PLAC907 PROFESSIONAL EXPERIENCE 1 (3-5 YEARS)

DOCUMENTATION, ASSESSMENT AND PLANNING RECORD

Context: Date: 6th March
Time: 10:00 am to 10:15 am
Child’s name: Sriharshini Srikanth Shyamapanth
Educator: Soniya Kc
Location: Art Corner
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
Physical development: Sriharshini has demonstrated improvement in her fine Sriharshini, four years old, is a lively youngster who has grown
By gripping the paintbrush motor abilities via painting, as per the Early Years Learning significantly physically because of her painting hobbies. Her
confidently and using it to make Framework (2018) (Australian Children's Education and skilful brush handling, as seen by her improved grip control
precise strokes to the paper, Care Quality Authority ACECQA, 2018). She can use the and deliberate arm motions, shows the development of her
the child exhibits fine motor brush more precisely now that her hand-eye coordination fine motor skills and hand-eye coordination. Sriharshini's
abilities. She also exhibits has significantly improved. Her increasing capacity for creative endeavours support her curiosity and self-confidence,
remarkable hand-eye controlled and intentional movement is evident in this enabling her to explore the world via practical experiences.
coordination as she converts progress. More delicacy in Sriharshini's brushstrokes This aligns with Outcome 4 of the Early Years Learning
her ideas into pictorial suggests a more sophisticated technique (ACECQA, 2018). Framework (EYLF), which emphasises confident and engaged
representations with ease. She She gains better hand-eye coordination, and her creativity learners (ACECQA, 2021)..
develops critical physical skills is stimulated by this exercise. The concepts established in
necessary for her overall the Early Years Learning Framework (2018) are aligned
Since experience learning is essential to cognitive
growth via painting in addition with Sriharshini's growing competency in these complex
development, Sriharshini's creative expression is consistent
to letting her imagination run motions, which lays the groundwork for her future with Jean Piaget's constructivist approach. She promotes both
wild (mybrightwheel, 2024). development of fine motor abilities (ACECQA, 2018).
Outcome 2—which encourages youngsters to feel connected
to and contribute to their world—and Outcome 1 of the Early
Years Learning Framework (EYLF) through her artistic actions.
The Australian Children's Education & Care Quality Authority
(ACECQA) in 2018 highlighted how her development is
holistic, with evidence from her progress across many
developmental domains during early childhood included in
the National Quality Standard (NQS) Areas 1, 2, 3, 5, and 6.
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
The autonomous sketching exercises that Sriharshini provides fit with the Early Years Mathematical grasp and Numeracy: Sriharshini may investigate
Learning Framework's goal of developing self-assured and motivated learners. She gains ideas like colours, forms, and patterns via painting, which are
control over the colours and brushstrokes in this practice, which improves her fine motor fundamental to her grasp of mathematics. She can haphazardly
skills, creativity, and self-expression(ACECQA, 2020). Sriharshini actively interacts with her start measuring things or looking for relationships while working
environment, using tactile and visual cues to mould her perception of things, based on Lev on the chart (Australian Curriculum, Assessment and Reporting
Vygotsky's sociocultural theory. As Sriharshini experiments with different colours and Authority (ACARA), n.d.).
materials, encouraging both mental and physical growth, Jean Piaget placed a strong focus
on the importance of play in cognitive development. To summarise, this integrated learning Visual Arts: Painting helps in the development of fine motor
activity fosters self-assurance and autonomy by integrating cognitive, socioemotional, and skills, expressiveness, and creativity. There is encouragement for
physical development in accordance with developmental concepts and educational Sriharshini to pursue her creative skills since she possesses the
frameworks (ACECQA, 2020). ability to express herself visually (ACARA, n.d.).

PLAC907 PROFESSIONAL EXPERIENCE 1 (3-5 YEARS): DOCUMENTATION, ASSESSMENT AND PLANNING RECORD
 PLAC907 PROFESSIONAL EXPERIENCE 1 (3-5 YEARS)
Dancing, Music, and Movement: Although there isn't a direct link
between painting and dance or music, it may be combined with
them to provide a multimodal and comprehensive learning
experience (ACARA, n.d.).

