DOCUMENTATION, ASSESSMENT AND PLANNING RECORD_ 1
Embedded Files
Context: Outdoor environment
Toddlers
Child A: Child with blue hat
Child B: Child with a white hat
Child C: Child with a red jumper
Child D: Child with a pink robe
DOCUMENTATION
Observation method: Anecdotal
The educator invited the children to sit by displaying a cupcake tray with a cupcake liner and pom poms on the table. There was great excitement among the children as they sat down. Child A asked, “Are we making cupcakes?” Miss Kalpana replied, “Today, we are counting the number of pom poms and placing it according to the number written on the cupcake liners.” The educator provided instructions on grabbing the pom pom from the basket using a tong and placing it according to the corresponding numbers. Children curiously looked at the colourful pom poms and cupcake tray, trying to touch the cupcake liners and looking inside persistently.
A pom pom was picked up by child B and placed on the number pom until the number pom reached five. Child B said, "I can do it. Can I have a turn?" Children used the tongs to grab the pom pom and place it into the corresponding numbers on the tray. Child C grabbed the pom pom and said, “I like red, Can I put it into number 1?” The educator replied, "Yes, you can". The educator encouraged the children to practice counting the number and ensure the correct number of pom poms were placed on the tray. Child D replied, touching the pom pom, “Miss Kalpana, I can count 1, 2, 3, 4”. The educator replied, “Good job, Child B, great counting”. Child A, Child B and Child C shouted, "Miss Kalpana, I can count too, Look 1, 2, 3...." touching the pom poms in the basket. Then, all the children counted the number of pom poms in each cupcake liner.
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
Physical development: Using tongs, the child used hand-eye coordination and finger strength to grab the pom poms (Kaywork, 2020).
Social development: Children interacted with each other throughout the experience regarding the colours and numbers (Kearns, 2021).
Cognitive:
Children develop numbers, colour recognition, and counting (MacDonald, 2018).
Milestones
Number recognition and counting: Children recognise and count the numbers written on the cupcake liners (Berk, 2013).
Colour recognition: Children were able to identify and choose the pom poms considering their favourite colour.
Turn taking: Children used their turn taking experience to grab pom poms using tong and placing it in corresponding numbers.
Follow instructions: Children followed the instructions given by educators.
Dispositions
Curiosity: Children show curiosity about the experience by looking inside the cupcake liners and touching the pom poms (Gonzalez-Mena, 2014).
Persistence: Despite initially experiencing difficulties, children persist in correctly counting and placing the pom poms (ADGE, 2022).
Confidence: Child B and Child D demonstrated their counting skills by counting aloud.
Cooperation: During the activity, children take turns helping one another (Gonzalez-Mena, 2014).
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
Children developed their number, colour and counting skills.
Children learned to use their hand-eye coordination strength and use of tongs.
Children developed cooperation, turn-taking and sharing skills (ADGE, 2022).
Children extend on their thinking through identifying the colours of pom poms.
Curriculum Areas
Mathematics: Children developed their counting and number recognition skills (Australian Curriculum, Assessment and Reporting Authority, n.d.).
Language: Children interacted verbally with peers and educators using simple sentences (Australian Curriculum, Assessment and Reporting Authority, n.d.).
THEORY and FRAMEWORKS
Development and Education Theory
Piaget's theory suggests that children are at the preoperational stage, practising counting and number recognition through activities like pom poms (Nolan & Raban, 2015).
Vygotsky's Sociocultural Theory says educators scaffold children's learning by facilitating independent activities through social interactions with peers and educators (Nolan & Raban, 2015).
In the context of learning through play, children learn by engaging with pom poms and counting (Howard, 2017).
Early Years Learning Framework Principles, Practices, Outcomes
Principles
-Secure, respectful, and reciprocal relationships
-Equity, inclusion, and high expectations.
Practices
-Responsiveness to children
-Play-based learning and intentionality
-Learning environments
Learning outcomes
Outcome 1.1: Children feel safe, secure, and supported.
Outcome 4.1: Children develop dispositions for learning such as curiosity, cooperation, confidence, creativity, enthusiasm persistence and imagination.
(ADGE, 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
1. Exploratory Play: The experience allows children to explore and manipulate tongs, pom poms, and cupcake liners to enhance their number recognition and counting skills.
2. Structured Play: Educators planned the experience to improve number recognition skills.
3. Social Play: Children interact with educators and peers, sharing ideas and taking turns.
Teaching Strategies
Scaffolding: Educators scaffolded children by demonstrating how to use the tongs to grab the pom-poms and place them on the cupcake liners.
Positive Reinforcement: Educators praised the children for correctly placing the right number of pom poms in the cupcake liners.
Encourage: The educator encourages children to explore counting by counting the pom poms placed in each cupcake liner together.
