Getting started

1420

Module 7

Learning and
Development

CHC30113 Certificate III in Early Childhood Education

CHCECE005 Provide care for babies and toddlers

CHCECE003 Provide care for children

CHCECE010 Support the holistic development of children in early childhood

goodstart.edu.au

Version 1.0
 Getting started 1

Acknowledgements

This Learning Guide (textbook) is part of a set of materials

produced by the Goodstart Institute of Early Learning

Authors

Lisa Palethorpe: Deputy Director, Professional Learning

Thank you to the various departments of Goodstart Early Learning who provided support as critical
friends.

COPYRIGHT STATEMENT

© Goodstart Early Learning Limited

43 Metroplex Avenue, Murarrie Qld 4172

All rights reserved. Copyright protects this publication.

Except for the purposes permitted by the Copyright Act 1968, no part of this publication may be
reproduced, stored in a retrieval system or transmitted in any form or by any means without prior written
permission.

Enquiries should be addressed to:

Manager, Goodstart Institute of Early Learning

PO Box 12089 George Street, Brisbane, Qld 4003

RTO Number 32215

Centrelink Course Approval Ref Number 4P043

Email: [email protected] Web: www.goodstart.edu.au

Goodstart Early Learning Limited

ABN 69 139 967 794

Brisbane Campus: 43 Metroplex Avenue Murarrie Qld 4172

Postal Address: PO Box 12089 George Street, Brisbane, Qld 4003

Telephone: 07 3220 3232 Facsimile: 07 3908 2527 Free call: 1800 617 455

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Contents
Getting started 6
Structure of the learning program 7

Learning activities 7

Assessment 8

Community of learners 8

Goodstart Early Learning policies, procedures and requirements 8

Academic support 8

Citations and referencing 9

Resources 9

Chapter 1 10
Importance of a responsive and engaged educator 11

Promoting children’s health 12

Partnerships with families to support children’s sleep and rest needs 13

Individual preferences for sleep and rest 14
Safe and clean cots and beds 16
Sleep practices 18
Supporting children from sleep 19

Critical ritual of toileting 20

Nappy change 20
Beginning to learn to use the toilet 23

Baby and toddlers’ nutritional and meal ritual needs 25

Feeding babies and toddlers 25
Safe storage and heating of milk 26
Promoting breast feeding 28
Assisting to feed a child with a bottle 29
Food servings 29
Communication with families about children’s dietary needs 31

Develop relationships with babies 32

Safe learning and care environments for babies and toddlers 33

Sleep rooms 36
Product recalls 37
Educator engagement 38
Exploring the environment 38
Immunisations 42

National Quality Standard 43

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Useful websites 45

Chapter 2 46
Providing physical care 50
Toileting 50

Pleasurable meal times 51

Progressive meal times 52
Small group or large group meal times 54
Designing a new meal experience 54

Suitable clothing 54

Promoting physical activity 56

Educator’s role within children’s physical activity 58
Environment 59
Safety 59
Educator’s role 60

Planning for physical activity 60

Outdoors in all weather 63
Encouraging children’s engagement in physical experiences 65
Learning about our bodies 68

Challenging and supporting children’s learning 69

Environments that encourage children to become independent 70
Sun safe practices 71

Children and change 75

Supporting children through change 77
Separation from family members 77
Transitions to a new room 79
Transition to school 80

Learning to understand our feelings 81

Learning to use the appropriate feeling in different contexts 82

Effective communication by children 83

Children’s anxieties on arrival 83

Starting at a new early childhood education and care service 84
Separation each day 85
Routines to support positive separation 85
Supporting children who are stressed and / or anxious 86
Everyday strategies to support reduce stress and anxiety 87

National Quality Standard 89

Useful websites 91

Chapter 3 92
Growth 94
Biological and environmental influences on development 95

Brain development 96

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Teaching children to care for their own health and wellbeing 97

Physical development 98
Fine motor skills 98
Gross motor skills 99

Everyday learning through critical rituals 99

Developmental trends in early childhood 101

Educators responding to children 102

Empowering children to be independent 106

Social development 107

Encouraging social development 109
Empathy: What is it and how do we teach it? 111
Educator’s role in supporting social development 111
Communication and social development 112

Emotional development 115

Self-efficacy and self-regulation 117
Maslow’s Hierarchy of Needs 117
Attachment theory 118
Teaching emotions and feelings 119
Strategies for teaching 119
Celebrating success and learning from mistakes 120

Cognitive development 122

Vygotsky’s Zone of Proximal Development (1896-1934) 123
Scaffolding children’s learning 123

Intentional Teaching 124

Educator’s role in supporting cognitive development 126

Resources, equipment: the right experience 127

Multiple intelligences 128

Language development 130

Valuing children’s home language 133
Reading with young children 133

Literacy development 135

Using symbols 136
Educators supporting language and literacy development 136

Inquiry based learning 138

Research Resources 139

Importance of play 139

Resilience 142

Open ended resources 143

Sustained shared conversations 143

Creating a sense of belonging 144

Families as authentic partners with children’s learning 145

Community of learners 146

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Summary 147

National Quality Standard 148

Useful Websites 150

References 151

Glossary 154

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Learning and Development

Getting started

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 Getting started 7

This is the seventh module in a series of modules required for learners to achieve the
qualifications of CHC30113. The qualification that you are studying towards has a prescribed
number of Units of Competency that must be completed at a successful level for you to be
awarded the qualification. Each Unit of Competency includes essential outcomes,
knowledge and skills that you must obtain. The Unit of Competency also describes the
context and assessment conditions required for the learner to participate in. These
requirements are nationally consistent.

To enhance your learning experience, Units of Competency have been clustered together
to enable you to participate in a holistic professional learning program with streamlined
assessment tasks and with suitable content clustered together.

In each module, the Goodstart Institute of Early Learning offers learners a number of
resources to assist them with their learning, enabling students to gain the necessary
knowledge and skills required for each Unit of Competency.

The Learning Guide contains the content needed to gain the knowledge and skills required
to be a successful early childhood educator. Additionally, all of the information required to
complete assessment tasks are located within this Learning Guide.

The Learning Guide is broken into several chapters, each relating to a different Unit of
Competency.

The self-paced learning experiences contained within this Guide assists the learner to unpack
the theory and literature and apply the information to their local context. These experiences
will assist the learner to prepare for success with the required assessment tasks.

Structure of the learning program

The components of this module include:

 Myportal presentations

 The Learning Guide (textbook)

 The Assessment Guide.

Learning activities
Learning activities are provided throughout this Learning Guide and in the presentations in
myportal. These activities are designed to support you (the student) to put into practice the
content and skills discussed in the relevant sections and to consider how the content is
relevant to your local work/study context. These activities also support you in developing
foundation skills (language, literacy, and numeracy) that are essential to role performance.

While completing the experiences contained within this Learning Guide is not compulsory,
learners who do participate in the learning experiences generally achieve better outcomes
in the Assessment Guide.

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Assessment
It is time to complete the Assessment Guide when you:

• understand thoroughly the information provided within the Learning Guide

• have participated in the required online workshops or on-campus activities, and

• feel confident that you are able to transfer knowledge gained from participating with
course material into practice within your local community.

All assessment items are required to be completed at a successful level before learners are
able to be awarded competence, and progress on to further modules.

Community of learners
Completing professional learning through blended delivery modes (online, course books,
etc.) can be isolating at times. It is important that you participate as an active member of
our community of learners and add your thoughts, ideas, reflections, and questions to our
blog on myportal. Because learning is a socially constructed process, participating on the
learning site will help you with your learning and will also support your peers.

Goodstart Early Learning policies, procedures and

requirements
Goodstart Early Learning has provided current service policies, procedures and requirements
for learners to engage with as part of their learning experience. Learners will need to use the
content within these documents to gain the necessary knowledge and skills required for
them to become a successful early childhood educator. Learners working or completing
work placement in non-Goodstart Early Learning services are required to familiarise
themselves with their local service documents. However, for the purpose of being assessed
for this qualification, learners will need to demonstrate their knowledge, skills and
understandings of Goodstart Early Learning policies, procedures and requirements.

Academic support
Each learner is assigned to a Professional Learning Consultant (PLC). The PLC is an expert in
the fields of early childhood education and adult education, and their main role includes
teaching, coaching, providing advice and support to our early childhood education and
care students, as well as assisting learners to prepare for assessment. Additionally, PLCs will
assess learners’ performances against stated performance criteria.

