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Early Years Learning and Development Outcomes

Wellbeing

Early Years Learning and Development Outcome 3: Children have a strong sense of wellbeing

EARLY YEARS LEARNING FRAMEWORK: BIRTH TO 5 YEARS	VELS LEVEL 1: PREP	VELS LEVEL 2: GRADE 1 AND 2
Children become strong in their social, emotional and spiritual wellbeing
This is evident, for example, when children: demonstrate trust and confidence remain accessible to others at times of distress, confusion and frustration 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 cooperate and work collaboratively with others enjoy moments of solitude recognise their individual achievements 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 hey make to shared projects and experiences.	This develops, for example, when students: identify the qualities of a friend and demonstrate care for other students Interpersonal Development Standards contribute to the development of positive social relationships in a range of contexts Interpersonal Development Standards use appropriate language and actions when resolving conflict Interpersonal Development Standards describe basic skills required to work cooperatively in groups Interpersonal Development Standards explore their emotions and identify the different ways in which people express and respond to emotions Health and Physical Education Learning Focus learn to consider, support and encourage others to share equipment and to adhere to rules that aid participation and cooperation Health and Physical Education Learning Focus start identifying new things they can do and the responsibilities associated with these Health and Physical Education Learning Focus begin to reflect on themselves as learners, in particular on their feelings about learning, by responding to open-ended statements such as ‘I’m proud of this because …’ Personal Learning Learning Focus	This develops, for example, when students: discuss the way various situations and behaviours affect the way they feel, and develop personal responses to such behaviours and situations Health and Physical Education Learning Focus explain the contribution rules and procedures make to safe conduct of games and activities Health and Physical Education Standards - Movement and physical activity explore people’s needs at various stages of development and recognise that some needs apply to all stages of life Health and Physical Education Learning Focus describe what they like about themselves, how they are similar to others and how they are unique Health and Physical Education Learning Focus identify the feelings and needs of other people Interpersonal Development Standards - Building social relationships identify and accept that there are consequences for their actions Interpersonal Development Standards - Building social relationships take appropriate steps to resolve simple conflicts Interpersonal Development Standards - Building social relationships with support, describe their contribution to the activities of the team. Interpersonal Development Standards - Working in teams
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 are connected to others engage in increasingly complex sensory-motor 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, skill and purpose to explore and respond to their world demonstrate spatial awareness and orient themselves, moving around and through their environments confidently and safely manipulate equipment and manage tools with increasing competence and skill respond through movement to traditional and contemporary music, dance and storytelling of their own and others’ cultures show an increasing awareness of healthy lifestyles and good nutrition show increasing independence and competence in personal hygiene, care and safety for themselves and others show enthusiasm for participating in physical play and negotiate play spaces to ensure the safety and wellbeing of themselves and others.	This develops, for example, when students: are introduced to the basic principles of living an active and healthy life Health and Physical Education Learning Focus explore basic health needs that must be met to maintain or promote their health and to help them grow and develop Health and Physical Education Learning Focus begin to develop basic motor skills, including running, jumping, hopping, balancing skipping Health and Physical Education Learning Focus participate in a range of movement patterns in aquatic environments Health and Physical Education Learning Focus use simple vocabulary to describe movement, the physical responses of their bodies to activity and their feelings about participation in physical activity Health and Physical Education Standards - Movement and physical activity regularly engage in periods of moderate to vigorous physical activity Health and Physical Education Standards - Movement and physical activity in dance and drama activities, combine stillness and movement, and share space safely with consideration for others Approaches to the Arts in dance activities, learn to coordinate breathing and movement, copy and mirror movements, develop movement memory and awareness of self in space Approaches to the Arts perform basic motor skills and movement patterns, with or without equipment, in a range of environments Health and Physical Education Standards - Movement and physical activity follow rules and procedures and share equipment and space safely. Health and Physical Education Standards - Movement and physical activity	This develops, for example, when students: begin to identify the benefits of safe behaviours and learn how they can protect and increase their health and safety and the health and safety of others Health and Physical Education Learning Focus regularly engage in sessions of moderate to vigorous physical activity and describe the link between physical activity and health Health and Physical Education Standards - Movement and physical activity begin to adapt movement skills to changing environmental conditions Health and Physical Education Learning Focus combine motor skills and movement patterns during individual and group activities Health and Physical Education Standards - Movement and physical activity create and perform simple rhythmical movement sequences in response to stimuli Health and Physical Education Standards - Movement and physical activity demonstrate control when participating in locomotor activities requiring change of speed, direction and level Health and Physical Education Standards - Movement and physical activity explain the contribution rules and procedures make to safe conduct of games and activities Health and Physical Education Standards - Movement and physical activity use equipment and space safely. Health and Physical Education Standards - Movement and physical activity

Last Update: January 12, 2012