EYLF Educator Evidence
Outcome 1.2: Children develop autonomy, interdependence, resilience, and agency.
Outcome 4.1: The learning dispositions of curiosity, cooperation, confidence, creativity, commitment, enthusiasm, perseverance, imagination and reflexivity are developed among children.
Outcome 4.2: Children learn to solve problems, engage in inquiry, experiment, hypothesize, research, and investigate.
Outcome 5.1: Children use verbal, non-verbal, and visual communication to interact with others (ADGE, 2022).
Child Development
Counting and Number Recognition: Children practised counting and number recognition using cupcake liners.
Fine Motor Skills: Children use tongs to pick up pom poms, which develops fine motor skills and hand-eye coordination.
Social and Emotional Development: Children use language to express their favourite colours and counting abilities.
Problem-Solving Skills: Children enhance problem-solving skills by arranging pom poms to match numbers.
PLANNING
Objective for future holistic learning and development
Short-term goal: Counting skills, gross motor skills and following directions
Long-term goal: Numeracy and social development
LEARNING EXPERIENCE
Learning experience name: Number Hopscotch Game
Experience rationale: Children need to improve their physical development, such as their ability to hop, balance, coordinate, and count. Children can also develop their social skills by interacting with each other during play, leading to self-confidence (Garvis et al., 2018).
Development and learning goal: By correctly counting numbers and hopping across the numbers on a hopscotch grid from 1 to 10, children can lay the foundation for fundamental numeracy development (MacDonald, 2018). Also, it allows them to develop confidence so they can take on new challenges in the future (Kearns, 2020).
Experience outline: This experience will take place in an outdoor area where the educator will draw a 10-square grid, numbered sequentially from 1 to 10. For example, the first grid will have the number 1, the second grid will have the numbers 2 and 3, and so on. The educator will explain and demonstrate how to play the number hopscotch game. Children will throw the beanbag or stone, hop through the grid with one foot, pick up the beanbag, and hop back. Each child will have a turn to participate in the game.
A list of materials required with photo(s):
Chalk
Bean bags
EYLF child evidence links:
Learning outcome 1.2: Children develop their emerging autonomy, interdependence, resilience, and sense of agency.
Learning outcome 4.2: Children develop various skills and processes, including problem-solving, inquiry, experimentation, hypothesis formation, research, and investigation.
Learning outcome 4.3: Children transfer and adapt what they have learned from one context to another.
Learning outcome 5.1: Children communicate both verbally and non-verbally with others for various reasons.
(ADGE, 2022).
Implementation plan
Introduction: Children will gather in an outdoor area where the educator will draw a hopscotch grid. As the educator draws the numbers, the children will say them out loud. The educator will demonstrate how to throw the bean bag, hop to the number, and then hop back.
Body: Children will use turn-taking skills during the activity. They will throw a bean bag using their strength and hop up to a number. They set their targeted number, reach it, and hop back with the bean bag.
Conclusion: All the children will take turns playing the number hopscotch game and then gather in groups to discuss their experiences. After that, the children will transition to the next activity using transition songs.
Engagement questions:
Which number are you going to target?
Would you be able to throw the bean bag using all your strength?
What do you think of the number 5?
How did you like the experience?
ACTING and DOING
Play pedagogies:
Social play: Children engaged in number hopscotch games by interacting with each other and taking turn-taking skills (Howard, 2017).
As they hop through the number grids, they will develop their physical skills, such as balance, coordination, and counting the number in sequence.
Teaching strategies:
Scaffolding: The educator scaffolded the children through the number grid as they hopped through it and threw the beanbags.
Encouragement: Educators encourage children to navigate the number grid without falling, helping them develop confidence.
Peer learning: Children shared ideas and played collaboratively through constant interaction with each other (Arthur et al., 2018).
EYLF links:
Children develop knowledgeable and confident self-identities (Outcome 1.3), become socially responsible, and respect the environment (Outcome 2.4). They also develop dispositions for learning, such as curiosity, cooperation, confidence, enthusiasm, and persistence (Outcome 4.1) (ADGE, 2022).
Child development: As they hop through the number grids, they will develop their physical skills, such as balance, coordination, and counting the numbers in sequence.
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?
I had an awesome time organising the number hopscotch game for the children. They were enthusiastic about throwing bean bags and hopping through number grids. It was a fun way for them to practice their number recognition skills while staying active and interacting with each other.
The children had a blast cheering each other on and helping their friends finish the game. My role was to draw the grids, explain the rules, and ensure everyone got a turn to play.
Next time, I plan to show a detailed video explaining how to play hopscotch. This will help the children understand the game better and make it even more fun for them in the future. Incorporate higher numbers into matching numbers and pattern experience to improve counting skills (MacDonald, 2018).
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