Learners who need academic assistance, have questions about the course content or
assessment, or wish to participate in any of the additional learning opportunities (e.g.,
workshops) may seek the services provided by our Academic Learning Team. There are
many ways to access academic support.

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1. Contact your PLC directly by telephone or email.

2. Telephone Academic Support on 1800 617 455 (Monday–Friday, 9am–5pm Queensland

time).

3. Contact the out-of-hours telephone support on 0427 942 562 (Monday–Thursday, 5pm–
8pm Queensland time).

Study days and workshops are regularly held both during working hours and out of hours at
your local Institute Professional Learning Hub. A schedule of these events is available on our
website.

Citations and referencing

Goodstart Institute of Early Learning uses reference style APA version 6 to cite the work of
those individuals or organisations whose ideas, theories, or research have directly influenced
the development of this Learning Guide. Students must also reference cited material. A
referencing help tool and style guide is located on myportal.

Resources
Resources such as interactive learning activities, workshops, readings and templates can be
downloaded from the myportal.

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Learning and Development

Chapter 1
CHCECE005 Provide care for babies and
toddlers

Element 1 Promote children’s health

Element 2 Provide positive nappy-changing and toileting experiences

Element 3 Promote quality mealtime environment

Element 4 Create a healthy and safe supporting environment

Element 5 Develop relationships with babies and toddlers

Element 6 Develop relationships with families

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Within this chapter, the term babies refers to children aged from birth to 12 months of age
and the term toddlers children aged from 12 months to two years of age. This chapter focuses
on the very important first two years of life. Some say these are the most important of all the
years.

Educators working with babies and toddlers have a crucial role to play in supporting the
learning, development and long-term wellbeing of these children. In these first few years of
life, rich experiences and strong responsive relationships help to lay the foundations of
learning and development that have lasting consequences. Educators working with babies
and toddlers must partner with families and connect to community services where necessary
to maximise children’s opportunities.

Importance of a responsive and engaged educator

This chapter begins by considering the important role that educators play in working with
babies and toddlers. Quality practice must occur within a babies and toddler room. Often
educators believe ‘real learning’ happens in the older age groups (and once they go to
school); however, research from the neuroscience field has emphasised the significance of
the learning that occurs within the first few years. It is therefore crucial that educators working
with this age group are aware of their huge responsibilities and of the value and support that
colleagues and the service in general should provide. Educators who take the time to ‘listen’
to the learning; to see the baby or toddler as an intelligent and competent person; and who
are engaged and responsive to the child’s interests and needs, will support children having
strong foundations that lead to improved life outcomes (Institute of the Developing Child,
Harvard University).

Activity 1.1

Watch and consider:

Watch and consider the following YouTube clip: The Science of Early Childhood Development
presented by Jack Shonkoff MD. The video length is 3:57 mins.
To access the vignette, click on the following hyperlink or copy and paste the URL into your web
browser - http://safeshare.tv/w/rGliDxSGTr
• Why are early experiences for young children so important for brain development?
Current research is highlighting that it is not just brain development and intelligence that is
enhanced through rich positive experiences in the early years, Victorian Children’s
Commissioner Berni Geary stated at an ECA Council Meeting (personal communication, 3rd
September, 2014) that children’s whole body systems are affected.

As stated in the last section, children who interact and engage with adults who are
responsive to their interests and needs, and who are provided rich stimulating experiences
are more likely to thrive. Positive two-way interactions with adults and rich learning
experiences allows a young child’s brain to develop.

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Element 1
Promote children’s health

1.1 Reach agreement with families on how sleep and rest will occur

1.2 Check the cots, bedding and equipment meet approved standards

1.3 Implement safe sleep practices and explore and implement quality sleeping environments

1.4 Ensure bedding is clean, using appropriate hygiene standards

Promoting children’s health

Within module two of this training package, the concept of critical rituals was introduced.
Within this module, this concept will be explored further, such as children’s role in critical
rituals and encouraging children’s thinking and learning from the everyday experiences.
Furthermore, the important partnership between family and educator will once again be
explored, also at a much deeper level.

Critical rituals are those that occur during the day and include such things as sleeping, rest
and relaxation, meal times and toileting. These rituals are the major everyday events that
occur in our lives that are important for our health and wellbeing. The experiences within
these rituals must be positive, safe and meet the unique requirements of each child. Critical
rituals are not routine activities that ‘just happen’. They are potent, authentic opportunities
for real-life learning. For example, let’s consider rest time.

The critical ritual of rest time is not only an opportunity for children to rest their bodies and
calm their minds, it also incorporates many learning opportunities. The following outlines
some of the learning opportunities arising from engagement in rest time, in relation to
Belonging, being & becoming. The early years learning framework for Australia [EYLF]
outcome areas (Department of Education, Employment and Workplace Relations [DEEWR],
2009). For a start, children feel safe, secure and supported (EYLF: Outcome 1). Children take
more responsibility for their own health and physical wellbeing (EYLF: Outcome 3) when
educators talk to children about how they like to rest and discuss strategies to help them to
calm their body and mind. A predictable pattern during the day helps children to know that
rest time occurs after lunch, and that children may rest in the ‘quiet cave’ whenever they
need to (EYLF: Outcome 1 and 3). Of course, children also develop a range of skills by
helping to prepare for rest. For example, matching and sorting skills (finding sheets); physical
skills (making a bed); sequencing skills (the steps before sleep); and self-esteem (from
succeeding in completing the task). There are other skills and knowledge children learn as
they participate through this daily ritual that forms an important part in the life of the service.

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Educators are encouraged to reflect upon the service’s current rituals and to value the
opportunities and potential learning experiences within these events.

Critical rituals are events that often occur at home and at the service. Wherever possible,
forming partnerships between home and service where similar rituals are shared means a
seamless transition for the child and leads to positive wellbeing, harmony and a strong sense
of belonging.

Partnerships with families to support children’s sleep

and rest needs
The United Nations Convention on the Rights of the Child (Office of the High Commission for
Human Rights [OHCHR], 1990) recognises the importance of the family as the fundamental
unit that exists to support the care and well-being of the child. If you recall from module two,
we defined a family in many different forms: one parent, same-sex, extended family, nuclear
family, grand-parents as main caregivers and many other family types. Regardless of how
you define what constitutes a family, it is important to recognise that a child’s family is central
to who they are, of great importance to their sense of belonging and wellbeing, and that the
family unit is to be recognised and respected (Loreman, 2009). The Early Years Learning
Framework (DEEWR, 2009) highlights to us that “Learning outcomes are most likely to be
achieved when early childhood educators work in partnership with families” (p.12). In
genuine partnerships, families and early childhood educators value each other’s knowledge
of the child and engage in shared decision–making.

Educators, at times, believe that because they have completed an early childhood
qualification, that they hold a balance of power and have knowledge and skills above or
more important than that of the families (Elliott, 2006). This belief by educators creates
barriers towards building positive partnerships with families. Educators who think in this way
are encouraged to re-evaluate their role and recognise that forming a partnership with
families leads to better outcomes for children without devaluing the critical role educators
have in supporting the education and care of the young child. Considering the Ecological
Systems Theory highlighted in chapter one, children who are supported by the two systems of
home and school will have better outcomes.

Once you have completed your studies, you may eventually be responsible for leading
programs and supporting other staff to consider children’s rituals while within the service.
Educators need to consider the rituals they create in the early childhood education and
care service:

• What are the service’s established rituals?

• What are the children’s individual rituals?

• Should some of the service’s rituals be reviewed in collaboration with the child and family?

In the next section, a focus on working with families to support children’s individual sleep and
rest needs will be explored.

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Individual preferences for sleep and rest

It is important educators talk with families and children about how children prepare for bed
and how they like to sleep and/or rest at home. This may include: the bedding children like; a
pillow for older children or no pillow; various soothing techniques such as reading to sleep or
a gentle rub on the back; security toy (teddy, blanket) versus no special toy or blanket; shoes
on or shoes off. Wherever possible, families and educators should collaborate to determine
whether similar rituals can be followed, making transition between home and service easier
and more enjoyable for all.

