DAP 1

DOCUMENTATION, ASSESSMENT AND PLANNING RECORD

Context: Child Name: Margaret and Nik.
Age: Margaret (4 years) and Nik (4 years).
Play Area: Outdoor, Block area.
Activity: Magnetic block play.
Date: 7 March 2024.
Observer: Sagar.
DOCUMENTATION
Margaret and Nik sat down on the mat to play magnetic blocks together in the block area. Margaret stacks place the
foundation of the block and stacks the blocks making a building. Nik started to stack the blocks building the tower
taller than Margaret’s. Nik says, “I build it taller, Margaret”. Margaret looks at it and says, “It will fall down”.
Margaret puts the windows for the building and says, “you don’t have window”. Nik looks at Margaret’s building and
replies, “your building is small”. Nik’s tower scatters. Nik starts to cry. Margaret goes to Nik and asks, “do you need
help?”. Nik replies, “yes” and they build a tall building.
ASSESSMENT
Each portion of the documentation above is to be reflected on and identified domains, milestones and dispositions mu
be linked to where the skill was demonstrated in the observation and referenced.
Domains Milestones Dispositions
Physical Domain: Margaret and Nik grabbing the Margaret and Nik were able to Margaret and Nik were seen
blocks and stacking the blocks shows the stack the blocks taller calling it curious during their play
development of fine motor skill (Arthur et al., building using their imagination building the blocks taller.
2020). (Department of Education, 2022).
Co-operation was seen as
Socio-Emotional Development: Margaret asked Collaboration was observed when Margaret helped Nik to re-
Nik if he needs help after his tower scattered on Margaret asked and helped Nik to build the tower (Departmen
the ground (Arthur et al., 2020). build the tower collaboratively of Education, 2022).
(Department of Education, 2022).
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
Margaret and Nik were able to stack the blocks. Language: Margaret and Nik were having meaningfu
conversation about their building being tall during th
Margaret and Nik were able to play collaboratively (Irving & play (Arthur et al., 2020).
Carter, 2018).
Mathematics: Their knowledge of measurement like
tall and short was observed during their conversation
(Arthur et al., 2020).
THEORY and FRAMEWORKS
Development and Education Theory Early Years Learning Framework Principles,
Practices, Outcomes
According to Piaget’s theory of cognitive development, in Partnership and collaboration were seen between
preoperational stage, Margaret and Nik are pretending the them at the end of the observation where they build
block as a building and learns that it will fall if it is too tall. the block together.

Margaret was seen communicating effectively during

the play which shows that they are effective
 communicators.

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 Developmen
Open-ended material was provided to Scaffolding: They are I provided the block and I made sure they hav
the children to facilitate their allowed to play freely allocated the corner for them enough and
creativity and expression using the while using their to play the block appropriate resource
blocks (Arthur et al., 2020). prior knowledge (Department of Education, for their play.
about the buildings 2022).
and how they look
(Arthur et al., 2020).
PLANNING
Objective for future holistic learning and development
To provide the children opportunity to play collaboratively by providing appropriate resources and learning experienc
Learning Experience
Learning experience name Building collaboratively with Legos
Experience rationale This experience is created for the extension of the observation.
Development and learning goal: To promote socio-emotional development and expressive skills.
During the play, children will work in pairs and build the building being co-
Experience outline:
operative, and expressive.

A list of materials required with

photo(s):

Children will be effective communicator while expressing their ideas to build

the building collaboratively with peers.
EYLF child evidence links
Children will have a strong sense of identity as they will know what they are
building confidently.
Implementation Introduction Explanation of the activity,
 Demonstration of the activity, and
Allocation of task for each child.
Body The children will work collaboratively by distributing the task and
communicating to exchange the ideas.
plan
Conclusion Children discussed about the task and worked together effectively while
exchanging ideas.
Engagement What challenges did you face during the activity?
questions How did you make sure the building is stable?
ACTING and DOING
Encouragement of open-ended exploration and facilitating peer interactions
Play pedagogies
through the play between the children.
Teaching strategies Encouragement of discussion about their ideas and collaboration is promoted
Children will be effective communicator while expressing their ideas to build
the building collaboratively with peers (Department of Education, 2022).
EYLF links
Children will have a strong sense of identity as they will know what they are
building confidently (Department of Education, 2022).
Describing about their building, exchanging ideas and engagement in
Child development
conversation helps to develop language and socio-emotional skills.
Documentation and/or digital This activity was put into practice during my second week of placement in th
evidence of implementation, acting block corner with the children. I had their permission from parents to observe
and doing and assess them.
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 were seen engaged and curious during the activity as they were doing the activity in a group.