THEORY and FRAMEWORKS

Development and Education Theory Early Years Learning Framework Principles, Practices, Outcomes
Society and Culture in Vygotsky's Theory: The Relevance of Katie's Painting The significance Principle 5: On going learning and reflective practices (pg14)
of social relationships to human growth is emphasised by Vygotsky's theory. Katie's Practices 3: Learning Through Play (pg17)
independent painting might be seen as a self-directed social activity. Even when she works Learning Outcomes 3: The youngster is eager to engage in
alone, the way she engages with the materials and environment fosters cognitive physical play. She carries Engaging children in active learning
development, and the artwork she produces may be a vehicle for communication or experiences helps them develop the conceptual knowledge and
expression. investigation skills necessary for lifelong learning(pg44,45,46)
(The Australian Children's Education & Care Quality Authority
(ACECQA, 2018)
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
Structured play: First, samples of the A variety of teaching strategies were Sriharshini's growth as a Sriharshini's ability to grip
Aboriginal Australian flag were exhibited to applied to ensure Sriharshini's success and physically skilled person is and use the paintbrush
Sriharshini, along with an explanation of its interest while painting a print of the evident when one watches her shows improvement in
meaning and symbolism. She now had a Aboriginal Australian flag. The exact perform this activity. The both fine and gross motor
rudimentary comprehension of the flag's techniques—such as the arrangement of objectives of the Early Years abilities (Thompson, 2023).
colours and pattern thanks to this display. colours and the use of certain patterns— Learning Framework for physical
Sriharshini's cognitive development was necessary to accurately duplicate the flag development are well-aligned She demonstrates
supported while she imitated the flag's were first shown. This presentation served with her improved coordination improved hand-eye
design by being prompted to consider the as a visual guide and handbook for and gross and fine motor abilities. coordination by matching
patterns and forms, she was making Sriharshini. Support was also provided along Katie's gross motor abilities were the visual elements on the
(ACECQA, 2023). the process, applauding her efforts, and on display as she reached yellow chart with her hand
Imaginary play: Speaking on the significance emphasising her triumphs (Petit Early different places of the chart, motions (Thompson, 2023).
of the flag and its function in symbolising Learning Journey, 2020). Positive demonstrating her ability to
Australia's indigenous peoples, Sriharshini encouragement gave Sriharshini confidence move her entire body with She paints herself on her
was recounting stories about the Aboriginal boosts and motivated her to pursue her balance and coordination (Petit own initiative,
Australian culture. She would be more artistic interests. Reflection was another Early Learning Journey, 2020). demonstrating her growing
engaged with the exercise and have more crucial component that helped Sriharshini Her position changed as needed, independence and
creative freedom thanks to this narrative. assess her work, identify areas for standing, or sitting alternatively bolstering her self-
encouraging empathy and cultural improvement, and make the required to paint different portions of the sufficient confidence
awareness in Sriharshini by having her see adjustment (Petit Early Learning Journey, chart efficiently. (Thompson, 2023)
herself as an artist or as a part of the 2020).
Aboriginal culture when she does her pant
print (ACECQA, 2023).
PLANNING
Objective for future holistic learning and development

• To foster critical thinking and problem-solving abilities, provide open-ended questions during painting sessions.
• To help Sriharshini develop organisational skills and a feeling of responsibility, emphasise the value of cleaning up after painting sessions.
• To encourage experimentation and assist Sriharshini in discovering her own artistic voice, introduce her to a range of artistic materials and methods.
• To improve hand-eye coordination and tactile awareness, encourage experimentation with various materials and textures.

Learning Experience

Learning experience name Strokes of Brush: Painting Adventures

Through solo painting on a chart, Sriharshini demonstrated her mastery of fine motor skills and her strong
interest in tactile exploration. She was clearly very interested in creating, which would help with both her motor
Experience rationale and cognitive development, as seen by her intense and enthusiastic participation. A foundation for the intended
experience is laid by the observation data dated 2024, which demonstrates Sriharshini's indicated talents and
interests.
Provide a warm, welcoming atmosphere where children, like Sriharshini, may play together and with
enthusiasm. Through the promotion of social skills, creativity, emotional intelligence, and academic excellence,
Development and learning goal:
this atmosphere fosters holistic growth. The goal is to instil a love of learning in youngsters and lay the
groundwork for them to face future problems in their personal and academic lives.
Watercolour paints, brushes, paper, mixing palettes, and other painting supplies will be given to Sriharshini.
Experience outline: Enough room will be provided in the painting area so that Sriharshini may work securely and pleasantly. Simple
usage guidelines for the materials will be given, along with examples of various painting methods (Currie, 2022).

PLAC907 PROFESSIONAL EXPERIENCE 1 (3-5 YEARS): DOCUMENTATION, ASSESSMENT AND PLANNING RECORD
 PLAC907 PROFESSIONAL EXPERIENCE 1 (3-5 YEARS)
Paint Palette, Water Containers to rinse the brushes, Paints and Paint brushes, Natural Materials like leaves,
twigs, Aprons to protect their clothes from paints.