Normally, educators are supportive of working with families to ensure baby’s own unique
sleeping and rest needs are met, however, for whatever reason, once a baby becomes a
toddler, educators begin to shift the child into ‘service based routines’, where the service
dictates when the child will sleep rather than the child following their natural body rhythm.
This practice is not respectful to the child and educators are encouraged to look for ways
that allow all children to learn and recognise the signs of their own body’s need for sleep
and rest and to be able to enact these. Strategies may include children knowing that they
can access a sleep area at any time, giving them access to a quiet space, or services
having a bed permanently set up in a room.

Children’s soothing techniques

Children use different strategies to help calm and self-soothe, preparing themselves
for rest. For example some children unconsciously twirl their hair, sniff a comfort toy,
suck their thumb or a pacifier, cuddle a certain toy or like their backs rubbed in a
certain way. Some children are used to going to sleep being nursed by a parent or
carer. It is important to find out how children are supported to relax so that, where
possible, similar techniques can be used.
In discussions with Mum, Marcy established that Mum wore a certain jumper when
putting her baby to sleep. Baby would snuggle into the jumper as part of her routine
to sleep. After discussions with Mum, it was decided to send the jumper to the service,
which Marcy laid across her chest for the baby to snuggle into as she fell asleep. Mum
was a little embarrassed about this strategy at first, however, with baby calmer and
falling asleep quickly, all were happy to follow this strategy until the baby felt secure
and safe in the service.

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Activity 1.2

As a Educator, you often work with a range of people with vaious skills and experience,
particularly when staff have leave and casual employees are utilised to back-fill the position.
For this scenario consider that you the permanent staff member working in a toddler’s room.
You find yourself working with a Lead Educator who is a casual staff member replacing the
normal Lead Educator while she is on holidays. The Educator is a lovely person and very caring
towards the children, however, she has a traditional view that all children must sleep or rest for
at least two hours at the same time so that educators are able to get other ‘important’ jobs
done.
How would you explain to this Educator the important practices and routines of your service
and the reason for these?
How would you respectfully challenge her traditional, disrespectful, not current, practices?

It is not okay in any situation to force children to sleep or the reverse, to stay awake.
Educators may at times feel they have been put in a difficult place when family members
request these actions. It is difficult and it is a topic that requires sensitivity. For example, a
family who is up at 11:30pm (or later) each night because their child has fallen asleep at the
service may find it a challenge to have a calm, rationale conversation with an educator.

Within the life of a service, there will be tensions at certain times as families and educators
work together for what they both believe is the best for children. In these situations, good
communication is essential and it is important to meet with the families as soon as possible to
talk through the issue. In these difficult scenarios, it is important to listen fully and sensitively to
the family. Is there an easy solution? Can a compromise be made? Would a short sleep for
the child make a difference? Are the rituals similar or are events different and is this the
cause for the child not sleeping? The role of the educator in these situations is to remember
that, while in care, educators have a responsibility to children’s rights and the need to allow
children to have a say in this event. For a non-verbal child, this might mean the child falling
asleep at the table. If a child is that tired that an educator cannot keep them awake and
they are falling asleep at a table, then educators must listen to the child’s needs as the child
is saying: I am tired and I need sleep. Being professional and respectful to families as you
partner with them through these challenging times helps to build better relationships. If
educators feel they do not have the confidence or resources to have these conversations
with family members, then educators are encouraged to ask for support from the Director
and/or support staff.

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Table 1.1 Children’s sleep pattern guide

Approximate Possible sleep pattern

Age

1-2 months of age Sleep occurs around the clock when required or as per the child’s sleep
routine. May sleep 10 -18 hours every 24hrs.

3-12 months Moves towards longer periods of sleep during the night and 1–4 daytime
naps.

12-24 months Can sleep 12–14 hours per 24 hours. Daytime naps gradually decrease to
one.

(Adapted from Walker & Miller, 2013, p.191)

Ongoing conversations about children’s sleep and rest needs should occur. Families and
educators should share information such as whether there have been any changes at home
or at the service that may affect children’s sleeping or need for sleep; e.g., whether the child
has had a bad night’s sleep the night before or other information that would affect the
normal and agreed routine.

Safe and clean cots and beds

At Goodstart Early Learning…

Goodstart Early Learning staff must obtain a copy of the following Requirement from
the Goodstart Policy Framework:
Sleep, Rest and Relaxation: Requirement NQS2
Students working and / or studying at services other than Goodstart must familiarise
themselves with their service sleep and rest policy and / or procedures.

Educators must know and be able to apply the knowledge and skills outlined in their
sleep, rest and relaxation requirement.

In Australia, 115 babies under the age of twelve months died through Sudden Unexpected
Deaths in Infancy [SUDI] in 2012 (2014 SIDS and kids fast facts, n.d.). Fifty of these deaths
included Sudden Infant Death Syndrome (SIDS), while babies slept. Educators must be
meticulous at sleep time to ensure strategies recommended by the SIDS and Kids
Organisation are implemented. This includes ensuring cots and beds are safe and clean,
therefore, statistically reducing the risk of SIDS.

The safety of all children while in care is paramount. However, due to the increased health
risk factors while babies sleep, additional policy requirements have been developed and

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added to rest and sleep times policies and requirements to guide educators working with
babies.

Regulation 81 of the Education and Care Services National Regulations (Ministerial Council
for Education, Early Childhood Development and Youth Affairs [MCEECDYA], 2014) relating
to ‘sleep and rest’ identifies that “The approved provider (and nominated supervisor) of an
education and care service must take reasonable steps to ensure that the needs for sleep
and rest of children being educated and cared for by the service are met, having regard to
the ages, development stages and individual needs of the children” (p.56).

The Guide to the Education and Care Services National Law and the Education and Care
Services National Regulations (Australian Children’s Education and Care Quality Authority
[ACECQA], 2013b) states:

When considering the supervision requirements of sleeping children, an assessment of

each child’s circumstances and needs should be undertaken to determine any risk
factors. For example, because a higher risk may be associated with small babies or
children with colds or chronic lung disorders, they might require a higher level of
supervision while sleeping.

Sleeping children should always be within sight and hearing distance so that educators
can assess the child’s breathing and colour of their skin to ensure their safety and
wellbeing. Rooms that are very dark and have music playing may not provide
adequate supervision of sleeping children. Supervision windows should be kept clear
and not painted over or covered with curtains or posters. (p.64)

The following information is an excerpt from the Goodstart Early Learning Sleep, Rest and
Relaxation Requirement for educators working with babies and toddlers:

On arrival at the service, educators must:

• assist families to store any linen provided. Linen must be appropriate for the season and be
provided for children on a weekly basis in an individually named sleep bag for storage.
• have access to current safe sleeping information at the centre which can be accessed by
staff or families as required.

Preparation of rest areas:

• cots and other bedding equipment and accessories must meet Australian Standards

• position beds and cots with unobstructed access to assist in managing emergency
situations and to reduce the risk of cross infection or injury

• provide children with a safe sleeping environment removing from reach all potential
dangers including cords or strings, heaters and electrical appliances

• only one child is permitted per bed or cot for rest time
• if a child does not have linen for rest time, the service must provide clean linen for use on
the day

• ensure that the room temperature and linen is appropriate for the climate
• older children are to be encouraged to make their own beds

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• ensure sleep room viewing windows are free from obstruction

• Cots must be prepared as below:

- the bottom sheet must be firmly tucked in.

- the covering sheet and light blanket must be firmly tucked in at the bottom to prevent
the baby or child from covering their head during rest

- do not use doonas, pillow, lamb’s wool, thick quilts, bumpers, soft toys or pacifiers
attached to a chain in cots.

Activity 1.3

Explore the available resources on Safe Sleeping Practices available to families and educators
for Aboriginal and Torres Strait Islander children.
http://www.sidsandkids.org/safe-sleeping/indigenous-safe-sleeping/

Sleep practices
Safe sleep practices are necessary to ensure children’s safety while sleeping. SIDS and the
Kids Sleeping Safe Program outline an extensive education campaign for families and
community members working with babies. Educators must follow the sleeping practices
recommended by SIDs.