They achieved the learning objectives as they worked together being expressive and communicative.

Some of the problems I faced was the children were losing the engagement and jumping into another corner.

My role was to provide the resources and assist the children when needed to support their learning.

I support the children by helping to resolve the disagreements that arrived during the activity. I

would like to add the resources and combine the activity to make it more interesting.

Next is to help the children to express their emotions verbally rather than through their act.

DAP 2

DOCUMENTATION, ASSESSMENT AND PLANNING RECORD

Context: Child Name: Reon
 Age: Reon (4 years old)
Play Area: Indoor, Play corner.
Activity: Wooden Numerical Rods.
Date: 14 March 2024.
Observer: Sagar.
DOCUMENTATION
I setup the table with wooden colourful numerical rods and asked Reon to arrange the colourful blocks according to th
number from 1 to 10, bottom to top. Reon sat on the chair and puts the number 10 at the bottom of the boards. He
places the number 9 at the top of the number 10 and says, “Mr Sagar, it is purple”. I replied, “Yes, it is, Reon”. As he
reached on number 8, he asked me, “Mr. Sagar, does 6 comes before 8?”. I replied, “No it doesn’t come before 8 whic
you should find out, Mr. Reon”. I asked him to count his finger from 1 to 8. Reon followed my instruction and started
the counting. After some time, He says, “Oh! 7 comes before, I found it” and shows me the 7 th finger while jumping.
ASSESSMENT
Each portion of the documentation above is to be reflected on and identified domains, milestones and dispositions mu
be linked to where the skill was demonstrated in the observation and referenced.
Domains Milestones Dispositions
Cognitive Domain: Reon was critically thinking He was able to understand He was curious and engage
and trying to solve the problem (Arthur et al., opposites like front/back and to solve the problem during
2020). positional words like top/bottom the play (Department of
(Department of Education, 2022). Education, 2022).
Communication and language Development: Reon
was communicating with me effectively to get the He was able to count 1 to 10 He was co-operative and
assistance for solving the problem (Arthur et al., while arranging and solving the friendly with the teacher
2020). problem. during the play
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
He learned how to count back and find the number while Mathematics: Counting and arrangement of numbers
learning to solve the problem (Irving & Carter, 2018). from 1 to 10 was practiced during the play.
THEORY and FRAMEWORKS
Development and Education Theory Early Years Learning Framework Principles,
Practices, Outcomes
Vygotsky’s zone of proximal development theory related to Play-based learning environment was provided, and
the activity, as he learned to solve the problem with my intentional teaching took place to teach the problem-
assistance. solving skill to Reon.
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 Developmen
Open-ended material was provided to Scaffolding: Reon I provided the numeric rods I made sure that he
the child to facilitate his creativity was trying to solve and allocated the corner for has the appropriate
and problem-solving skill (Arthur et the problem while I Reon to play the numeric resources and proper
al., 2020). was there to give him rods (Department of guidance during his
guidance and help Education, 2022). learning.
when he needed
(Arthur et al., 2020).
PLANNING
Objective for future holistic learning and development
To provide the child appropriate resource and corner where he can widen his knowledge of numeracy and counting.
Learning Experience
Learning experience name Number Treasure Hunting.
Experience rationale This experience is created for the extension of the observation.
Development and learning goal: To foster problem-solving skill, practice counting, and number recognition.
During the play, the child will search for the sticky notes with number 1-12,
Experience outline:
which will be hidden inside the classroom.

A list of materials required with

photo(s):

