demonstrate awareness of the and encourage children to collaborate with rights of others peers and educators to plan programs are open to new challenges and provide children with strategies to make discoveries informed choices about their behaviours demonstrate awareness of the opinions promote children’s sense of belonging, of others about their efforts connectedness and wellbeing increasingly co-operate and work maintain high expectations of each collaboratively with others child’s capabilities take considered risk in their mediate and assist children to negotiate and cope with the unexpected their rights in relation to the rights of recognise their individual achievements others and the achievements of others display encouragement and enthusiasm demonstrate a capacity for for children’s attempts self-regulation, negotiating and sharing motivate and encourage children to behaviours succeed when they are faced with persist when faced with challenges and challenges when first attempts are not successful provide time and environment for display a willingness to achieve to the children to engage in both individual and best of one’s ability collaborative pursuits Add your own examples from your context: 1: Children develop knowledgeable and confident self identities This is evident, for example, when Educators facilitate this, for example, children: when they: feel recognised and respected for who listen to and learn about children’s they are understandings of themselves, who they explore different identities and points of are and their connectedness to others – view in play and discussions a shared identity as Australians develop a sense of the diverse ensure all children experience pride and values and beliefs held by others confidence in their achievements aspects of their culture with the share children’s successes with families other children and educators show respect for and a deep use their home language to construct understanding of diversity, meaning acknowledging the varying approaches of develop strong foundations in both the children, families, communities and culture and language/s of their family and cultures of the broader community without acknowledge and understand that compromising their cultural identities children construct meaning in many develop their social and cultural heritage different ways through engagement with Elders and maintain and build on the knowledge, community members languages and understandings that reach out and communicate for comfort, children bring assistance and companionship talk with children in respectful ways celebrate and share their contributions about similarities and differences in and achievements with others people, identities and culture provide rich and diverse resources that reflect children’s social worlds Add your own examples from your context: 1: Children learn to interact in relation to others with care, empathy and respect
demonstrate awareness of the and rights of others are open to new challenges and discoveries demonstrate awareness of the opinions of others about their efforts increasingly co-operate and work collaboratively with others take considered risk in their and cope with the unexpected recognise their individual achievements and the achievements of others demonstrate a capacity for self-regulation, negotiating and sharing behaviours persist when faced with challenges and when first attempts are not successful display a willingness to achieve to the best of one’s ability encourage children to collaborate with peers and educators to plan programs provide children with strategies to make informed choices about their behaviours promote children’s sense of belonging, connectedness and wellbeing maintain high expectations of each child’s capabilities mediate and assist children to negotiate their rights in relation to the rights of others display encouragement and enthusiasm for children’s attempts motivate and encourage children to succeed when they are faced with challenges provide time and environment for children to engage in both individual and collaborative pursuits Add your own examples from your context: 1: Children develop knowledgeable and confident self identities This is evident, for example, when children: feel recognised and respected for who they are explore different identities and points of view in play and discussions develop a sense of the diverse values and beliefs held by others aspects of their culture with the other children and educators use their home language to construct meaning develop strong foundations in both the culture and language/s of their family and of the broader community without compromising their cultural identities develop their social and cultural heritage through engagement with Elders and community members reach out and communicate for comfort, assistance and companionship celebrate and share their contributions and achievements with others Educators facilitate this, for example, when they: listen to and learn about children’s understandings of themselves, who they are and their connectedness to others – a shared identity as Australians ensure all children experience pride and confidence in their achievements share children’s successes with families show respect for and a deep understanding of diversity, acknowledging the varying approaches of children, families, communities and cultures acknowledge and understand that children construct meaning in many different ways maintain and build on the knowledge, languages and understandings that children bring talk with children in respectful ways about similarities and differences in people, identities and culture provide rich and diverse resources that reflect children’s social worlds Add your own examples from your context: 1: Children learn to interact in relation to others with care, empathy and respect
my_time_our_place_framework_for_school_age_care_in_australia_V4.docx