Activity 1.4

Read and be able to embed in practice:

Click on the following hyperlink or copy and paste the URL into your web browser to see the
latest advice for safe sleeping practices and a picture of how a baby should look, sleeping in a
cot. Consider whether there are any cultural considerations between each of the procedures
recommended in this pamphlet and the information from Activity 1.3.

http://www.sidsandkids.org/safe-sleeping/

Babies have different sleeping needs and sleeping patterns. Younger babies require more
sleep than older babies. It is important to be aware of our language, particularly when
working with families to ensure Educators are not encouraging language that is negative
and regarded as a ‘sel-esteem stopper’. For example, if a baby is not sleeping at night, the
baby is not a ‘naughty baby’ or a ‘bad sleeper’, the baby is sleeping as per the baby’s
unique sleep pattern. Understandably, most parents will want to try and encourage their

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baby to shift their sleeping patterns to align with the parents’ sleeping pattern, usually with a
larger block of sleep at night and shorter sleeping times during the day.

Once a child begins at the service, the child will usually have their own typical sleep pattern.
To ensure children gain the best quality sleep, it is best to attempt to accommodate the
child’s home sleeping pattern at the service. Family members may be concerned at the
difference between home and service such as noise levels and the level of light in sleep
rooms. However, children will become familiar with these differences and once the child has
established a feeling of security and safety within the service, should not find these
differences an issue.

Families may have certain practices they implement at home to improve baby’s sleeping,
such as chains on dummies, amber beads for perceived teething solutions and bumpers in
beds. These practices may be suitable for families at home, however, at the service,
educator practice must align to service policy and / or requirements. Refer to sleep, rest and
relaxation requirements in National Quality Standard 2.1.2 (Australian Children’s Education
and Care Quality Authority [ACECQA], 2013a, pp.53-55). For example, at Goodstart Early
Learning, it is considered unsafe for babies to go to sleep with amber beads due to the high
risk of choking. It is important to communicate with families that educators are willing to
partner with families however must at all times follow Goodstart policy requirements.

Young babies are often swaddled (now referred to as wrapping). Wrapping in a practice
that may be used within the service, however, educators must ensure children are wrapped
safely.

Activity 1.5

Read and consider:

Wrapping is a practice that many family members use, however there are some risks with
wrapping particularly if the child is wrapped too tightly. Click on the following hyperlink or copy
and paste the URL into your web browser to access the information on safe wrapping -
http://www.sidsandkids.org/safe-sleeping/safe-wrapping/

Supporting children from sleep

We often reflect about how to support children to sleep, however, minimal reflection occurs
considering how we support children to wake. Some of us take a little while to wake. Just
think about how you wake from a Saturday afternoon sleep. In fact, some children may
become unsettled or distressed when waking from sleep, particularly while at the service.
Children may require reassurance with a cuddle, a slow soft pat, or snuggling and reading a
favourite book with an adult. These actions help to support the child to feel safe, secure and
to wake from their sleep. Other children may wake and feel grumpy and need time alone to

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wake by themselves. Educators need to be aware of children’s unique patterns and support
them to be able to enact their behaviour pattern.

Element 2
Provide positive nappy-changing and toileting experiences

2.1 Change nappies using appropriate hygiene practices

2.2 Adapt experiences to meet the individual child’s routines

2.3 Support children sensitively and positively when they are learning to use the toilet

2.4 Work with families to support children’s toilet learning

The Early Years Learning Framework Principle 2: Partnerships emphasises the important
relationship of Educators with each child’s family (DEEWR, 2009). A key responsibility of
educators working in early childhood education and care is to develop respectful supportive
relationships with families. In fact, this requirement is stipulated through National Quality
Standard 6.1 and Standard 6.2 (ACECQA, 2013a), which requires educators to support
families in their parenting role and to respect families’ beliefs and values about child rearing.
The next section will focus on family and educators working in partnership to support
children’s toileting requirements.

Learning to toilet is a big step in a child’s life. Speak to any family member with a toddler and
the topic is a main focus of conversation. Toileting is a time of great vulnerability for the child,
and a time of learning, making mistakes and being supported. Learning to use a toilet
requires mutual trust, support and consistent practice. Families may have different toilet
training practices. Some practices may have been passed down from generation to
generation and others gained from one of the many different expert books available that
offer advice to families on ways to parent. Young children are all different and come from
different homes and lived different experiences. Some children will have siblings to watch
and learn from and others may not. These are all factors that need to be considered when
planning to support a child to learn how to toilet. The next sections will consider nappy
changing and then progress to discuss how to help support children to toilet train.

Critical ritual of toileting

Nappy change
Having a nappy changed or going to the toilet is normally a private affair, a ritual that should
be supported with the upmost respect and dignity for the child and honour the child’s sense
of privacy. You may recall that Module two discussed that nappy change areas should be
private areas for the child and should not be used as thoroughfares or for congregating

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within. Additionally, in children’s bathrooms half doors or lace curtains or indoor plants can
support a sense of privacy for children but allow the direct-sight contact required for
supervision.

Nappy change and toileting must meet the child’s individual care needs and routines and
also follow policy and procedure of the service. As discussed within the last section, ongoing
conversations with families to support children about rituals and routines at home and how
the service can support this is essential.

Checking a child’s nappy

Respect and dignity
Is it respectful to check a child’s nappy outside in the playground by peering inside
the nappy while the child is attempting to play? How could you check a child’s
nappy to see whether the child required a change but at the same time ensure
dignity to the child?
Do you actually need to check? Rather than checking, could you value the time as
an opportunity to take the child for some one-on-one time and freshen the child up
regardless?
Is the child able to inform you that they have soiled their nappy?
If you feel that it is important to check a child’s nappy, then share this with the child so
that they know what your intention is and you are supporting their cognitive
development by verbalising and encouraging them to think about body functions.
Additionally, moving the child into a more private space supports the child’s dignity.
“Simone, I am just going to get you to walk over here a little where it is a bit more
private and check your nappy to see whether we should go inside to freshen you up.
Do you need your nappy changed, Simone?”

Changing young children’s nappies provides an opportunity for sharing a rich, positive and
one-to-one experience with the child. To ensure the experience is positive, there are a few
strategies that should be considered. Firstly, speaking to children about your intentions and
inviting them to have their nappy changed helps to set the scene and provides opportunity
for children to prepare themselves to exit whatever they are currently engaged within. If we
are inviting children to participate in a task, then it is important that we listen and respect the
answer (children’s rights to a say). Children may refuse because they are engaged in some
experience at that time and educators may need to negotiate a more suitable time for the
child. For example, “I can see you are finishing your sand castle. In five minutes, I will need to
come and get you to change your nappy so that you are more comfortable”. This practice
allows the child to have some control and say over the process and to prepare for the ritual.

During the ritual of changing the nappy, educators can share rich conversations about the
experiences the baby has engaged in. For example, sing songs, play finger games and
display interesting objects for the child to look at and wonder and for the educator and child
to discuss.

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The Guide to the Education and Care services National Law and the Education and Care
Services National Regulations (ACECQA, 2013b) states:

“Nappy changing and toileting rituals are also valuable opportunities to promote children’s
learning, meet individual needs and to develop strong relationships with children. Having
their needs met in a caring and responsive ways build children’s sense of trust and security –
which relates strongly to the Early Years Learning Framework”. (p.64)

Nappy changing involves dealing with bodily fluids and, therefore, it is a requirement that
educators know the service nappy change procedure and feel confident at being able to
embed this in practice to minimise the risk of cross infection while also ensuring the
experience is positive, respectful and maintains dignity for the child.

Activity 1.6

Nappy change procedure

Access a copy of your service nappy change procedure. If you are not currently working in a
service then access the procedure outlined in Staying Health Preventing Infectious Diseases in
Early Childhood Education and Care Services (5th ed.). Hyperlink below or type the URL into
your search engine -

https://www.nhmrc.gov.au/_files_nhmrc/publications/attachments/ch55_staying_hea
lthy_5th_edition_updated_140616.pdf
Does the nappy change procedure state what nappies are recommended in early childhood
education and care?
What are the Personal Protective Equipment [PPE] (Module 2) that must be worn during nappy
change to minimise the risk of cross-contamination?
Some services ask families to change a child’s nappy as they arrive at the service. This ensures
the child is ready to engage in the program and supports the child to feel a sense of routine
and sense of safety through the intimacy of the nappy change experience with their family
member.
How do you teach family members about the service’s nappy change process so that they
follow the correct nappy change procedure and ensure cross infection is minimised?

