PLAC907 PROFESSIONAL EXPERIENCE 1 (3-5 YEARS)

DOCUMENTATION, ASSESSMENT AND PLANNING RECORD

Context: Date: 21st March 2024
Child’s name and age: Michael Szybiak, 3 years, 1 month old
Educator’s name: Mr. Shaneel Nair
Activity name: Dressing frame
Location: Indoor classroom
DOCUMENTATION
Learning stories
Today Michael picked dressing frame during the Montessori work cycle time, he grasps and holds the dressing frame with both his
hands and place them on the table. He chose the large button frame to work with and brought the frame to a table. But he was
unsure how to unopened the button frame. Micheal asked Mr. Shaneel for help and guide him how to unbutton the frame as he was
trying to pull the button from the frame. Then Mr. Shanel guided him how to unbutton by pinching the top button with one hand
and the material on the other side with opposing hand. Also explained him how to pull the material to create a hole, tilt the button
down, and then slide it through the hole and allow him to free the button from the material. Michael watched very attentively and
started working from the top, pinch the button and material on the other side. Michael slides the button halfway through the hole,
then re-adjust his grip on the button to pinch the side of the button which is coming through the hole. He kept pushing the button
until it is through the hole. He repeated this process for the following buttons in order, working slowly until all buttons are all
fastened. He said, “Mr. Shaneel, I did all'. He then placed dressing frame back to the shelf before he chose the other activity to
engage himself.
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
Language Development: Micheal uses dressing Given Michael speaks and uses  Isaac demonstrated his
frame in order the learn the concept of opening, phrase such as “push, pull, pinch, this hand to eye
pressing, pinh and unfastening all buttons. This links links to his language milestone been coordination and
to his language development” (Petty, 2015). meet for being 3 years and 1 month concentration when
(Raising Children Network, 2023). able to open and close
Physical Development: He used his fine motor skills the buttons from the
to pinch top button and button down. He further Given Michael slides the button dressing frame (Robson,
pushes the button until it goes through hole in the halfway through the hole, then re- 2019).
frame (Petty, 2015). adjust his grip on the button to pinch
the side of the button, which is
coming through the hole, this links to
his fine motor ability of performing
painting activity with both hands
(Fine Motor Development, 2023).
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 cause and effect: He is able to use action to understand Language: He displayed use of language advancement
how opening and pushing causes the button to open, he further through the observation as he expressed to opening and
understand starting from top to bottom provides proper method of pushing causes the button to open dressing frame (The
undressing the frame. (The Australian Curriculum, 2024). Australian Curriculum, 2024).

THEORY and FRAMEWORKS

Development and Education Theory Early Years Learning Framework Principles, Practices,
Outcomes
Maria Montessori: Given Maria Montessori states that children 3.2.11: LOC - Child is able to use equipment to ensure the
need to be given objects to manipulate so they can exercise their safety of themselves and others
sensory learning. Given Michale was using dressing frame, he was Given he is able to use how the dressing frame works, he will
able to learn how to open buttons that can assist him to undress be able to take care of himself when undressing (AGDE,
himself (Garvis, Phillipson, & Clarke, 2018). 2022).

4.2.5: LOC - Child uses ‘trial and error’ methods to

overcome problems
With Michael make trial and error of how the the button are
opened, provided him the ways to solve the problem
himself(AGDE, 2022).

PLAC907 PROFESSIONAL EXPERIENCE 1 (3-5 YEARS): DOCUMENTATION, ASSESSMENT AND PLANNING RECORD
 PLAC907 PROFESSIONAL EXPERIENCE 1 (3-5 YEARS)
Principle 1-Secure, respectful and reciprocal relationships
Michael was guided on how the dressing frame works, this
linked to connecting to his respect for teachers and bonding
(AGDE, 2022).
Practice 4-Learning Environment
The dressing frame is number of resources provided so
Michael can explore how to manage to carry out activities
independently (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 Strategies EYLF Educator Evidence Child Development
This activity encourages Michael to Interacting: Michael is Outcome 1: Children Have a While Michael was
use free-play to explore and interacting through the Strong Sense of Identity: trying to learn how the
investigate how dressing frame works, experience and express As an educator, I ensured dressing framework, I
how to open and close it. (Sheridan & his thoughts as he sees Michael received feedback in a ensured he was able to
Howard, 2017). things from his sensitive manner when he did express his thoughts and
perspective (Masterson, trial and error trying to figure out voice, so I assisted to ask
2021). how to unbutton the dressing him open-ended
frame. With use modelling questions to prompting
him to think and share
Discussing and method it links to initiate
his understanding of
questioning: During the interactions and connections
button to open first,
discussion and question (AGDE, 2022).
where to start from first.
time, Michael is asked Hayes et al., 2017).
opened ended questions
such as, How to press
down at the bottom and
open the button?
(Masterson, 2021).
PLANNING
Objective for future holistic learning and development
Physical development: self-help skill as Michael will learn how to dress independently
Learning Experience
Learning experience name Zipper dressing frame
Given Michael’s mum shared they wished he started dressing himself in the mornings. I
assisted to provide activities that would prepare him to directly train him to unbutton and
Experience rationale
unzip. Zipper dressing frame is extension to how the zip concept works to help him get
the assistance needed.
Physical development: He’s ability to use his fine motor skills dress himself and
unbutton and unzip (Petty, 2015).
Development and learning goal:
Language: he’s provided such zipper dressing frames which expands his vocabulary such
as to use and speak about open, close, top, bottom, zip and unzip (Petty, 2015).
This activity is presented on the table where Michale goes and pick the zipper dressing
Experience outline: frame and places it on the table. He engaged in exploring the zipper and holds at top and
pressing at the bottom to put the zip down.
- zipper dressing frame

