, put the materials where it belongs. Help the children wash their hands with
Implementation plan
soap and water.
Engagement Open-ended questions:
questions
What is the name of the fruit?
How does a rockmelon plant grow?
How do rockmelon plant survive?
ACTING and DOING
Verbal and non-verbal communication,
Play pedagogies
associative play
Role modelling
Teaching strategies Demonstrating
Interacting
EYLF Outcome 2.2.2, 5.5.1
EYLF links

Child development Cognitive, language development

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

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 enhanced their knowledge of the rockmelon plant as well as their fine motor skills and hand-eye coordination skills
through this activity.
EYLF Outcome 4.4.4
As a part of this activity, I encouraged children to take part in this activity and helped them to complete the activity by
demonstrating and engaging with the children.
To extend the children’s learning in plants, we will encourage the children to participate in another activity.

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