Learning Outcome Series – Outcome 2

Thanks to everyone who contacted me about the first in my Learning Outcome Series, I’m glad you liked it. Don’t forget if you would like any further support on the EYLF for your specific service I am able to provide training or support, so don’t hesitate to ask.

Learning Outcome 1 is about a child gaining confidence in themselves and their abilities. Learning Outcome 2 is about a child feeling part of something bigger. Don’t forget if you would like a Glossary PDF for your service on these explanations there is instructions at the bottom of the post. If you received the previous glossary you should instantly receive all new PDF’s in this series when the new posts come out.

Children develop a sense of belonging to groups and communities and an understanding of the reciprocal rights and responsibilities necessary for active community participation
This is a long one. Basically it is saying that children are starting to develop a sense of the world around them and move from that egocentric “me” view of the world to feeling that they belong and are part of something bigger. For different age children this looks quite different.

• Sense of belonging: This is where children start to show signs of awareness of obligations to groups and communities. They feel comfortable and confident enough to be themselves, and explore what impact this has on these groups and communities.
• Groups and Communities: This can be anything from a family, a neighbourhood, an early childhood service, a school, playgroup, a cultural group, anywhere that can provide a sense of belonging for children.
• Reciprocal: This means it goes both ways. If you give you also receive and vice versa.
• Rights and responsibilities: This refers to the rules of the groups and communities. Every different group has different rules. Some spoken, some unspoken, some evolving, some rigid. It is a complex process for children to start to transition between groups and respect the rules and responsibilities of each. At home children might be responsible for their own belongings, at childcare they might be responsible for the communal belongings.
• Active community participation: This refers to the children taking part in activities and routine tasks within the group. Whether it be serving their own lunch, or selecting which activity to set up outside. They have transitioned from being a passive attendee who was there against their control to someone who is choosing to take part.

Children respond to diversity with respect 
This is where educators need to be willing to have those difficult conversations and reflect on their own biases and cultural beliefs to help nurture children’s development.

• Respond to diversity: This is where when children see difference, whether they be physical (skin colour/height/weight/glasses/hair colour/amputees etc), cultural (clothes/headdress/markings/jewellery, celebrations etc), or developmental (Cognitive abilities/behavioural etc) they are able to respond to them in an inquisitive nature.
• Respect: This refers to an adult or educator supporting the children’s natural responses but ensuring they remain respectful. While a person may look “different” without their glasses on, they do not look “weird”. While some people celebrate different festivals it does not make them right or wrong. Explain to children why, give them factual, age appropriate information. Knowledge is power and tends to limit prejudice.

Children become aware of fairness
Note this does not say children are fair, because that can take some years to perfect, but it is about recognising the early signs.

• Become aware of fairness: This is where children start to see when they or a friend has been wronged. It may come out as “THAT’S MINE” but this is where they need role modelling to explain why it isn’t fair to have their toy taken off of them, and how they could better handle the situation in the future. This can also start to be seen by children responding positively when it is explained to them that everyone is having a turn and they need to wait, instead of having a tantrum.

Children become socially responsible and show respect for the environment
In a world where we are constantly realising the damage that has occurred because of past treatment of the environment and each other, it makes sense that children are taught ways to correct or minimise the ongoing effect. Educators need to work hard to explain reasons why to children, not just say “don’t do that”, so they learn why and can share that with others.

• Socially responsible: This means that within a group or culture children have an understanding of their role and take this seriously. They can’t just do what pops into their head because it may impact others. An example is children who knock down a block tower others have worked hard on.
• Respect for the environment: This can be anything from not littering, to not pulling apart plants and trees, to building homes for insects, planting vegetable gardens and so forth. One again, explain why it is important and as children get older allow them to explain why, in their words.

Hopefully this has been helpful and don’t forget if you would like a copy of these please go to my website and they are on the shop page. The others will be uploaded as the blog posts come out.

If you would like to subscribe to my monthly newsletter for tips, ideas and upcoming events subscribe here http://eepurl.com/b7KQHT