Children will be effective communicator while expressing their ideas to build

the building collaboratively with peers.
EYLF child evidence links
Children will have a strong sense of identity as they will know what they are
building confidently.
Explanation of the activity,
Introduction Demonstration of how to find the numbers on sticky notes, and
Execution of the activity.
Body The child will find the numbers hidden in the classroom and arrange the
Implementation
numbers from 1 to 12 in a row.
plan
Conclusion Reon did very well in the activity, and he was able to find all the sticky notes
and put them in order at the end of the activity.
Engagement Which number was hard to find and how did you find it?
questions How many sticky notes were there?
ACTING and DOING
Encouragement of open-ended exploration. Facilitating problem-solving
Play pedagogies
during the arrangement of the numbers and finding the numbers.
Active learning is applied to engage the child throughout the activity in the
Teaching strategies classroom. Scaffolding is used as I provided some assistance in need between
the activity.
The activity involves physical movement, cognitive engagement, and social
interaction promoting holistic development (Department of Education, 2022).
EYLF links
Child will have a strong sense of identity as he is engaged and knows what he
is doing during the activity (Department of Education, 2022).
Child development He was able to arrange and find the numbers which shows his problem-solvin
 skill. He was engaged in the activity as he looked for the numbers curiously
while being determined to the task.
Documentation and/or digital This activity was created for Reon as he liked the numbers and process to
evidence of implementation, acting arrange it in order. He was also fond of scavenge and hunts activities in which
and doing I added numeracy.
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 child was seen engaged, determined to hunt the numbers and curious during the activity.

The learning objective was achieved as he was able to find the number and arrange it without missing the number.

It was surprising that he knew all the spaces to look for during finding the number.

My role was to provide the resources and assist the child when needed to support his learning.

I supported the child by helping to arrange the number over 10 and encouraged him to focus.

I would like to add colour arrangement in this activity as he likes the colourful toys. This will help him to engage and
for a long time in the activity.

Next is to help Reon develop problem-solving skill. Recognise the colour and arrange it according to the sample
provided to him.

DAP 3
DOCUMENTATION, ASSESSMENT AND PLANNING RECORD
Context: Child Name: Almilia
Age: 4 years old
Play Area: Indoor, Play corner.
Activity: Sensory Play – cloud Dough.
Date: 15 March 2024.
Observer: Sagar.
DOCUMENTATION
I setup the table with cloud dough and put the rollers, dough shaping shapes and pressers made of wood. I called
Almilia and she came to the table and started playing with the dough. She starts kneading the flour and made a ball.
She breaks that ball and let the flour flow slowly from her hand. She again made the ball and rolled it with the roller to
make it flat in shape. I asked her, “what are you making, Almilia?” She replies, “I am making flat pizza”. She grabs th
bottle cap and fill the cap with the dough. She tries to take the dough out of the cap. Then she tapped the cap on the
table and the dough comes out in the cap shape. She shouts, “yeahhhhh”.
ASSESSMENT
Each portion of the documentation above is to be reflected on and identified domains, milestones and dispositions mu
be linked to where the skill was demonstrated in the observation and referenced.
Domains Milestones Dispositions
Physical Domain: Almilia was squeezing, pinching She was kneading the dough, Alimila demonstrated
the dough using her hand and tapping the cap on making the balls, and rolling the engagement and enthusiasm
the table (Arthur et al., 2020). dough which shows her fine during the sensory play
motor skill (Department of activity as she was making
Cognitive Development: Almilia was creative Education, 2022). pizza and shaping the dough
during the play as she uses her imagination to using the cap (Department o
create shapes (Arthur et al., 2020). She was creative while using the Education, 2022).
roller to roll the dough and made
the pizza.
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
This sensory play supporter the child’s fine motor skills and Creative Development: Using tools and imagination
creativity during the imaginative play as the child manipulated to create shapes and patters with the dough.
the dough in various ways (Arthur et al., 2020).
Physical Development: Using her hand to knead and
shape the dough (Department of Education, 2022).
THEORY and FRAMEWORKS
Development and Education Theory Early Years Learning Framework Principles,
Practices, Outcomes
Aligning the play with Jean Piaget’s theory of cognitive Intentional teaching was practiced as she was
development, as Almilia explored the possibility of cloud provided the dough to manipulate and learn
dough play and learned from it. (Department of Education, 2022).

She was confident and involved during the play.

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 Developmen
Sensory play: Cloud dough I used open-ended Play-based learning was This activity helped
encouraged her imaginative skill question to encourage used in this activity to foster in the development o
development and learning through communication and the imagination and fine motor skill,
exploration (Arthur et al., 2020). imagination (Irving & creativity of the child creativity, and
Carter, 2018). I used (Department of Education, communication
play-based teaching to 2022). abilities of the child.
engage the child in
the activity in a
playful way (Arthur et
al., 2020).
PLANNING
Objective for future holistic learning and development
To foster the child’s sensory skill and creativity through play.
Learning Experience
Learning experience name Mixing Colours in the Foam
This sensory play allows the child to engage her sense and user her creativity
Experience rationale
of mixing colours.
Development and learning goal: To promote creativity, motor skill and imagination for the development of
 cognitive ability.
Provide the foam on the table tray and let the child to mix multiple colours to
Experience outline:
form new colour.

