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
things that we read, view and listen to and that we create in order to share meaning. Texts can be print-based, such as books, magazines and posters or screen-based, for example internet sites and DVDs. Many texts are multimodal, integrating images, written words and/or sound. Attuned: “Attunement includes the alignment of states of mind in moments of engagement, during which affect is communicated with facial expression, vocalisations, body gestures and eye contact”. (Siegel,1999) 5: Children interact verbally and non-verbally with others for a of purposes This is evident, for example, when children: engage in enjoyable interactions verbal and non-verbal language convey and construct messages with purpose and confidence, building on home/family and community literacies respond verbally and non-verbally to what they see, hear, touch, feel and taste use language and representations from play, music and art to share and project meaning contribute ideas and experiences in play, small and large group discussions attend and give cultural cues that they are listening to and understanding what is said to them are independent communicators who initiate Standard Australian English and home language conversations and demonstrate the ability to meet the listeners’ interact with others to explore ideas and concepts, clarify and challenge thinking, negotiate and share new understandings convey and construct messages with purpose and confidence, building on literacies of home/family and the broader community exchange ideas, feelings and understandings using language and representations in play demonstrate an increasing understanding of measurement and number vocabulary to describe size, length, volume, capacity and names of numbers express ideas and feelings and understand and respect the perspectives of others Educators promote this learning, for example, when they: engage in enjoyable interactions with babies as they make and play with sounds are attuned and respond sensitively and appropriately to children’s efforts to communicate listen to and respond to children’s approximations of words value children’s linguistic heritage and with family and community members encourage the use of and acquisition of home languages and Standard Australian English recognise that children enter early childhood programs having begun to communicate and make sense of their experiences at home and in their communities model language and encourage children to express themselves through language in a range of contexts and for a range of purposes engage in sustained communication with children ideas and experiences, and extend their vocabulary include real-life resources to promote children’s use of mathematical language