The Guide to the Education and Care Services National Law and the Education and care
services National Regulations (ACECQA, 2013b) stipulates:

“Preparing for a nappy change is fundamental to maintaining an adequate level of

supervision of children. Educators should ensure that all of the required equipment is
available and in reach prior to beginning the nappy change ritual. During a nappy change,
a child should never be left alone on the change table and physical contact should always
be maintained with the child”. (p.64)

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Activity 1.7

Reflection: Lead Educators are required to assist all Educators to implement-best-

evidenced practice. In the following scenario consider the strategies you may adopt
to ensure babies in your care remained safe and provided quality education and care
experiences.

The Director is away and your new team member is starting. It is the Educator’s first day
and she has never worked in a baby’s room before. You are the lead Educator. What
strategies would you adopt to ensure you could be confident that she would know how
to change a nappy following the service’s nappy change policy?

The National Construction Code 2012 (Australian Building Code Board, 2011) outlines the
standards required for nappy change benches and the locations within services. Most
facilities have steps onto a nappy change bench as a means of reducing the likelihood of
injury to an educator’s back. Steps also encourage children’s independence. Children who
are mobile should be assisted to walk up the steps onto the nappy change bench. Non-
walking children should be lifted onto the change mat safely using correct manual handing
techniques (refer to Module 3). There will be times when educators will care for older children
who are in nappies and in some cases may not be mobile. In these circumstances,
educators will need to collaborate with families, centre support staff such as Workplace
Health and Safety Advisors and Senior Advisor, Inclusion Support (Goodstart Services) to
develop an individual plan for the assisting the child with toileting, while at the same time
maintaining the dignity and respect for the child and the wellbeing of the educator (back
care).

Beginning to learn to use the toilet

Children’s readiness for learning to toilet will vary greatly but will not occur until a child has
developed the necessary physical, cognitive and behavioural capabilities. To begin learning
how to use a toilet, a child requires the ability to:

• learn some control of their bladder and bowel movements before they are able to learn
to toilet,

• recognise that they need to toilet (cognitive function), and

• want to learn to use the toilet.

As indicated in the last section, it is important to collaborate with families to discuss routines
and rituals. Educators may need to provide professional advice to families about whether it is
the right time to begin to teach a child to toilet. In some cases, families may be eager to
have children learn to toilet for reasons such as the high cost of nappies, cultural reasons or
because the parent has read that children should have learnt to use a toilet at a certain

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age. Reassuring families or encouraging them to wait a little longer may help the family to re-
think their plans so that the child is better placed for success with learning to toilet.

Activity 1.8

Read:

Click on the following hyperlink or copy and paste the URL into your web browser to access
Staying healthy: Preventing Infectious Diseases in Early Childhood Education and Care Services
https://www.nhmrc.gov.au/_files_nhmrc/publications/attachments/ch55_staying_healthy_5th_
edition_updated_140616.pdf
• Read page 47 on toilet training
• What does the document recommend to teach females through the toileting process?

Activity 1.9

Click on the following hyperlink to the “Raising Children” website or type the URL into
your web browser

http://raisingchildren.net.au/articles/toilet_training.html
This is a credible (recommended) website supported by Commonwealth of Australia,
Department of Social Services. It is a website worth sharing with families.
• What does this website recommend about assisting children to learn to use the toilet?

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Element 3
Promote quality mealtime environments

3.1 Promote positive mealtime environments that are adapted to meet the individual child’s
routines and needs

3.2 Ensure babies are fed individually

3.3 Follow approved standards for safe storage and heating of formula and breast milk and for
cleaning equipment and utensils

3.4 Assist in providing a supportive environment for mothers to breastfeed

3.5 Prepare formula and other food according to recommended food safety standards

Baby and toddlers’ nutritional and meal ritual needs

Just like toileting rituals, meal times are important daily life events. A quality environment
provides a high standard of nutritionally appropriate and adequate servings of food and
fresh, clean water. Meal times should follow respectful practices that honour the child as an
individual and promote meal times as social opportunities, incorporating rich learning
experiences.

Feeding babies and toddlers

Meal times are social opportunities, whether in one-to-one situations between an educator
and child or in a small group. Educators must collaborate with families to discuss children’s
preferences for eating, such as times and amounts. As individuals we all like different things.
Some of us enjoy a big breakfast at a certain time, while others (ignoring the evidence about
the importance of eating breakfast) prefer a quick coffee on the run. Children are no
different and understanding children’s preferences supports them to feel listened to, valued
and supported.

Educators must collaborate with families to understand the child’s routine for meals at home,
so that their individual routine can be supported within the service. Educators may feel
pressured by the service cook or other educators to force children into set service routines.
This practice is not ideal for young children and educators are encouraged to work with
other staff to identify the concerns and offer solutions that allow children to follow their own
routines.

Conversations during meal times are opportunities to support children’s language

development. To encourage quality conversations, consider strategies such as children and
adults sitting at the same level and facing each other.

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Figure 1.2: Meal times for babies should

be pleasant and invites conversation.
Fresh flowers on the table help to create
a respectful aesthetic environment for
the children that says “we value you”.

At Goodstart Early Learning…

Goodstart staff must obtain a copy of the following Procedure from the Goodstart
Policy Framework:
Milk Feeding: Procedure NQS2
Students working and / or studying at services other than Goodstart must familiarise
themselves with their service procedure relating to milk feeding.
Educators must know and be able to apply the knowledge and skills outlined in their
service milk feeding procedure.

Safe storage and heating of milk

The main food source for a baby under six months of age will be their bottle, containing
formula or breast milk. Heating and maintaining the quality and standard of milk is therefore
important. Safe storage, heating and preparing bottles are important tasks that must be
giving the importance and attention they deserve.

Expressed breast milk and boiled water ready for the preparation into formula are to be
brought to the service in clearly labelled clean and sterilised bottles (if required) with teats
covered. Breast milk must also be marked with the date the bottle is to be used. Bottles
should be stored on the lower shelf in the main body of the refrigerator (not the door), on a
spill proof tray. This ensures that if by chance the bottle is knocked over, the milk would not
drip onto other food.

It is crucial that milk is stored at the appropriate temperature. Table 1.2 outlines the
requirements for maintaining milk quality. This table has been accessed from the Goodstart
Early Learning NQS2 Milk feeding procedure. Educators need to familiarise themselves with
this document and its content.

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Table 1.2 Temperature requirement for maintaining the quality of milk

Breast milk Room temperature Refrigerator Freezer

Freshly expressed 6-8 hours 3-5 days (4°C or Two weeks in the
into a closed lower) freezer
(26°C or lower)
container compartment of the
Store in the coldest
If refrigerator is refrigerator
part of the
available, it should
refrigerator) Three months in a
be used.
stand-alone freezer
6-12 months in a
deep freezer (-18°C
or lower)

Previously frozen – Four hours or less 24 hours stored in Do not re-freeze

thawed in (that is, the next coolest part of the
refrigerator but not feed) refrigerator
warmed

Previously frozen – Do not store beyond Four hours or less Do not re-freeze.
thawed in warm feed (that is, the next
water feed).

Infant has begun Do not store beyond Discard Discard

feeding feed

Goodstart Early Learning NQS2 Milk feeding procedure

Some mothers are unable, or choose not to breast feed. Educators must not make a
judgement on individual’s decisions and support mothers in their role. Baby feeding formula is
a safe alternative to breast milk, providing adequate nutrition as long as the bottle is
prepared fresh and the directions are followed correctly. Depending on the service
procedure, families will be required to bring sterilised bottles with cooled boiled water, which
at time of preparation, educators add pre-measured formula powder. Prepared formula
breaks down quickly and increases risk of bacteria.

If staff are required to make a bottle, water must be boiled from a kettle for at least 30
seconds. The boiled water will then need to be cooled before the formula can be added
and the bottle given to the child. Forward planning is necessary as a hungry, upset baby will
demonstrate little patience while waiting for a bottle to cool.

To heat formula, once again use a commercial bottle warmer or a jug of warm water that
the bottle is placed into until the milk reaches the required temperature. Once again, it must
be stressed that bottles must never be heated in a microwave even if family members state
that this is done at home.

Prepared bottles, formula or breast, may be stored up to 24 hours before the

recommendation is for the milk to be discarded. Milk should not be reheated nor re-frozen
due to increased risks of bacteria.