A list of materials required with

photo(s):

This activity supports the EYLF’s highlight on children as confident and

EYLF child evidence links involved learner as the child explores the foam’s texture and mixes different
colours confidently into the foam to enhance creativity.
Introduction Invite the child to explore foam and discuss about its texture.
Body The child will mix different colour into foam, talks about the texture and the
formation of colour.
Implementation Conclusion During the activity, child was engaged and able to recognise the colour forme
plan after mixing into the foam.
Engagement What does the foam feel like?
questions What colour did you created?
How many colours did you mix with the foam?
ACTING and DOING
Emphasised play-based learning and fostered the creativity in child during the
Play pedagogies
activity.
Used open-ended questions to enhance the child’s thinking, creativity, and
Teaching strategies
imagination.
She was confident while mixing the colour and engaged to explore the texture
EYLF links of the foam which aligns with EYLFs outcome, children have a strong sense o
identity (Department of Education, 2022).
This activity develops the child’s imaginative skill and creativity by allowing
Child development
the child to use her imagination and creativeness.
Documentation and/or digital This activity was organised after the group time in the play area. I invited
evidence of implementation, acting Almilia to play with the foam and she came to join the activity.
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?
Almilia was engaged as she was laughing and smiling during the activity.

She achieved the learning goals as she was creative and content throughout the play.

None noted.
My role was to setup the activity, support the learning process and ask open-ended questions to promote creativity.

I supported and guided the child by providing materials and guidance, asking open-ended questions, and allowing the
freedom of expression.

I would consider introducing more resources and colour varieties.

Next is to explore other sensory materials such as, sand and water to support motor, creativity, and language
development.
DAP 4

DOCUMENTATION, ASSESSMENT AND PLANNING RECORD

Context: Child Name: Margaret, Calina, and Nik
Age: 3- 4 years old
Play Area: Outdoor, Play Area.
Activity: Basketball throw
Date: 21 March 2024.
Observer: Sagar.
DOCUMENTATION
Before the lunch, me and my colleague took the children outside to play the basketball throw. The children lined up
making a line waiting for their turn. Margaret was at the first, Calina at the second and Nik at the third place on the
line. Margaret took the ball in hand, jumped, and threw the ball, and the ball inters into the net. Margaret went back to
the line at last. I asked Calina to come forward and throw the ball. Calina came forward and threw the ball, the ball
went off the net. I asked her, “do you want to try again, Calina?” She replied, “Yes, I want to put it in the net”. I asked
Nik to help Calina to throw the ball into the net. Nik came and threw the ball straight into the net. Nik screamed and
said, “That’s how you do it". Calina threw the ball again and the ball went inside the net. Calina jumped and screamed
“Yayyyy”. I praised her saying, “Good job, Calina”. She replies, “Thank you, Mr. Sagar”. I also thanked Nik for
helping Calina.
ASSESSMENT
Each portion of the documentation above is to be reflected on and identified domains, milestones and dispositions mu
be linked to where the skill was demonstrated in the observation and referenced.
Domains Milestones Dispositions
Physical Domain: Margaret, Calina, and Nik The children were able to throw, All children showed interes
jumped, threw the ball, and aim the ball to the net jump and aim the ball to the net and patience while waiting
(Arthur et al., 2020). demonstrating hand-eye co- for their turn (Department o
ordination and physical Education, 2022).
Social Development: The children displayed development (Arthur et al.,
teamwork and collaboration when Nik helped 2020). They were co-operative and
Calina with the basketball throw (Arthur et al., supported each other.
2020). Ability to help and collaborate
was shown by the children while
helping with the throw
(Department of Education, 2022).
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
This activity supported gross and fine motor skill as they jump Social and Emotional Development: This activity
and throw the ball, teamwork was fostered while helping each fostered teamwork and patience while helping each-
other and turn taking took place while standing on the line. other and waiting for the turn (Department of
Education, 2022).

