Documentation, Planning & Assessment Record for Toddler and Pre-schooler Development

DOCUMENTATION, PLANNING & ASSESSMENT RECORD
a jotting on a toddler examining emotional development and a running record on a pre-schooler focussing on social development
Reminders about the Jotting & Running Record.
1.Submit the Jotting & Running Record as one document.
2.Running Record - you have a choice of either not including the time or break the 4:08 into 2 time frames Eg.When you actually
start to watch the video then the time you finished watching. Start 10:00 Finish 10:04 otherwise there will be too much writing.
The main concern is to capture Liam's social skills, behaviour, dispositions, interaction ..etc as mentioned in the guide. Only write
down one learning objective. Remember what you want Liam to learn, do or achieve to extend his learning and interests. Think of
one learning experience that relates to his interest in block play and drawing. Eg. Block play with ramps, trucks, loose parts.
Drawing his construction once it is completed / Include images of various building structures, carparks.
3.Consider using Learning Outcomes 1,4,5.
Document from data received from
https://www.youtube.com/watch?v=-NKJE2aJvu4
http://toddlers.ccdmd.qc.ca/video/show/Maya-wants-to-do-it-herself
http://toddlers.ccdmd.qc.ca/video/show/Playdough-time
Shellharbour TAFE Higher Education

DOCUMENTATION, PLANNING & ASSESSMENT RECORD
Date: Context: Play dough time Child Name: Piper Age:2 year 1 month
Observation: Jotting
Document a quick
snapshot of the child’s
behaviour or skill. Write
in past tense and short
sentences.5 jottings
make up 1 observation
J1 – Piper is able to understand what the educators are saying and is trying to do as they are instructing.
J2- Piper is showing interest in making flower with the dough by pressing and rolling them. She is doing well compared to the other
children.
J3- Piper can identify the round shape of the dough and can identify them as pizza.
J4- Piper is trying to comprehend or learn how the educator is making the petals of the flower.
J5- Piper had been enjoying playing with the play dough and making new things, she also not stubborn but a jovial child.
Referenced
Interpretation of
the learning:
Skills and/or
developmental
domains
(Cognitive, social,
emotional,
physical, language)
Cognitive
Children draw on the social- emotional, language and perceptual experiences and the abilities for the cognitive development. A child uses its cognitive
domain of learning in remembering, learning and playing with the other kids. A kid can develop her own perceptions and can then apply them in
understanding the instruction of the educator (Olson, 2013). Creative activities such as play dough table , painting stations, oral stories and more has long
been considered to be an effective means to increase their cognitive capacity (Hedges & Cullen, 2012).
Physical
Physical domain of learning can be referred to as the discreet physical functions, reflex actions and the interpretive movements. In this video it can be
seen Piper to imitate the educator while rolling or pressing the dough. Such an activity can be effective in addressing the skills related to kinaesthetic
learning, visual, learning and the coordination capabilities (Adams, 2015).
Shellharbour TAFE Higher Education

DOCUMENTATION, PLANNING & ASSESSMENT RECORD
.
Social
Piper is capable of expressing her interest and is found to be communicating well with her other peers present there. Piper is also seen to be clapping and
appreciating after she is being able to make the flowers as per the instruction of the educator. These types of learning activities help out the child to
develop the social skills to connect with her family, friends as well as the teacher. It is the socialisation in the child that enables her to thrive in various
environments (Adams, 2015).
Emotional
The emotion displayed by the child while playing with the play dough is pure joy. However children of this age faces with self-emotions like fear, guilt,
shame, inferiority complex and shame. Piper has been found to be answering to the questions asked by the educator which signifies emotional
development in the child. The educator has been found to asking the child about her preferences or that if she had understood or using an informal tone
while conversing with the child or to cuddle them with care helps to develop a rapport between the chid and the educator, which will be helpful in
forming an interpersonal relationship with the adults and the peers (Keenan, Evans & Crowley, 2016).
Language
Piper’s language has been found to be already developed, however reading out loudly or repeating the words can have some major impact on the literacy
skills of the children. Again hearing of the new vocabulary helps children in identifying the unfamiliar words as well as increase the phonological skills. It
has been found that engaging in casual conversation has also been found to affect the literacy positively (Hedges & Cullen, 2012).
Referenced Learning
and development
linkage to
Theoretical Perspectives Early Years Learning Framework
 Piaget’s theory of cognitive development- working on prior
knowledge, active learners, and children explore and
discover new concepts on their own. Piper has been found
to be discovering new concepts such as the pressed dough
as a pizza, or can easily identify the petals of a flower by her
Each and every child experiences learning that is engaging and builds a successful life
in future. A child participate in every day’s life, develop and construct their self-
identities and understanding of the world. The main fundamentals of early learning
framework is Being, belonging and becoming (Australian Government, Department of
education and training, 2018).
Shellharbour TAFE Higher Education