share humour, happiness and satisfaction collaborate with children to document seek out and accept new challenges, their achievements and share their make new discoveries, and celebrate successes with their families their own efforts and achievements and ensure that all children experience pride those of others in their attempts and achievements increasingly co-operate and work promote children’s sense of belonging, collaboratively with others connectedness and wellbeing moments of solitude challenge and support children to engage recognise their individual achievement in and persevere at tasks and play make choices, accept challenges, take build upon and extend children’s ideas considered risks, manage change and maintain high expectations of each cope with frustrations and the capabilities unexpected value children’s personal decision-making show an increasing capacity to welcome children and families sharing understand, self-regulate and manage aspects of culture and spiritual lives their emotions in ways that reflect the talk with children about their emotions feelings and needs of others and responses to events with a view to experience and share personal successes supporting their understandings of in learning and initiate opportunities for emotional regulation and self-control new learning in their home languages or acknowledge and affirm children’s effort Standard Australian English and growth acknowledge and accept affirmation mediate and assist children to negotiate assert their capabilities and independence their rights in relation to the rights of while demonstrating increasing awareness others of the needs and rights of others recognise the contributions they make to shared projects and experiences Add your own examples from your context: 3: Children take increasing responsibility for their own health and physical wellbeing This is evident, for example, when Educators promote this learning, for children: example, when they: recognise and communicate their bodily plan for and participate in energetic needs (for example, thirst, hunger, rest, physical activity with children, including comfort, physical activity) dance, drama, movement and games are happy, healthy, safe and connected draw on family and community to others experiences and expertise to include engage in increasingly complex familiar games and physical activities in skills and movement patterns play combine gross and fine motor movement provide a wide range of tools and and balance to achieve increasingly materials to resource children’s fine and complex patterns of activity including gross motor skills dance, creative movement and drama actively support children to learn hygiene use their sensory capabilities and practices dispositions with increasing integration,
share humour, happiness and satisfaction seek out and accept new challenges, make new discoveries, and celebrate their own efforts and achievements and those of others increasingly co-operate and work collaboratively with others moments of solitude recognise their individual achievement make choices, accept challenges, take considered risks, manage change and cope with frustrations and the unexpected show an increasing capacity to understand, self-regulate and manage their emotions in ways that reflect the feelings and needs of others experience and share personal successes in learning and initiate opportunities for new learning in their home languages or Standard Australian English acknowledge and accept affirmation assert their capabilities and independence while demonstrating increasing awareness of the needs and rights of others recognise the contributions they make to shared projects and experiences collaborate with children to document their achievements and share their successes with their families ensure that all children experience pride in their attempts and achievements promote children’s sense of belonging, connectedness and wellbeing challenge and support children to engage in and persevere at tasks and play build upon and extend children’s ideas maintain high expectations of each capabilities value children’s personal decision-making welcome children and families sharing aspects of culture and spiritual lives talk with children about their emotions and responses to events with a view to supporting their understandings of emotional regulation and self-control acknowledge and affirm children’s effort and growth mediate and assist children to negotiate their rights in relation to the rights of others Add your own examples from your context: 3: Children take increasing responsibility for their own health and physical wellbeing This is evident, for example, when children: recognise and communicate their bodily needs (for example, thirst, hunger, rest, comfort, physical activity) are happy, healthy, safe and connected to others engage in increasingly complex skills and movement patterns combine gross and fine motor movement and balance to achieve increasingly complex patterns of activity including dance, creative movement and drama use their sensory capabilities and dispositions with increasing integration, Educators promote this learning, for example, when they: plan for and participate in energetic physical activity with children, including dance, drama, movement and games draw on family and community experiences and expertise to include familiar games and physical activities in play provide a wide range of tools and materials to resource children’s fine and gross motor skills actively support children to learn hygiene practices
belonging_being_and_becoming_the_early_years_learning_framework_for_australia.%20V5%20docx.docx