Physical Development: As they throw the ball, their

hand-eye co-ordination and motor skills was
developed (ACARA, 2024).
THEORY and FRAMEWORKS
Development and Education Theory Early Years Learning Framework Principles,
Practices, Outcomes
Calina learned to throw the ball by observing Nik throwing the Children learned through play and the teaching was
ball which links with the Lev Vygotsky’s concept of social intentional to support children’s learning which link
learning. with EYLF’s practices, Learning through play,
intentional teaching, and assessment for learning.

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 Developmen
Basketball throw provided a play- I used open-ended This activity relates with Physical
based learning opportunity where question to encourage play-based learning, development,
children engaged in a physical communication and supporting teamwork and collaboration and tur
activity that promotes teamwork and collaboration. I used collaboration in the children taking was fostered
co-ordination (Arthur et al., 2020). play-based teaching to (Department of Education, the children.
engage the child in 2022).
the activity in a
playful way (Irving &
Carter, 2018).
PLANNING
Objective for future holistic learning and development
To foster co-ordination between the children, turn taking and gross motor skill development.
Learning Experience
Learning experience name Kick the Ball and Score.
This activity promotes gross motor skill encourage teamwork and
Experience rationale
collaboration.
To promote creativity, motor skill and imagination for the development of
Development and learning goal:
cognitive ability.
Experience is organised where children kick the ball and score the goal. It
Experience outline:
promotes teamwork and physical development in children.

A list of materials required with

photo(s):

This activity supports play-based learning and intentionality as the children

EYLF child evidence links
were provided with the ball and instruction to play the activity.
Invite the children to make the line and wait for their turn.
Introduction Demonstrate how to kick the ball and score.
Let the children take turn and kick the ball.
Body Encourage children to take the turn and kick the ball into the goal post.
Implementation
Praising the children during the activity for their effort and contribution.
plan
Conclusion Praising the children during the activity for their effort and contribution.
Engagement How many goals did you scored?
questions Whom did you help during the activity?
What did you learn from helping your friend?
ACTING and DOING
 Play-based learning through sports activities that encourage collaboration and
Play pedagogies
co-ordination in children.
Encouraged children to take turns, ask questions to reflect on the activity and
Teaching strategies
promoting play-based environment.
This activity supports play-based learning and intentionality as the children
EYLF links were provided with the ball and instruction to play the activity (Department o
Education, 2022).
This activity develops the child’s physical skill and collaboration between
Child development
peers.
Documentation and/or digital This activity was organised before the lunch time. Me and my colleagues took
evidence of implementation, acting the children out to the play area and executed the activity.
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 enthusiasm and supported each other during the play.

They demonstrated coordination, physical development, and collaboration.

None noted.

My role was to setup the activity, support the learning process and ask open-ended questions to promote interaction an
collaboration.

I supported and guided the children by providing materials, asking open-ended questions, and made meaningful
interaction with the children.

I would consider adding teamwork activities using the sports theme during the outdoor play.

Next is to continue physical developmental activities and encourage the children to explore team-based playful
activities.
DAP 5