Cow’s milk or goat’s milk, if provided by family, can be given to infants as a main drink after
12 months of age and used with solids from 9 months, as long as there are no health
concerns. Reduced fat milk is not recommended for young children. Clean fresh boiled

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water is important for children after the age 6 months, before this age, it is not necessary for
exclusively breast fed babies (NHMRC, 2013).

The dangers of giving the wrong bottle

Recently a Queensland hospital accidently gave a three week old baby another’s
mother breast milk. The infant’s anxious family will now wait six months for the results to
determine whether their child has been infected with AIDs and/or Hepatitis.

Regardless of whether the bottle contains breast milk or formula, it is essential that babies are
given the correct bottles. Giving the wrong bottle can make the child sick through a sudden
change of formula and cause dehydration. Breast milk is a body fluid and must be treated
with respect and care to ensure that there are no risks of crossinfection, and spread of
possibly life-threatening diseases.

All bottles must be clearly labelled with the baby’s name. Additionally, breast milk must also
include the child’s name and date milk is to be used so that contents are discarded at the
appropriate time. All breast milk, prepared bottles and sterilised bottles with boiled water
should be kept in the refrigerator. Check your service’s policy. At Goodstart Early Learning,
two Goodstart staff are required to check the name on the bottle before administering a
bottle.

Milk should only be warmed in a specific baby bottle warmer or by standing the bottle in
warm water (never in a microwave). Milk temperature should always be checked before
providing to an infant. The temperature should feel like an absence of heat and cold. Left
over milk should be discarded, particularly breast milk.

Bottles and food must be prepared in the bottle preparation area or kitchenette.

Promoting breast feeding

We care for infants and toddlers with families from different backgrounds, cultures, beliefs
and experiences. For some families breast feeding is a natural occurrence with families
feeling quite comfortable to breast feed publicly. For others, it is private ritual and if not
supported, the mother may feel as though she needs to give up breast feeding when the
child is placed in care. Services need to consider how they encourage mothers to continue
breast feeding and to provide quiet and private spaces for them to feed or to feel
comfortable breast feeding around educators. Some services have established a breast
feeding room, others a comfortable chair in the sleep room, or a chair in a corner with some
indoor plants positioned so that the area is a little more private. The purpose is to give
mothers some choice of feeding where they feel comfortable, not making mother’s feel as
they need to be hidden away. Speak to mothers about their breast feeding needs and
preferences. Mothers may also look to educators for advice on breast feeding. Associations
such as Australian Breast Feeding Association provide a wealth of information on breast
feeding including a 24 hour support line.

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Activity 1.10

Access a copy of your service’s procedure for proving children with bottles. If you are not
currently working in a service then access the procedure outlined in Staying Health Preventing
Infectious Diseases in Early Childhood Education and Care Services (5th ed.). Hyperlink below or
type the URL into your search engine -
https://www.nhmrc.gov.au/_files_nhmrc/publications/attachments/ch55_staying_healthy_5th_edi
tion_updated_140616.pdf
Read the section on storage and preparation of bottles on p.58.
• What temperature do bottles need to be stored at in the refrigerator?
• How long can breast milk be kept for?
• How long can breast milk be kept frozen for?

Assisting to feed a child with a bottle

Feeding a baby a bottle provides a special moment for the educator and baby. It is a time
where baby is held close and provided with focused attention. Research from the
neuroscience field highlights the importance of holding and touching baby while feeding
and providing direct eye contact. Feeding provides opportunity for educators to strengthen
their attachment with young children and to form positive relationships.

Goodstart Early Learning Feeding Procedure (Milk Feeding: NQS2 Procedure) recommends
educators nurse young babies in the cradle position close and not to prop the bottle.
Maintain eye contact with the child, speak softly and smile. Wind (or support the child to
burb) by gently patting or rubbing the child’s back, during and after feeding. As babies
develop skills and have a stronger desire to be more independent, they will want to feed
themselves. Encourage self-help skills by supporting the child to hold his or her own bottle,
under direct supervision. Hold the infant or place the infant in a high chair with their bottle.
Older children should be encouraged to sit at the table with sipper cups and will continue to
require supervision.

Food servings
Breast milk should be the main source of food for babies with solids being introduced
gradually at around six months of age. This will vary depending on the child’s growth,
development and family choice. At six months, the introduction of solids is necessary to
support the infant’s nutritional requirements particularly with the need of iron and zinc to
infant’s diets. First foods, which are in fact semi-solid, liquid-like foods such as mashed up
pumpkin and children’s iron-enriched cereals should be introduced one at a time with a gap
between each new introduction. This allows educators to monitor for adverse reactions and
food allergies. Food serving amounts and bottle consumption must be recorded on the

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Routine Record Sheet, which provides important information between the service and family
to inform families of the child’s daily nutrition while at the service.

Activity 1.11

Read

Click on the following hyperlink or copy the URL into your web browser to access the National
Health Medical Research Council Infant Feeding Guideline for Health Care Workers. This resource
freely available, provides a wealth of information about breast milk, breast feeding, breast
feeding challenges, formula, first foods and foods not suitable for children.
http://www.nhmrc.gov.au/_files_nhmrc/publications/attachments/n56_infant_feeding_guidelines.
pdf
• Access the document and download the document for your future reference.
• Make a list of foods not suitable for infants.
• How would you promote suitable foods for infants to families and at the same time provide
information about the foods that are unsuitable?

Element 4
Create a healthy and safe supporting environment

4.1 Communicate with families daily about the child’s intake and experiences with food and
drink

4.2 Ensure safe areas and encouragement is provided for babies to practise rolling over,
sitting, crawling and walking

4.3 Supervise closely when babies and toddlers are in situations that present a high risk of
injury

4.4 Ensure babies and toddlers can safely explore their environment with their hands, mouth
and bodies

4.5 Keep up-to-date with children’s immunisation status and recommended immunisation
schedule

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Communication with families about children’s dietary needs

Throughout the modules, the emphasis on collaboration with families has been highlighted
again and again. Partnerships with families means a more seamless transition between home
and the service for the young child. There are many systems and tools that educators put in
place to build good communication with families. Good communication helps to build
relationships; poor communication erodes!

Wherever possible, ensure the core person working with the babies or toddlers room,
welcomes the family each day. Physically going to families so that you are close to them (not
calling out across the room or playground) and greeting them and their child in person helps
to make them feel important, valued and immediately connected. It also provides a
subconscious message to the family of welcoming them and providing time to chat.

Because meal times are such an important ritual for young children, speaking to families
about the child’s daily needs are essential. Additionally, at the end of the day, when the
family comes to pick the child up, use the opportunity to exchange information about the
child’s intake of food and drink. Educators are required to record this information on the
Routine Record sheet, but as a family member, it is often nice to hear and talk about these
topics with educators rather than reading off a piece of paper. Exchanges of information
also provide opportunity for questions and sharing of knowledge and builds relationship.

National Quality Standard 2.2.1 daily communication with families will be necessary to
provide “information about the child’s intake and experiences with food and drink”
(ACECQA, 2013b, p.64).

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Element 5
Develop relationships with babies and toddlers

5.1 Provide predictable personal care routines that are rich and enjoyable

5.2 Respond to babies and toddlers when they practice and play language by repeating words,
sounds and gestures that children use

5.3 Describe objects or events and talk about routine activities with babies and toddlers

5.4 Initiate one-to-one interactions with babies and toddlers during routines and add to
interactions initiated by babies and toddlers

5.5 Use a favourite toy or comfort item brought from home to assist babies and toddlers

5.6 Provide babies and toddlers with many opportunities to experience relaxed and physical
contact

5.7 Respond positively to babies’ and toddlers exploratory behaviour

5.8 Closely monitor babies and toddlers for signs of hunger, distress, pain and tiredness and
provide physical comfort as appropriate

Develop relationships with babies

On the basis of international research evidence, the Early Years Learning Framework
(ACECQA, 2013a, pp.12-13) highlights five principles that underpin effective early childhood
practice. Of great importance is the principle to create secure, respectful and reciprocal
relationships with young children, which includes babies and toddlers. “When children
develop secure relationships with trustworthy adults, they
feel more confident and able to learn” (ACECQA, 2013a,
p.13).

Figure 1.6

Young children develop strong relationship with educators

when educators are respectful to children, positively and
warmly care for them and are response to the educational
needs.

