PLAC907 PROFESSIONAL EXPERIENCE 1 (3-5 YEARS)
DOCUMENTATION, ASSESSMENT AND PLANNING RECORD
Context: Creativity across the service and in curriculum provision
DOCUMENTATION
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 development Demonstrates problem- Displays curiosity,
solving skills in creative persistence, and
tasks adaptability in
problem-solving
situations
Demonstrates fine motor Shows confidence,
Physical development skills by manipulating art enthusiasm and
materials. coordination in gross
motor activities.
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
Fine motor skills development Physical Development
Creativity Fine motor skills development through
Problem-solving activities like cutting cleaner pipes and
Colour recognition manipulating art materials.
Social interaction Creative Arts
Language and literacy Creativity and artistic expression through
making spiders and decorating them with
various materials.
Problem-solving
Problem-solving skills are utilized when
children encounter challenges such as
adapting materials to their preferences or
finding solutions during the activity.
Colour Recognition
Children engage in colour recognition by
choosing their favourite-coloured paper and
using various colours for decorating their
spiders.
Social and Emotional Development
Social interaction and cooperation are
fostered through collaboration, sharing
materials, and engaging in peer play.
Language and Literacy
Language development occurs through verbal
communication during the activity, following
instructions, and engaging in imaginative play
with the created spiders
THEORY and FRAMEWORKS
Development and Education Theory Early Years Learning Framework Principles, Practices,
Outcomes
PLAC907 PROFESSIONAL EXPERIENCE 1 (3-5 YEARS): DOCUMENTATION, ASSESSMENT AND PLANNING RECORD
PLAC907 PROFESSIONAL EXPERIENCE 1 (3-5 YEARS)
Piaget's theory of Cognitive development emphasizes the Engagement with materials supports
idea that children actively construct their understanding of Outcome 4: Children are confident and involved
the world through stages of cognitive development, learners.
including sensorimotor, preoperational, concrete
operational, and formal operational stages. This theory
highlights the importance of hands-on experiences and
exploration in children's learning process, which aligns well
with activities like making spiders where children engage in
hands-on creation and problem-solving.
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
Utilizing materials to facilitate child- Facilitating hands-on Observing, guiding, and Supporting fine motor
led exploration and creativity learning experiences supporting children's skills development,
individual interests and fostering creativity,
preferences. and encouraging peer
interaction.
PLANNING
Objective for future holistic learning and development
The spider-making activity aims to foster children's creativity, motor skills, social interaction, and problem-solving
abilities in a supportive environment, providing further opportunities for holistic learning and development.
Learning Experience
Learning experience name Making spiders
Encouraging creativity, fine motor skills development, and peer collaboration
Experience rationale
through art and play.
To foster creativity and fine motor skills while engaging with materials to
Development and learning goal:
create a spider.
Children will choose their favourite-coloured paper, create a paper ball, cut
Experience outline:
cleaner pipes for spider legs, decorate with eyes and optional glitter.
A list of materials required with Colourful papers, colours, scissors, glue, cleaner pipes, sparkles.
photo(s):
EYLF child evidence links Fine motor skills development, creative expression, social interaction.
Introduction Introduce the activity and materials, highlighting the creative possibilities.
Body Guide children through each step, encouraging experimentation and peer
interaction.
Conclusion Reflect on completed spiders, encourage imaginative play, and display finished
creations.
Engagement What is your favourite colour to use for your spider? Why do you like that
Implementation questions colour?
plan Can you show me how you're planning to decorate your spider? What
materials are you going to use?
Would you like to work with a friend to create a spider together? How can you
collaborate to make it even more special?
What ideas do you have for giving your spider its own unique personality? How
can you express that through your decorations?
ACTING and DOING
Play pedagogies Allowing children to explore and create at their own pace.
Teaching strategies Providing guidance while allowing for individual expression
PLAC907 PROFESSIONAL EXPERIENCE 1 (3-5 YEARS): DOCUMENTATION, ASSESSMENT AND PLANNING RECORD
PLAC907 PROFESSIONAL EXPERIENCE 1 (3-5 YEARS)
EYLF links Supporting Outcome 4: Children are confident and involved learners
Fostering fine motor skills, creativity, and social skills through collaborative
Child development
play
Documentation and/or digital Observations, photos of children engaged in the activity
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 next activity of the spider stage, making, saw different degrees of involvement, with some kids wholly absorbed
in the creativity while others witnessed or diverted to other interests like drawing, as Harvey did. Although there is
some variation in the engagement level, the aim of the activity was reached by fabricating the spider projects and
allowing for engagement following this. The job of an educator in conducting this activity is to let the children choose
their way of creative expression, facilitate peer interaction and be flexible with their upcoming work. Having realized
this, we now realize that besides the primary activities, the children, like some other activities, are required to match
the diverse interests and abilities of the children of different ages and physical status. Consequently, all children will
feel included and valued. Then, in the following step, buyers choose a set of exercises tailored to their personal
preferences, plan other activities, and create an environment where each child can successfully learn and show
themselves creatively.
PLAC907 PROFESSIONAL EXPERIENCE 1 (3-5 YEARS): DOCUMENTATION, ASSESSMENT AND PLANNING RECORD
