Documentation, Planning & Assessment Record: Logan Climbing Stairs

This assignment comprises a detailed observation of a 2-year-old child named Logan attempting to climb down stairs in a playground setting. The observation is recorded as an anecdotal narrative, focusing on Logan's physical and cognitive development, including his gross motor skills, balance, problem-solving, and integration of body movements. The document analyzes Logan's actions, referencing relevant research and developmental theories, including Piaget's sensory-motor stage and the Early Years Learning Framework (EYLF). Furthermore, it includes a comprehensive experience plan centered around an obstacle course designed to enhance Logan's gross motor skills, balance, and problem-solving abilities. The plan outlines learning outcomes, materials, and a link to the EYLF principles and practices, emphasizing high expectations, equity, and learning through play. The assignment aims to provide a practical application of child development principles through observation, interpretation, and planning for future learning opportunities.

DOCUMENTATION, PLANNING & ASSESSMENT RECORD
Date: 23
September 2019
Context: The activities of Logan in climbing
down the stairs
Child Name: Logan Age: 2 years
Observation:
Anecdotal
The narrative is
written like a
story after the
event in the past
tense.
Logan was trying to climb down the stairs with the support of rails. The incident took place in the playground setting. He was trying
to hold the side rail to take support while getting down from the stairs. In this case, Logan took his first step by his left leg while
took the support of his right arm. He tried to maintain the proper balance of his body. The left leg and arm of Logan helped to
maintain the overall body weight. Logan gave adequate focus on his feet during each step. After a few times, Logan was able to land
his left and right feet accurately. Logan gave a smile and clapped for praising himself for his achievement. To clap, Logan took off
his hand from the side rail, so that he could not maintain his balance. Due to this reason, Logan fell down to his bottom. Logan lifted
himself again by taking the support of the side rail. He applied his right arm to support himself for his next steps. He always tried to
put more focus on his feet while taking steps. After some fruitful efforts, Logan was trying to take the next step. Logan was taking
other alternatives to take steps. He was trying to hold the rail by changing his position. He placed his hand a little bit lower down the
rail compared to his past effort. Logan bent his both right and left leg for many times for before he lifted and reallocated his left leg
to make a position to get down from the stairs. But, he was following the same process for taking steps. He was using his left leg to
move down through the stairs. During that phase, Logan used his right leg to maintain the balance of his body. After a few steps,
Logan took lesser time to get down from the stairs compared to his previous efforts. Logan’s foot movement was improving during
the process but, he could not move his right arm rightly. During the phases of getting down from the stairs, Logan followed the same
process. Logan was appeared to be very comfortable while he held the lower rails for taking steps. The upper rails were not as much
as comfortable to Logan for taking support compared to the lower rails. He continually took steps at the stairs with the support of
lower rails for each step. After completion of his getting down from stair activities, Logan searched for other activities (Bento &
Dias, 2017).
Referenced
Interpretation of Physical Domain (Weight shift and bearing process)
Shellharbour TAFE Higher Education

DOCUMENTATION, PLANNING & ASSESSMENT RECORD
the skills and/or
developmental
domains. Add
specific
information on
behavior/skills
from research
Focus on
cognitive
development
(include motor,
emotional and
social
development
where
significant)
Logan was very much able to change his body position. Due to this reason, he was able to move his left leg for moving down the
stairs with the help of right arm. During the moving down process through stairs, Logan was trying to change his position several
times (Bajwa, 2017).
Physical Domain (Body Balance)
Logan was focusing to move down the stairs by marinating body balance. In this case, he was trying to use his right hand to move
his left leg towards the stairs. He was maintaining a proper balance between the left leg and right arm (Kearns, 2018).
Physical Domain (Laterality)
Logan is very knowledgeable to understand the difference between the left leg and right leg. In the case of Logan, it has been seen
that he was using his left leg for moving down the stairs. The left leg was his main foot for climbing down of stairs.
Physical Domain (integration)
Logan was using core muscles of his body and legs to move down of stairs. He was climbing down the stairs in a very effective way.
He was able to integrate the right arm and left foot for climbing down the stairs. He was also using his eyes to maintain the balance
between the left leg and right leg. The eye and foot coordination of Logan is very good. During the period of moving down through
stairs, Logan was providing a significant focus on his right foot and left foot (Lumenlearning, 2017).
Physical Domain (Gross Motor Skills)
Logan has very high Gross Motor Skills. When Logan fell down to his bottom, he used Gross Motor Skills to stand up himself and
continue to move down the stairs. In that case, he was also able to maintain the right balance of his body.
Cognitive Domain (Problem-solving skills)
Logan was taking some hesitated steps during moving down the stairs. He was trying to understand the comfortable railing potion to
climb down the stairs. After getting the comfortable support from the rails, Logan was moving towards the stairs. In this case, it can
be said that Logan has significant problem-solving capacity.
According to the theory of Piaget, it can be said that Logan is in the sensory-motor stage. In this stage, children are learning various
things through the basic actions of childhood. These actions may be listening to the words of the people, looking at the activities of
Shellharbour TAFE Higher Education

