This is the observation of a learning experience Alex and Josh, both three years old, like to take people shaped toys when they play with their automobiles Josh received two, but Alex received none When Alex was forced to wait until Josh was finished, he crashed Before the two boys communicated, educators asked Alex a few questions in a calm voice How do you obtain one Let's think about it This open question is one of the extraordinary times when the instructor began to assist students in dealing with the situation She advised Alex to interact with Josh in order to explain his thoughts, and Josh responded as a solution if you are not ready, what can you say I will give you once I finish, Josh responds But Alex couldn't accept the outcome and burst into tears again he needed the toy right now In the second step, she recommended that two youngsters play cooperatively, but Josh declined She then accompanied Alex in his search for a replacement toy while attempting to divert his attention to other games Alex eventually agreed based on the observational learning experience above answer all the questions in the template below Documentation of Planning Cycle Name of Experience Number of Children 2 Children's Ages Date of Implementation PART 1 Collect information Observation What do you observe or notice Look for the extraordinary in the ordinary moments by making learning visible Question and analyse observation What do you understand about what you observed What did you find interesting or extraordinary What learning is being demonstrated What can you extend on Suggest few experiences What are the interests and strengths of child ren observed Link the information to EYLF VEYLDF learning outcomes PART 2 Plan Learning Intention s to achieve by the end of experience (one or two) For children to understand For children to explore For children to practice etc Strategies What strategies you might use to promote children's interest, play and learning This might include interactions, resources, intentional teaching You might include some examples of modelling, scaffolding or open ended questions How will you encourage children to learn from each other How will the environment support play and learning Act and Do (Implementation) Implement your experience Did you need to modify for any reason Any emergent experiences that arose Give specific examples of children's involvement What learning processes have you observed the children using (problem solving, inquiry, experimentation, hypothesising, researching, investigating ) Review and Reflect (Evaluation) Review With the learning aims and the EYLF VEYLDF learning outcomes in mind, evaluate the learning and the planning What worked well What can you improve Do you need to repeat, refine or extend the plan How will you follow up Reflect What did you learn about yourself and your practice as a teacher Any changes to your practice as a result

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This is the observation of a learning experience : Alex and Josh, both three years old, like to take people-shaped toys when they play with

This is the observation of a learning experience : Alex and Josh, both three years old, like to take people-shaped toys when they play with their automobiles. Josh received two, but Alex received none. When Alex was forced to wait until Josh was finished, he crashed. Before the two boys communicated, educators asked Alex a few questions in a calm voice: "How do you obtain one? Let's think about it." This open question is one of the extraordinary times when the instructor began to assist students in dealing with the situation. She advised Alex to interact with Josh in order to explain his thoughts, and Josh responded as a solution: "if you are not ready, what can you say?" "I will give you once I finish," Josh responds.

But Alex couldn't accept the outcome and burst into tears again: he needed the toy right now. In the second step, she recommended that two youngsters play cooperatively, but Josh declined. She then accompanied Alex in his search for a replacement toy while attempting to divert his attention to other games. Alex eventually agreed.

based on the observational learning experience above answer all the questions in the template below

Documentation of Planning Cycle
Name of Experience:	Number of Children: 2
Children's Ages:	Date of Implementation:
PART 1
Collect information - Observation What do you observe or notice? Look for the extraordinary in the ordinary moments by making learning visible.
Question and analyse observation What do you understand about what you observed? What did you find interesting or extraordinary? What learning is being demonstrated? What can you extend on? Suggest few experiences. What are the interests and strengths of child/ren observed?Link the information to EYLF/VEYLDF learning outcomes.
PART 2
Plan Learning Intention/s to achieve by the end of experience (one or two):For children to understand... For children to explore...For children to practice... etc. Strategies: What strategies you might use to promote children's interest, play and learning? This might include interactions, resources, intentional teaching. You might include some examples of modelling, scaffolding or open ended questions. How will you encourage children to learn from each other? How will the environment support play and learning?
Act and Do (Implementation) Implement your experience. Did you need to modify for any reason? Any emergent experiences that arose? Give specific examples of children's involvement. What learning processes have you observed the children using (problem solving, inquiry, experimentation, hypothesising, researching, investigating...)?
Review and Reflect (Evaluation) Review: With the learning aims and the EYLF/VEYLDF learning outcomes in mind, evaluate the learning and the planning. What worked well? What can you improve? Do you need to repeat, refine or extend the plan? How will you follow up? Reflect: What did you learn about yourself and your practice as a teacher. Any changes to your practice as a result?