Welcome to the third installment in my series of posts on the EYLF Learning Outcomes. Hopefully by now you have accessed all 3 PDF versions of the glossaries. If you have not yet done this please follow the instructions at the end of this post.
Don’t forget that this information is designed to supplement my program of Embedding the Early Years Learning Framework in documentation, and for only $300 you get an instruction manual, training and follow up support to help make your documentation less about ticking boxes and more about fulfilling the children’s needs and interests. This package can be delivered to anywhere in Australia as the pack can be mailed out and training provided online, or I am willing to travel depending on your budget!
Ok… Learning Outcome 3. Often this is the least used outcome, I find, or it is only linked to gross motor activities. So although it is short, it is very important to break down and look at what it really is talking about.
Children become strong in their social and emotional wellbeing.
The wording of this is important, I think “become strong” is so powerful. It moves from the early understandings of the emotional wellbeing in outcome 1, and the social wellbeing in outcome 2, and it looks at children starting to recognise who they are.
- Social wellbeing: This is where children are beginning to feel confident entering a group of children, or striking up conversation, or playing independently without feeling left out. We all know the stages of social play: solitary, onlooker, parallel, cooperative, this is where the child starts to feel confident moving up the progression. Whether it is an infant handing another infant a toy so they can play together, or a group of 5 year olds creating their own rules and scenario for an activity they are about to undertake. It is important to note a strong social wellbeing can be seen through children who work independently on a task, not needing their or an adult to support and encourage them.
- Emotional wellbeing: This is seen where children can not only recognise emotions in themselves, and others, but can respond appropriately. Children start to problem solve how to avoid situations that will have negative outcomes, and support others who are feeling sad, frustrated, anxious. This can be through verbal or non-verbal interactions, and often educators need to form strong connections with the children to start to see these actions as they may be subtle and go unnoticed. An example might be a child in the sandpit put their hand on a shovel to start to use it, another child looks unhappy, the first child hands the shovel to that child, reading the cue that they had ownership of the shovel, and seeks another one nearby. A child with a strong emotional wellbeing understands a range of emotions, how to read these, how to respond to these, and which ones feel best.
Children take increasing responsibility for their own health and physical wellbeing.
This is not just about Johnny having a turn on the obstacle course, or Sally taking part in a classification lesson on sometimes foods and everyday foods. There is so much more involved.
- Increasing responsibility: Children’s health and wellbeing is very important, from the moment they are born adults worry about their health and physical wellbeing, from nappy changes to diet to getting that important tummy time. But as children get older they should start to take responsibility for this, and that is what you are looking for, them showing ownership, not just passively being healthy because of what is done for them.
- Health: This is anything from diet, toileting, nose blowing, controlling spread of germs, oral hygiene, bathing, clean clothes. A child should be provided opportunities to discuss their understanding of health in a range of scenarios where they can further develop knowledge and techniques. This could be at meal times, in home corner caring for babies or playing doctors. A child taking increasing responsibility for their health will blow their own nose, wash their hands properly, be able to share a basic knowledge of germs, know about doctors and dentists and their role in looking after people.
- Physical wellbeing: This relates to children starting to be responsible for how their body moves and what goes into their body. They should be challenging themselves on varying levels of gross motor and fine motor activities. A child may want to continue to complete a task multiple times before they feel confident to move on, so keep this in mind when constantly changing the environment.
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.
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