Documentation, Planning and Assessment in Early Childhood Education

Running head: DOCUMENTATION, PLANNING AND ASSESSMENT
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Documentation, planning and assessment
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DOCUMENTATION, PLANNING AND ASSESSMENT
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Introduction
The purpose of this documentation, planning, and assessment in philosophical childhood
learning is to outline the reasoning behind the planning of Early Childhood Literacy in Australia,
behind EYLF (Early Years Learning Framework). This documentation, planning and assessment
in early childhood education paper essentially responds to the question, which are the approved
ways which are used to develop documentation, planning and assessment in early childhood
education, that consider which programs are working well and those that need improvement to
back up the most effectual and engaging programs for children (D.D.E.W.R, 2012).
The purpose of this Early Childhood Literacy policy is to outline the philosophy of
attestation, planning, and appraisal of Early Childhood Literacy in Australia, behind EYLF
(Early Years Learning Framework). Documentation, planning, and assessment in early childhood
education essentially respond to the question, which are the approved ways which are used to
develop policy, that considers which policy are working well and those that need improvement to
back up the most effectual and engaging assessment for children through documentation,
planning and assessing them (Jones, Evans & Stritzel, 2002).

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There are some theories that we will be going through like the Piaget's Theory and
Vygotsky theory (De, 2010). The Piaget's theory, he understood from his observation that
children were creating ideas and that they were not limited to receiving or getting information or
knowledge from parents or educators the children were actively constructing their own
knowledge. Piaget’s theory research is based on a constructionist theory which believes that the
know-how is constructed and that learning occurs when children come up with their own
artifacts. The Piaget's theory has been broken down into four main stages which are a sensor,
concrete, preoperational and formal operational. But we are going to focus more on the second
stage of Piaget's theory which is where our main area. The preoperational is the stage in between
toddlerhood and at this stage is where children begin to use dialect; memory and symbolic
thoughts also grow (Farquhar, & Fitzsimons, 2007). In this stage is also where children engage
relationship and can know how to express friendship of the future and the past. According to
Vygotsky’s theory, this is the stage where his theory states that learning is a socio progress and
it’s the origin of human intelligence in a culture. The main theme is that interaction plays a
crucial role in the growing of cognition. These two theories are also referred to as developmental
theory and are mainly used to come up with the ways children are being taught in school and also
in the early development of childhood literacy. Development theory perceives both pliability and
variability in children’s development (Adolph & Kretch, 2012.