4: Children transfer and adapt what they have learned from one context to another This is evident, for example, Educators promote this learning, when children: for example, when they: engage with and co-construct learning value signs of children applying their develop an ability to mirror, repeat and learning in new ways and talk about this practice the actions of others, either with them in ways that grow their immediately or understanding make connections between experiences, support children to construct multiple concepts and processes solutions to problems and use different use the processes of play, reflection and ways of thinking investigation to solve problems draw children’s attention to patterns and apply generalisations from one situation relationships in the environment and in to another their learning try out strategies that were effective to plan for time and where children can problems in one situation in a new reflect on their learning and to see context similarities and connections between transfer knowledge from one setting to existing and new learning another and transfer knowledge about children’s learning from one setting to another, by exchanging information with families and with professionals in other settings encourage children to discuss their ideas and understandings understand that competence is not tied to any particular language, dialect or culture Add your own examples from your context: 4: Children resource their own learning through connecting with people, place, technologies and natural and processed materials This is evident, for example, Educators promote this learning, when children: for example, when they: engage in learning relationships provide opportunities and support for use their senses to explore natural and children to engage in meaningful learning built environments relationships experience the benefits and pleasures of provide sensory and exploratory shared learning exploration experiences with natural and processed explore the purpose and function of a materials of tools, media, sounds and graphics
4: Children transfer and adapt what they have learned from one context to another This is evident, for example, when children: engage with and co-construct learning develop an ability to mirror, repeat and practice the actions of others, either immediately or make connections between experiences, concepts and processes use the processes of play, reflection and investigation to solve problems apply generalisations from one situation to another try out strategies that were effective to problems in one situation in a new context transfer knowledge from one setting to another Educators promote this learning, for example, when they: value signs of children applying their learning in new ways and talk about this with them in ways that grow their understanding support children to construct multiple solutions to problems and use different ways of thinking draw children’s attention to patterns and relationships in the environment and in their learning plan for time and where children can reflect on their learning and to see similarities and connections between existing and new learning and transfer knowledge about children’s learning from one setting to another, by exchanging information with families and with professionals in other settings encourage children to discuss their ideas and understandings understand that competence is not tied to any particular language, dialect or culture Add your own examples from your context: 4: Children resource their own learning through connecting with people, place, technologies and natural and processed materials This is evident, for example, when children: engage in learning relationships use their senses to explore natural and built environments experience the benefits and pleasures of shared learning exploration explore the purpose and function of a of tools, media, sounds and graphics Educators promote this learning, for example, when they: provide opportunities and support for children to engage in meaningful learning relationships provide sensory and exploratory experiences with natural and processed materials