Documentation, Planning & Assessment Record

This document is a record of a child's finger print tree art activity for Mother's Day. It includes observations, developmental domains, and learning outcomes.

DOCUMENTATION, PLANNING & ASSESSMENT RECORD
Date: Context: this is an indoor activity where the child is making a finger
print tree for gifting his mother as the mother’s day present. He is in
his bed room and sitting on the floor with water colours, sketch pens
and pencils. He is hiding from his mother so that the surprise art is not
spoilt.
Child Name: Age: 5
Observation:
Anecdotal
Narrative written like a
story after the event in
past tense.
This child is five years old and sitting on the floor mat in his bed room locked from inside. He has taken colouring plate with only one colour
this is red be because he knows the heart shaped tree will only need the red colour and nothing else. He has taken a white art paper and
trying to fold this pare to bring a shape of a card which he wants to give his mother. He has kept a piece of cloth so that any kind of spill can
be managed. This will also be used to rub the fingers after colouring the tree. He was using a clip board to keep the card in the right
position and using his left thumb to hold the paper on the board. Now he was drawing a heart shape in the middle of the white paper and
some other heart shape in different position of the paper which are not as big as the heart in the centre of the paper. After that he was
drawing the branches of the tree form the lower portion of the heart and doing similar with all the heart shapes. Thus all the heart shapes
seemed like forest of trees of hearts. Now coming to the point of colouring those. The child is putting his thumb finger in the colour plate
and smearing the red colour in the inner part of his thumb and putting red thumb impression to fill up the heart shape. Now he was doing
the same with all the heart trees making the red heart forest. She rubbed his finger against the cloth to wash his hands. He was giving time
to dry the colour. After few minutes he took the black sketch pen and started to overwrite the pencil sketch of the branches. He had drawn
fifteen trees of heart and drawn branches of differ size. He drew smaller trees in the back and larger trees in the front part just to show the
distance makes the objects look smaller and less prominent. Finally he wrote a line for his mother inside the card and drew another red
heart to symbolise how he loves his mother. He them drew two small human figure with pen as if he is holding hand of his mother. Thus he
completed his drawing card for his mother.
Referenced
Interpretation of
the skills and/or
developmental
domains. Add
specific
information on
behaviour/skills
from research Cognitive Development:
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DOCUMENTATION, PLANNING & ASSESSMENT RECORD
Focus on cognitive
development
(include motor,
emotional and
social development
where significant)
He knows the name of shape and can draw trees perfectly
Emotional development:
Through this drawing he has expressed his emotion to his mother
Motor development
This child has eye hand coordination through which he has used his thumb to draw the herat tree (Stanko-Kaczmarek &
Kaczmarek, 2016). Moreover. He has been trying to complete the art fast by hiding from his mother.
Imagination:
This child knows the heart shape means love and red symbolises it. So he has imagined the tree to have red colour.
Learning and
development linkage to
Theoretical Perspectives Early Years Learning Framework
Bowlby's Attachment Theory
According to this theory, the early relationship with the parents
for the care givers paly major role in the development of the
child that influence the social relationship throughout the life
(Heard, 2018). Bowlby has referred that the children are born
with the need of forming the attachment (Fonagy, 2018). This
example reveals how much the child is attached with his
mother psychologically. Thus the motor skills and emotions can
Outcome 1 Children feel safe, secure, and supported.
Outcome 2. Children develop knowledgeable and confident self-identities
(Aussiechildcarenetwork.com.au, 2019).
Outcome 3 Children become strong in their social and emotional wellbeing.
Outcome 4 Children express ideas and make meaning using a range of media.
Outcome 5. Children develop a range of skills and processes such as problem
solving, inquiry, experimentation, hypothesising, researching and investigating
(Aussiechildcarenetwork.com.au, 2019).
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DOCUMENTATION, PLANNING & ASSESSMENT RECORD
be encouraged among the children.
Objective for future learning and development Learning Possibilities for inclusion in the curriculum
This child has not used any reference image to draw this tree of hearts. This is
purely based on his imagination and creativity to make his mother happy. The idea
of making a forest of heart shaped trees is a unique idea that reveals his hand eye
coordination of the child (Nguyen et al., 2016). The painting on the white paper
contrasting with red colour shows the excellent imagination and motor skills.
Moreover Children understand the meaning of relations building and making others
happy through actions
Thumb impression painting method is an effective method of making children
understand the texture of colour and increase control over fingers.
Reference
Aussiechildcarenetwork.com.au (2019). EYLF Learning Outcomes - Aussie Childcare Network. [online] Aussiechildcarenetwork.com.au. Available at:
https://aussiechildcarenetwork.com.au/articles/childcare-programming/eylf-learning-outcomes [Accessed 14 Apr. 2019].
Fonagy, P. (2018). Attachment theory and psychoanalysis. Routledge.
Heard, D. (2018). Attachment therapy with adolescents and adults: Theory and practice post Bowlby. Routledge.
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DOCUMENTATION, PLANNING & ASSESSMENT RECORD
Nguyen, M. A., Truong, T. K. O., & Le, T. H. D. (2016). Art therapy in combination with Occupational therapy in supporting children with special needs. The
Vietnamese Journal of Education (ISSN: 2354 0753), 50-52.
Stanko-Kaczmarek, M., & Kaczmarek, L. D. (2016). Effects of tactile sensations during finger painting on mindfulness, emotions, and scope of attention. Creativity
Research Journal, 28(3), 283-288.
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