A list of materials required with photo(s):

(The Artful Parent Editorial Team, 2023)

Learning Outcome 1: Identity
Sriharshini expresses herself via her autonomous painting by choosing her own colour scheme, design, and
subject matter (ACECQA, 2022).

Learning Outcome 4: Learning through play

When painting, Sriharshini experiments with colours, forms, and textures, which aids in the development of her
EYLF child evidence links
cognitive talents and problem-solving skills (ACECQA, 2022).

Learning outcome 5: Communication

Sriharshini's artistic expression shows the development of her communication skills by communicating her
concepts, emotions, and opinions (ACECQA, 2022).

Invite children to participate in today's finger-painting exercise to learn about colours. Show them a
colourful selection of art equipment and tell them they can use colour to express themselves. Start off
Introduction by starting a quick conversation on colours. To get them thinking, use open-ended questions like "What
colours do you prefer?" and "Is it possible you come up with any objects that are either blue, red, or
yellow?"
Body The activity's rules delineate the phases and evolution of the work to guarantee an enjoyable and
developmentally appropriate experience. Exhibit suitable finger-painting methods, paying particular
attention to using various brushstrokes and experimenting with colour mixing. Give them plenty of time
to pay attention before pushing them to do independent investigations. Give each child a large piece of
art paper or a piece of canvas and some finger paints that are safe.

Children should be encouraged to experiment with different designs and colour combinations to
develop their creativity and freedom of expression. Incorporate cooperative components into the
Implementation plan
exercise, like having all children help paint a community mural.

To promote social growth, emphasise the value of collaboration and communication.

Conclusion Every youngster should have the chance to exhibit their artwork to foster a sense of pride and success.
Encourage participation and conversation by starting a quick reflection process with questions like
"What part of the activity did you enjoy most?" or "Could you communicate with us the colours you
chose to use?" Children learn responsibility and the value of keeping their surroundings neat when they
participate in the clean-up process (Lorina, 2015).
Engagement Which methods did you apply to produce this work?
questions What made you decide on these colours?
What is the background to your artwork, if any?
What element of your artwork do you find most intriguing?
(Lorina, 2015).
ACTING and DOING
Imaginative play: To help Sriharshini develop her storytelling abilities and creative thinking, encourage
her to paint stories or narratives (Starnes, 2023).
Play pedagogies
Sensory play: Sriharshini's sensory development will be enhanced when you introduce her to a variety
of painting mediums and textures, which will also increase her artistic expression (Starnes, 2023).
Demonstrating different techniques and methods
Reflecting on her artwork
Teaching strategies Collaborating in group activities and promoting social interaction
Encouraging and praising her build up her confidence.
(Petit Early Learning Journey, 2020).
Outcome 4: Learning through play: Sriharshini can acquire and hone a variety of talents, such as problem-
EYLF links
solving, creativity, and fine motor skills, in a fun way by painting (ACECQA, 2022).
Fine motor skills: Working with brushes, paints, and other instruments while painting requires precise
Child development
hand motions and coordination, which helps Sriharshini's fine motor abilities grow (Thompson, 2023).

PLAC907 PROFESSIONAL EXPERIENCE 1 (3-5 YEARS): DOCUMENTATION, ASSESSMENT AND PLANNING RECORD
 PLAC907 PROFESSIONAL EXPERIENCE 1 (3-5 YEARS)
Emotional Development: Emotional intelligence and self-awareness are fostered in Sriharshini through her
ability to explore and express her feelings via painting (Thompson, 2023).
Cognitive development: By planning and executing her artistic ideas, Sriharshini's painting develops
cognitive abilities including problem-solving, decision-making, and spatial awareness.

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?
With unfettered excitement, Sriharshini tackled the painting activity. Her eyes brightened as she experimented with colours and brushstrokes, feeling
awestruck. Her artistic expression went above and beyond the expected, even though the learning goal was to introduce fundamental painting methods. She
had an innate skill as she experimented with colour mixing and various textures (Aussie Childcare Network, 2023). I played the role of a facilitator, enabling her
to convey herself openly and offering support as required. I encouraged her by showing her how to do things and giving her subtle nudges to get more creative.
In retrospect, I could include more organised activities to develop fundamental abilities while preserving creative flexibility. What's next for Sriharshini? I want
to support her in her artistic endeavours by exposing her to new media and motivating her to keep pursuing her dreams (Aussie Childcare Network, 2023).

REFERENCES:

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