DOCUMENTATION, PLANNING & ASSESSMENT RECORD
the people, grasping some things and some others. In the case of Logan, it has been seen that he is a good learner. He was always
trying to motivate himself. The coordination between leg and eyes of the Logan showed his capability. He was changing his arm
position to hold the rails for climbing down the stairs. He was maintaining his body balance very properly. The Gross Motor Skills
of Logan is very good. By effective maintenance of body balance, Logan was able to climb down the stairs with the support of the
rails (Sagepub, 2018).
Learning and
development
linkage to
Theoretical Perspectives Early Years Learning Framework
Logan is trying to improve its Gross Motor
skills by changing his hand positions. He
is intending to try new things to climb
down the stairs. At the initial stage, Logan
was climbing down to the stairs by using
the rails. After a few periods of time,
Logan seemed that the lower rails were
providing more support to him in climbing
down the stairs than upper rails. This type
of activity shows the Gross Motor Skills of
Logan (Theempowerededucatoronline,
2014).
According to Piaget, the children have to
be providing an opportunity to explore
various things. The cognitive development
of the children is very much depended on
Shellharbour TAFE Higher Education

DOCUMENTATION, PLANNING & ASSESSMENT RECORD
the opportunities provided by their parents
or others.
The objective for future learning and development Learning Possibilities for inclusion in the curriculum
Logan has to use his left foot and right foot very properly for
the future.
Logan has to increase his Gross Motor Skills in the near future
to maintain his body balance. In this case, Logan has to put
more focus on jumping and skipping. This type of activities
helps Logan in his future lifestyle.
Obstacle course
The obstacle courses can enhance the physical activities of Logan. In this course, the
children have to climb down the stairs by maintaining proper balance and stability.
Apart from it, the children also have to make a balance between the right leg and the
left leg (Virtuallabschool, 2018).
Shellharbour TAFE Higher Education

DOCUMENTATION, PLANNING & ASSESSMENT RECORD
References
Bajwa, R. (2017). Childhood Development Stages: Learning and Development. Retrieved 23 September 2019, from https://blog.cognifit.com/childhood-
development-stages/
Bento, G., & Dias, G. (2017). The importance of outdoor play for young childrenʼs healthy development. Porto Biomedical Journal, 2(5), 157-160. doi:
10.1016/j.pbj.2017.03.003
Kearns, C. (2018). When Should My Child Be Able To Go Up and Down Stairs? - North Shore Pediatric Therapy. Retrieved 23 September 2019, from
https://nspt4kids.com/therapy/when-should-my-child-be-able-to-go-up-and-down-stairs/
Lumenlearning. (2017). Childhood: Physical and Cognitive Development | Introduction to Psychology. Retrieved 23 September 2019, from
Shellharbour TAFE Higher Education

DOCUMENTATION, PLANNING & ASSESSMENT RECORD
https://courses.lumenlearning.com/waymaker-psychology/chapter/reading-childhood/
Sagepub. (2018). Physical and Cognitive Development in Early Childhood. Retrieved 23 September 2019, from
http://edge.sagepub.com/sites/default/files/07_KUTHER.pdf
Theempowerededucatoronline. (2014). How to write child observations, reflect and forward plan. Retrieved 23 September 2019, from
https://www.theempowerededucatoronline.com/2014/06/understanding-use-of.html/
Virtuallabschool. (2018). Physical Developmental Milestones | VLS. Retrieved 23 September 2019, from https://www.virtuallabschool.org/infant-
toddler/physical-development/lesson-2
EXPERIENCE PLAN
Plan Name: Obstacle Course
Child’s name: Logan Age: (in years and months)
Date/s presented: 23/09/2019
Rationale/reason that you have chosen to present this experience
The undertaken child Logan’s cognitive activities were observed on 22nd Sep. 2019. On the
basis of those observations, it can be seen that Logan is getting down from a stair in a
Shellharbour TAFE Higher Education

DOCUMENTATION, PLANNING & ASSESSMENT RECORD
playground. Currently, the child is in the phase of sensory-motor and thus he wants to explore
his surrounding world by looking, holding and listening. It is observed that the child utilizes
his hands and eyes for getting down the stairs and he positions himself at a comfortable
position by holding the railing of the stairs. This shows his effective hand and eye
coordination (E., 2015).
The obstacle curriculum is effective for achieving the required confidence for balance during
the body movement. It is required that the particular child continuously goes under as well as
over specific obstacle for the obstacle course. This is related to EYLF outcome 3, "Children
have a strong sense of wellbeing". Logan will achieve flexibility during his bending down
and crawling under the obstacle. His coordination skills have been witnessed during his
walking or jumping over the precise obstacles, which also show his spatial awareness and
locomotion (Kid Sense, 2019).
Experience outline and outcome
In the case of Logan, it can be said that the obstacle course will develop his static plus
dynamic balance throughout the locomotion.
Materials/ Learning experience/environment set up
Shellharbour TAFE Higher Education