A list of materials required with photo(s):

(Etsy, 2022)
EYLF child evidence links  3.2.11: LOC - Child is able to use equipment to ensure the safety of themselves
and others
 4.2.1: LOC - Child is able to apply a variety of thinking strategies to solve

PLAC907 PROFESSIONAL EXPERIENCE 1 (3-5 YEARS): DOCUMENTATION, ASSESSMENT AND PLANNING RECORD
 PLAC907 PROFESSIONAL EXPERIENCE 1 (3-5 YEARS)
problems and adapt to new situations
 4.2: LOC - Children develop a range of skills and processes such as problem
solving, inquiry, experimentation, hypothesising, researching and investigating
 4.2.5: LOC - Child uses ‘trial and error’ methods to overcome problems
 Principle 1-Secure, respectful and reciprocal relationships
 Principle 5-Equity, inclusion and high expectations
 Practice 1-Holistic, integrated and interconnected approaches
 Practice 3-Play-based learning and intentionality
 Practice 4-Learning Environments (AGDE, 2022)
I will setup the activities on the table and invite him and show how the zipper dressing
Introduction
frame works. I will further recap the activity we did last week about opening the buttons.
Body Michael will be encouraged to reflect and think about how he did button dressing frame
and motivate to try to do the same zipper dressing frame. This will allow him to take his
time and think about his experiences last week and attempt unzip the dressing frame. I
will ask him open-ended questions to ensure his able to rationalise what he is doing and
Implementation plan
why he is making the decision of placing his hand on top and bottom.
Conclusion I will ask open-ended question to understand if he was able to remember the concept of
dressing independently.
Engagement What can you tell me about the button dressing frame we did last week?
questions
Why did you choose to start from the top?
How do we hold the zipper?
ACTING and DOING
Intentional teaching and relationship with child and educator as I will be engaging with open-ended
Play pedagogies
questions with Michael.
Listening: Actively listening to Michael’s feedback on what he is doing and why he is doing it in
this manner?
Teaching strategies
Encouraging: Using encouraging words such as, good job Michael, you were able to unzip the
dressing frame all on your own.
 3.2.3: LOC - Child effectively engages in activities requiring fine-motor and
physical skills
 4.2.1: LOC - Child is able to apply a variety of thinking strategies to solve
problems and adapt to new situations
 4.2: LOC - Children develop a range of skills and processes such as problem
EYLF links
solving, inquiry, experimentation, hypothesising, researching and investigating
 4.2.2: LOC - Child is able to apply their mathematical knowledge to problem
solving
 Principle 1-Secure, respectful and reciprocal relationships
 Principle 5-Equity, inclusion and high expectations
 Practice 1-Holistic, integrated and interconnected approaches (AGDE, 2022).

- Michael is an effective communicator as he is able to vocalise his thoughts in words

- Michael is able to use his fine motor abilities to open the zipper and botton dressing frame
Child development
- Micheal is having sound memory as he is able to remember from last week how to open
the dressing frame

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?

PLAC907 PROFESSIONAL EXPERIENCE 1 (3-5 YEARS): DOCUMENTATION, ASSESSMENT AND PLANNING RECORD
 PLAC907 PROFESSIONAL EXPERIENCE 1 (3-5 YEARS)
How did the children respond? Michael demonstrated his keen understanding and difference between zipper and button.
Did they achieve the learning objective? Yes
Were there any unexpected outcomes? No
What was your role? By introducing the how to undress the frames, I encourage and challenge him to do the same at home before coming to
school
How did you support and teach the children? By engaging in one-on-one conversations with the child and paying close attention to their
perspectives and ideas, it is possible to incorporate these concepts into the curriculum. This may be achieved by posing open-ended questions and
offering relevant materials, so enabling Michael to dress up himself.
Would you do anything differently? No
Where to next? Every week, the class will be introduced how to wear soaks, shoes and pack away your beddings will extend their understanding
of independence.

PLAC907 PROFESSIONAL EXPERIENCE 1 (3-5 YEARS): DOCUMENTATION, ASSESSMENT AND PLANNING RECORD