The concept of being reminds educators to focus on children in the here and now, and of the importance of children’s right to be a child and experience the joy of childhood. Being involves children developing an awareness of their social and cultural heritage, of gender and their significance in their world. Becoming includes children building and shaping their identity through their evolving experiences and relationships which include change and transitions. Children are always learning about the impact of their personal beliefs and values. Children’s agency, as well as guidance, care and teaching by families and educators shape children’s experiences of becoming. 1: Children feel safe, secure, and supported Children develop their autonomy, inter-dependence, resilience and sense of agency Children develop knowledgeable and confident self identities Children learn to interact in relation to others with care, empathy and respect Children feel safe, secure, and supported This is evident, for example, when children: establish and maintain respectful, trusting relationships with other children and educators use effective routines to make predicted transitions sense and respond to a feeling of belonging openly express their feelings and ideas in their interactions with others respond to ideas and suggestions from others initiate interactions and conversations with trusted educators confidently explore and engage with social and physical environments through relationships and play initiate and join in play and leisure activities Educators facilitate this, for example, when they: spend time interacting and conversing with children, listening and responding sensitively as they express their ideas and needs support children’s attachment through consistent and warm nurturing relationships support children in times of change and bridge the gap between the familiar and the unfamiliar recognise that feelings of distress, fear or discomfort may take some time to resolve acknowledge each child’s uniqueness in positive ways support the development of children’s friendships acknowledge the importance of opportunities for children to relax through play and leisure Add your own examples from your context: 1: Children develop their autonomy, inter-dependence, resilience and sense of agency This is evident, for example, when children: participate in a range of freely chosen play and leisure opportunities Educators facilitate this, for example, when they: encourage children to make choices and decisions
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