Educators have such an important role to play in people’s

lives!

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Activity 1.12

Critical reflection

How do your current education and care practices enable babies and toddlers to develop
secure, consistent relationships with educators?
• What practices do you currently use?
• Are there service policies and / or procedures that support educators to enable relationship
building?
• What new strategies could you embed?

Part of the predictable care rituals for young children include ensuring staffing arrangements
allow for children to have minimal numbers of different educators who work with children,
and at least one core Educator with young children at all times. For educators working in a
baby’s room in a long day care service, the lead educator may start early in the morning
and the other educator start later in the day so that the staff member is able to finish later,
ensuring there is always a familiar person with children at all times.

Safe learning and care environments for babies and

toddlers
Social and emotional wellbeing comes from children feeling safe, secure and valued. If we
want children to learn and develop, they need to feel that the environment they are in is
supportive and provides opportunity for them to explore. This includes people, resources and
systems.

A healthy safe environment implements high standards of hygiene, follows workplace health
and safety policies and procedures, and considers the environment (e.g., layout and
resources and the child’s individual wellbeing needs). Furthermore, the adults are
predictable, reliable, responsive, fair and understand children.

Young children in particular benefit from routines and rituals that are predictable. Following a
child’s individual routine allows them to stay in their normal pattern of behaviour. There are a
number of ways to help create a sense of belonging such as a child sleeping in the same
cot, having their belongings placed in the same location, family photos displayed at the
child’s height, perhaps bringing a favourite toy to the service each care day and children
helping in the daily routines of the service thus creating a sense of responsibility and
ownership.

Young children require educators they know and trust. Young children form attachments with
their educators who become their secure base. As children begin to explore the world,
children constantly ‘check in’ with their educators to gain feedback and assurance with
what they are doing. The strong connections and relationships established between

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educator and child allows the child to try new things and to investigate the environment,
knowing that their educator will be there to assist if the child needs help or if things become
too challenging (Circle of Security International, n.d.). Children who leave the secure base to
find that the educator becomes unavailable, non-responsive or is not present when a child
needs support, learn not to trust the educator and attachment is affected.

Activity 1.13

Read and consider the importance of attachment

Click on the following hyperlink or copy and paste the URL into your web browser to access the
following reading:
http://himh.clients.squiz.net/__data/assets/pdf_file/0004/2767/2-Attachment.pdf
Response Ability. (2011). Attachment. Retrieved from
http://himh.clients.squiz.net/__data/assets/pdf_file/0004/2767/2-Attachment.pdf

Activity 1.14

Attachment

Students are encouraged to participate in the Goodstart Institute of Early Learning workshop
titled: Attachment in the early years: Supporting social and emotional wellbeing.
This workshop is free to students and delivered on-campus, video-conferencing and MP4
recording.

International research has highlighted the importance of consistent educators as an

indicator of quality in early childhood education and care (Sylva, 2003). This module has
already expressed the importance of educators from babies and toddler rooms being at
either end of care shift to ensure that at least one familiar educator is on in the morning and
one at the other end of the day. Consistent staff goes further than this though. Services need
to consider casual and floating staff and occurrences such as holidays. Having consistent
and familiar educator helps to minimise stress and anxiety to young children. High levels of
stress and anxiety are detrimental to young children’s development, learning and long-term
health; therefore, it is important to minimise stress and anxiety in these important first few
years.

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Activity 1.15

Watch

Click on the following hyperlink or copy the URL to your web browser and watch the
following vignette on the effects of stress on young children:
http://www.abc.net.au/tv/life/video/LIFEAT1.htm?program=life&pres=s2359909&story=1

Scroll down the page to the vignette on stress.

• How can heightened ongoing stress affect young children?
• What could cause stress to babies in a service?
• How could you reduce the risk of ongoing high levels of stress for infant, babies and
toddlers?

The physical environment of the baby and toddler’s room (layout and resources) should
support wellbeing. Young children need spaces to roll and crawl and to test their newly
developing skills of balancing, standing, pushing, pulling and walking. Tripping and falling are
often a daily occurrence as young children develop these skills and become more confident
with their ability. With this in mind, it is important to ensure spaces allow children to move
freely. Stimulation and opportunity to engage in rich interesting experiences is essential at this
young age when children’s developing brain thrives on opportunity to explore and
investigate the world. Indoor and outdoor environments for babies and toddlers are as
important, if not more important, than any other age group. Young children need quiet
places as do older children, so that they too can find a sense of solitude when desired. Are
there mirrors for young children to gaze into so they can reflect upon their image and
develop a sense of autonomy?

Environment for infants and toddlers

When considering a suitable rich environment for infants ask yourself these questions:
• How does the environment respect and demonstrate dignity to the child and their
family?
• Does the environment create a sense of belonging for the child and their family?
• Are there photos of the child and their family at the child’s level that the child can
view independently?
• Are all children’s cultures and family structures represented in resources and
through educator’s practice and interaction?
• Are meal areas presented beautifully (aesthetically)? Perhaps a table cloth with
flowers and interactions that encourage conversation.

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• Do educators recognise each child’s capabilities and allow children to use china,
crockery and authentic materials and resources rather than plastic?
• Are nappy areas calm, clean, uncluttered and have ever-changing areas of
focus for a child to gaze at? For example, an interesting light, colours or a hanging
mobile are present.
• Are there soft furnishings that allow the child to cuddle with an adult on a chair,
lounge or rug?
• Are there sturdy pieces of equipment for infants to practice pulling themselves up
on, standing and starting to walk?
• Are there windows that allow children to look through and to feel connected to
the outside world?
• Are there resources and toys of interest that encourage children to crawl towards?
• Are there push-along and pull-along toys and resources that support children to
learn to walk?
• Are there multiple copies of resources so that several children can use items as
they learn the concept of sharing?
• Is there a quiet and private space for mothers to breast feed?
• Are resources available on low shelves or in baskets so that babies can access
them independently or through body or verbal language make requests for
certain resources?
• Does the environment allow children to make safe choices and have a say in the
choices?
• Are babies and toddlers recognised for the exquisite ability to communicate and
their thinking visible for others to see, consider and celebrate?

Sleep rooms
In Module 2, students briefly considered appropriate areas for children to sleep. It is important
to once again visit this topic.

Reflect upon your service:

Does the sleep room in your service represent how you might have a sleep room (nursery) at
home, if you had your first precious baby?

The likelihood is that you have answered this question with a ‘no’. Young children spend
many hours sleeping at an early childhood education and care service. Furthermore, new
parents often have a strong image of what they think a baby’s sleep room should look like
and feel like. Of course babies deserve beautiful things such as environments of great
aesthetic beauty. However, many early childhood education and care service sleep rooms
are clinical and unsightly.

How can we create more beautiful sleep environments for young children that may reflect
sleep environments at home and may appear less clinical but still ensure children’s health
and safety? Firstly, each sleep environment is different and space and safety needs to be

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considered. Dark sleep rooms can be frightening to infants and also dangerous for educators
coming in and out. Consider whether there is an opportunity to add some soft lighting to
sleep rooms such as bedroom lamps that meet Australian standards. Remember that cords
must be high and not reachable by children, and lamps must be out of reach of cots. Cots
and beds should be made up so they look inviting; an invitation to children for rest and also a
message to families that their child is cared for. If the cot room space allows, consider a
hutch that displays photos and favourite children’s books. There are many ways to make a
cot room a cosy space; remembering cords, hanging items, electrical cords and all other
items must not be able to be reached by children.

Activity 1.16

Read

Click on the following hyperlink or type the URL into your web browser for Keeping Baby Safe
(2013) published freely by Product Safety Australia –
http://www.productsafety.gov.au/content/index.phtml/itemId/972363
• List 10 items not meant for infants and babies.
• Summarise how this publication recommends you identify and remove potential hazards to
Infants.

Educators are encouraged to refresh their knowledge and skill for identifying risks and
hazards through the SAFER procedure in Module 3.

Risk reduction strategies support children to remain safe. Examples or risk reduction strategies
include putting covers on electric plugs, having half doors or gates separating nappy
change areas to play rooms, placing child-proof locks on gates, having suitable fences,
attaining a lockable poisons cupboards (with all poisons kept in this area), and removing
small or dangerous objects (unless they are in use by babies with engaged educators).