DOCUMENTATION, PLANNING & ASSESSMENT RECORD
For the experience the required materials and environmental set up will be as follows:
Safety mattress, knee protectors, daily rotation box and ligament clothes (Neaum & S, 2016).
Developmental Priorities or EYLF learning outcomes (minimum of two). Link the
outcomes directly to the focus of child or children.
1. Result 4.2 A wide range of skills and procedures like inquiry, experimenting, problem-
solving, hypothesizing, investigating and researching.
 The children use to be curious and enthusiastic during their learning.
 They persist even during the difficulties and while they get a difficult task (Oswalt,
2019).
 The child Logan continually tries to get over the obstacle
Shellharbour TAFE Higher Education

DOCUMENTATION, PLANNING & ASSESSMENT RECORD
2. Result 3.2 Children are becoming more and more responsible for their health plus physical
wellbeing.
 Children use to make selections, consider some risks, accept challenges, handle
change and manage unexpected outcomes and their frustrations.
 Logan is accepting the dangerous risk of falling during his movement in the
specific obstacle course.
 Combining the gross and fine motor movements, balance to attain a complex model of
activity like dance, drama and creative movement is possible.
 Growing gross motor skills to improve the foot, hand and eye coordination
during taking any obstacle.
 Agility, flexibility plus balance skills will enhance.
 Demonstrate enthusiasm to participate in physical activities and play and negotiate for
play spaces for ensuring their own plus other safety and wellbeing.
 Logan is actively involving and participating in the entire activities
(Resources for Early Learning, 2019).
A link to one EYLF Principle which relates to the underpinning philosophy of the
experience plan:
EYLF Principle:
"High expectation plus equity": Children have the capability to get success and they develop
well while the teacher assumes high prospect for their students' achievement in the study.
Shellharbour TAFE Higher Education

DOCUMENTATION, PLANNING & ASSESSMENT RECORD
By growing static as well as dynamic balance, Logan will accomplish considerable control
over his body, which will support him in growing motor skills so that he will achieve
remarkable success and achievements by this physical learning (Roach, 2016).
A link to which EYLF Practice your plan most relates to:
EYLF Practice:
 Learning or education through play: The game gives adequate opportunities to the
children to learn as during the play they explore, create, imagine as well as improvise.
The game helps in increasing the thinking capacity of children. Furthermore, the game
and play can increase the desire of the children to understand the things and learn
about them.
 Learning environment: Given outdoor to encourage open-ended interactions
between the children, promote spontaneity, exploration, discovery plus link with
nature. It also promotes risk-taking desires (Unicef, 2019).
What are your intended teaching strategies to support the child/children in this learning
experience?
 I will find the book named “Bear Hunt”, which will help me in introducing obstacle
course to the child Logan.
 I will arrange the entire required equipment for the child so that he can play safely and
enjoy the activity.
 I will teach Logan the activities and actively participate with him in the activities.
 I will monitor the child while he will be undergoing through the obstacle course. It
will help in evading any unwanted accidental situation.
Shellharbour TAFE Higher Education

DOCUMENTATION, PLANNING & ASSESSMENT RECORD
 I will develop a safe and secure as well as a supportive environment for Logan for
reducing the risks plus level of potential injury.
 I will challenge the child by utilizing a wide range of obstacles to improve his gross
motors skills and resilience skills.
 I will actively participate in the game to scaffold the child's learning.
Evidence of implementation and general evaluation
The experiences with the obstacle course were considerably well. The child grew very well
during the course. Their knowledge about their own body space and movements along with
spatial awareness has been improved. Logan thoroughly enjoyed the experience during the
obstacle course. He spontaneously responded to the experiences. For instance, when he was
asked to jump one step during his getting down from the stairs, he did it perfectly. I was
completely organized with my preparation and planning. I have understood the importance of
the obstacle course for the children.
Reflections of the experience
Throughout the obstacle course with Logan, I have got certain reflections like I have
understood that the development of static and dynamic balance is most important for the
children. Moreover, I gave the static and dynamic balance a priority during the course. When
Logan getting down from the stairs, his static and dynamic balance have been improved
normally. Furthermore, while he was asked to leap the steps of the stairs, his static and
dynamic balance has been improved considerably.
Future planning possibilities- Where to from here?
The obstacle course has much greater possibilities and it can be extended further. I have
thought hurdles can be used and the child will be instructed to jump over the hurdles.
Shellharbour TAFE Higher Education

DOCUMENTATION, PLANNING & ASSESSMENT RECORD
However, it will be a little bit risky but it will enhance the enjoyment of the child along with
his capability.
Shellharbour TAFE Higher Education