DOCUMENTATION, ASSESSMENT AND PLANNING RECORD

Context: Child Name: Reon and Margaret
Age: Reon (3 years old) and Margaret (4 years old)
Play Area: Indoor, Sustainable play corner.
Activity: Building Castle with Cardboards.
Date: 4 April 2024.
Observer: Sagar.
DOCUMENTATION
Me and my colleague setup the area with cardboards that were of different shapes and sizes. Margaret stacks the board
tall. I asked, “what are you making?”. She replied, “Castle with rooms and elevator”. Reon was stacking the board on
the other side. I asked him, “what is that, Reon?” He replied, “It is the stairs for the castle”. Both were picking the big
boards and stacking on top of other. Margaret goes to Reon and asks, “Do you want to play with me?” Reon replies,
“Noo”. Margaret cries. I confronted Margaret and suggested her to take a deep breath and relax. I told Reon to play an
share the resources to build the castle bigger. Reon replies, “Big?” I said, “Yes, big”. Reon allows Margaret to share h
resources.
ASSESSMENT
Each portion of the documentation above is to be reflected on and identified domains, milestones and dispositions mu
be linked to where the skill was demonstrated in the observation and referenced.
Domains Milestones Dispositions
Cognitive Development: Reon and Margaret were Both children were able to stack Margaret displayed creativi
building the castle using the boards showing the board and create the structure and determination by
cognitive development in them (Arthur et al., of the castle which demonstrates designing the castle with
2020). their creativity (Department of features like elevator.
Education, 2022).
Socio-Emotional Development: Reon and Reon showed independence
Margaret had different emotional reactions to Margaret needed support to while doing the task but
interacting with others. Margaret seemed upset handle social rejection when her required the guidance to
when her invitation was turned down, and Reon request to play was rejected by understand the benefit of
needed encouragement to share and work with Reon. collaborative work
others (Arthur et al., 2020). (Department of Education,
2022).
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
This activity supported the children’s socio-emotional skill by Creative Development: Collaborative problem-
helping them to understand the importance of collaboration. solving took place when the children made the castle
This activity also showed the children’s connection with the bigger by working together (ACARA, 2024).
betterment of the world where they reused the cardboards to
play (Irving & Carter, 2018). Children constructed their knowledge from their
experiences and interactions with the world around
them by reusing the materials for the play.
THEORY and FRAMEWORKS
Development and Education Theory Early Years Learning Framework Principles,
Practices, Outcomes
Jean Piaget’s theory of cognitive development aligns with the Principles: The activity encourages collaborative
activity, as the importance was given for the exploration and partnerships and high expectations, which foster
constructive play (Arthur et al., 2020). emotional support and teamwork.
The children learned through social interaction and the Practices: The play-based learning method
educator's instruction, which is linked with Lev Vygotsky's encouraged social learning, creativity, and problem-
theory of social learning (Arthur et al., 2020). solving in the children during the activity.
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 Developmen
Building with cardboard encouraged I encouraged Play-based learning was used This activity helped
children to engage in creative, open- teamwork, offered in this activity to foster the in the development o
ended play that lets them experiment polite guidance, and imagination and creativity of socio-emotional skil
and work together (Arthur et al., used conflict the child while providing They learned the
2020). resolution strategies guidance and conflict value of teamwork.
(Irving & Carter, resolution suggestion to the
2018). children. The EYLF's
emphasis on secure and
respectful relationships
links with this strategy
(Department of Education,
2022).
PLANNING
Objective for future holistic learning and development
To foster the child’s creativity, physical development, and collaboration with the peers.
Learning Experience
Learning experience name Collaborative Castle Building with Plastic Bottles.
Problem-solving, creativity, and teamwork are encouraged by this activity. It
Experience rationale
fosters teamwork, resource sharing, and cooperation in children.
Using play-based learning, to improve motor coordination and foster the
Development and learning goal:
development of socioemotional skills through sharing and teamwork.
Giving children a choice of plastic containers and encouraging them to create
Experience outline: the castle together, focusing on creativity and teamwork. To promote positive
social relationships, teacher guidance is provided.

A list of materials required with

photo(s):

The activity supports EYLF's focus on cooperative play and creating positive
EYLF child evidence links connections with the peers as they are playing in a group (Department of
Education, 2022).
Implementation Setup for the activity was done and I demonstrated the importance of
Introduction
plan teamwork.
Body Encouraged children to construct with each other by offering suggestions for
various methods of cooperation and resource sharing. To encourage
collaboration and creativity, I asked questions to them.
 Conclusion Encouraged children to share their experiences and talk about what they learn
by praising their hard work and teamwork.
Engagement Tell me about the building.
questions How can you work together to make it better?
What happens when we share the resources.
ACTING and DOING
The play-based method promotes collaboration and free thinking and
Play pedagogies
exploration.
I promoted cooperation, foster good social connections, and guide the
Teaching strategies
resolving of issues.
The EYLF's guiding principles of play-based learning and secure, respectful
relationships aligns with this activity. Additionally, it fosters social growth an
EYLF links
cooperative learning, which enhances EYLF outcome (Department of
Education, 2022).
This activity supported physical co-ordination, socio-emotional and positive
Child development
relationship build-up.
Documentation and/or digital This activity was organised after the group time in the play corner. Children
evidence of implementation, acting were given an opportunity to explore the sustainable resources.
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?
Children were engaged initially but needed guidance from the educator to share and collaborate.

They were able to demonstrate physical coordination and socio-emotional growth through teamwork and collaboration

Margaret's response to Reon's rejection suggested that she needed more emotional support and direction in handling
social situations.

My role was to guide children to resolve the conflicts and encourage teamwork during the activity.

I supported and guided the child by providing materials and made sure they are engaged throughout the collaborative
activity.

I would consider focusing on the child who cannot regulate their emotion during the play.

Next is to do frequent group interactions and encourage teamwork. Working on children’s behaviour is also the goal.