The first part is the documentation that occurs when the project is in process. There are many different ways to document the processes which include written notes, photographs and also children’s drawings or work. The second stage continues after the experience and includes the memory of the total experience. Consequently, this is the stage that includes the completion of a publication such as a documentation panel. In Reggio Emilia the final interpretation of the project is presented respectfully and beautifully and not only analyses the learning of the children but also that of the educator (Millikan & Giamminuti, 2017). The process of my documentation panel allows viewers to see the questions that I originally asked myself, such as when I included the children’s background where I have had to ask myself will this experience be engaging for the children? Furthermore, the documentation panels allow viewers to see the conclusions of the children’s learning and understanding that stems from this (Millikan & Giamminuti, 2017). Millikan & Giamminuti (2017) state that it is important to include many ‘languages’ in a documentation panel. Such as, visual images which are essential in making the children and educators experiences visible and in retelling the story of the process. The images included within the documentation panel are there to show the reader how my children …show more content…
The EYLF outcome five states that children are effective communicators (DEEWR, 2009). Eryn demonstrated this though engaging with a range of texts and gaining meaning from these texts during the learning experience such as interpreting the signs directing her to separate sections of the zoo and the entrance with the cost of entry (DEEWR, 2009). Niamh and Eryn both interacted verbally and non-verbally throughout the activity with each other and myself for many purposes (DEEWR, 2009). Niamh’s non-verbal communication is strong due to her inner ear fluid and trouble expressing her feelings through verbal means. Niamh and Eryn both have a strong sense of identity relating to the EYLF outcome 1 (DEEWR, 2009). Furthermore, the documentation panel demonstrates Eryn and Niamh’s care, empathy and respect through the interactions between each other and the toys in the zoo (DEEWR, 2009). Throughout the learning experience Eryn and Niamh experienced numerous outcomes, principles and practices relating to the EYLF they also met abundant SCASA strands for Kindergarten and Pre- Primary. The Kindergarten standards relate closely to the EYLF and include children having a strong sense of identity, connecting and