Product recalls
Service staff need to be alert to product recalls, which may occur at times. For example 16
June 2014, Woolworths recalled baby food after a metal blade was discovered in a pouch
of food.

Major Australian newspapers and the Australian Government website Product Safety
Australia (Australian Competition & Consumer Commission, n.d.) publicise food and product
recalls.

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Educator engagement
Infants and toddlers learn more in the first few years than in any other period of life. Educators
should position themselves closely to children so that they can listen and observe, respond
quickly to a child’s emotional needs, or respond to activities with an increased risk (such as
climbing a slide for the first time). To enable educators to be responsive to children, they also
must work closely and communicate effectively with each other about their intentions and
next steps. For instance, if the babies are outdoors and an infant requires a nappy change,
the educator responsible must inform the other educators so that they can supervise the
remaining children while the first educator is inside is inside changing the infant’s nappy.

Children need to be able to take ‘considered risks’ to enable learning and development to
occur. For instance, a considered risk may be attempting to climb a ladder for the first time.
In this situation, the risk is ‘considered’ because the educator reflects upon the child’s abilities
and steps in closer in case the child needs extra support. The educator will also talk the child
through the actions needed for success.

Exploring the environment

Figure: 1.3

Are these natural materials safe for children to use? Of

course they are! How would an educator support a child
exploring this natural landscape?

Figure 1.4:

Wind chimes can provide

interesting sounds for young
children. Additionally, glass
chimes may provide an
additional sensory experience
of light refracting in the sun.

Coloured water hung in trees or bird feeding houses also

provides a focus of interest for children in playgrounds on
different occasions, particularly when hung at heights that
children can see easily.

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Providing a safe environment for babies and

toddlers is important so that they can explore the
environment with their full senses. Safe sensory
experiences for babies and toddlers are important
for children’s learning and development. Children
are born ready to learn. In fact, they were learning
and developing while still in the mother’s womb.
Babies have an innate interest to discover the world
and use their full senses (seeing, touching, hearing,
smelling and tasting) to understand its properties
and how it works. In the two first years of a child’s
life, their senses, particularly in the mouth (taste)
and through touch (tactile), are more developed
than the baby’s other senses. Babies learn in what is known as the sensorimotor stage
(approximately the first two years of life).

“Theories are the big ideas that come from research

and wise thinking over time” (Kennedy, 2012, p.1). The
theories about children’s development and learning
should guide each educator’s own understanding
about development and learning, and consequencely
influence their practice. There have been a number of
theorists in the last few decades who have had had a
significant influence on the way we understand
children’s development and learning.

Jean Piaget (pronounced pee/r/jay) was one of the leading developmental psychologists
who guided our understanding of child development over the last few decades. Piaget’s
theories extended from watching and observing his own three children. According to
Piaget’s cognitive developmental theory (as cited in Berk, 2012), stage one (the sensorimotor
stage) recognises that infants and toddlers ‘think’ with their eyes (visual), ears (auditory),
hands and body (tactile). The belief is that the senses are used because at the first stage,
infants and toddlers have not yet learnt to carry out activities inside their heads (as cited in
Berk, 2012). That is why play-based, hands-on experiences are essential for young children’s
learning. Over time, theories are challenged or new theories are developed based on new
learning and better research.

Multisensory learning supports the idea that children learn through the manipulation of
objects and encourages children in the first three years to play and engage in learning
experiences where children touch, feel, taste, and hear. Multi-sensory learning is supported
through the neuroscience field. Within this chapter, we have stated that taste and tactile
experiences are important to children in the first few years. Table 1.3 (on the next page) lists
activities that promote sensory experiences.

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Table 1.3 Authentic activities that provide children with opportunities to engage in sensory experiences.

Smell Tactile Visual Auditory Taste

Cooking the Different types of Beautiful displays No noise Infants receive

children’s lunch materials to touch that allow children enough stimuli
Quiet spaces
to focus on through feeding
Helping to pick Mats, rugs, quilts
something e.g. Talking and breast milk.
some herbs from with different
glass bottles with listening quietly to
the sensory textures, materials After six months of
coloured water a child
garden and ribbons age, introducing
sitting on a shelf
Babble with other different foods at
Altering the Variety of papers with sun streaming
children intervals as
environment so through
Different types of recommended by
the delicious The sound of
outdoor surfaces: Bubbles guidelines
smells from trickling water
kitchen permeate Grass cut at Light tables with a
through the range of items Hearing the birds
different lengths,
service and in the trees
pavers, concrete,
Mirrors
discussing these pebble paths, A range of
with the infants timber paths, and Putting pool different types of
stone paths fences in or glass music:
Coffee plunger
portholes allowing contemporary,
smell from staff Different types of
children to see classical, folk,
room and natural items from
and be instrumental,
providing children the garden such
connected with cultural specific
an opportunity to as green leaves
the community
smell and autumn Clock ticking
leaves A few piece of art
Providing fresh Rattles
work (children’s)
flowers, herbs and Sensory garden
displayed Musical
potted plants
Patting the service respectfully and at instruments
Watering the chooks or other children’s eye
garden animals (wash level
hands thoroughly
after interaction)

Clay: wet, dry,

different grades Creating
opportunities for
Sand: wet, dry, conversation e.g.
different grades small groups for
meals

Educators do not need to develop gimmicky activities such as slime or finger painting for
children to develop and learn through their senses. It is more important to understand why
children learn and develop in this way and then look for opportunities in everyday wonders
such as the environment and through daily engagement in everyday activities. These
experiences are far more authentic, real and purposeful and support the ongoing life of the
service.

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Figure:1.5

Together the children explored the outdoors on an

excursion outside the service along the path collecting
natural item to use indoors. Children were provided
canvases to construct their installation – in this case a 3D
painting. These children who working on this painting re-
constructed canvas using the leaves and seed pods
they found and a member of the group who added
sand. The manipulation of these materials, the
collection of resources are all authentic sensory
experiences and of course provide avenues for children
to communicate their ideas and thinking through the
representation.

Figure 1.6: Gardening for all children

Gardening, picking herbs with the cook to

prepare lunch, watering plants and caring for
the gardens are all authentic sensory learning
experiences. These should be everyday rituals
that children participate and learn from and
support the everyday life of the service.
Furthermore children ‘connect’ to nature and
the outdoors and learn about caring for the
environment (sustainable education).

Activity 1.17

Read the following article

Click on the following hyperlink or copy and paste the URL into your web browser. The article of
infants developing senses is from the well-respected website, “Zero to Three”
http://www.zerotothree.org/child-development/temperament-behavior/babies-and-their-
senses.html

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Activity 1.18

Critical reflection

Think about your service or the service where you complete placement.
• Does the service provide meals for children?
• If it does, currently does the food cooking smells permeate through the service and into the
nursery?
• Is there any way of safely encouraging these smells further?
• How could you alert children to these smells?
• Warning: these smells could create a few extra tummy rumblings with children and/or
educators feeling hungry!

Immunisations
In recent year,s there has been negative publicity given to the children’s immunisation
scheme. Regardless of your personal beliefs, a responsibility of early childhood educators is to
ensure that children within our care are immunised and that the service has up-to-date
children’s immunisation schedules. In group care, ensuring children have up-to-date
immunisations is an important aspect for creating health and safe environments for children
and adults. This fits within the National Quality Standard: Quality Area 2 (ACECQA, 2013a).

Activity 1.19

Download the National Immunisation Program Schedule (2013) available at:

http://www.immunise.health.gov.au/internet/immunise/publishing.nsf/Content/4CB920F0D49
C61F1CA257B2600828523/$File/nips-oct2013.pdf

Further information about immunisations can be accessed through Staying Healthy:

Preventing Infectious Diseases in Early Childhood Education and Care Services (2012). This
document can be accessed from https://www.nhmrc.gov.au/guidelines/publications/ch55

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Element 6
Developing relationships with families

6.1 Gather information from the family to assist in the transition from home to care

6.2 Assist in the transition from home to care

6.3 Communicate daily with families about their care.

Developing relationships and partnerships with families was discussed in great detail in
Module 5 from this qualification. Additionally, the topics within element six (above) have
been explored throughout this chapter.

It is essential that educators establish strong and respectful ongoing communication

between family and the educators of the service and this begins from the moment the family
consideres enrolling the child into the service.

National Quality Standard

The National Quality Standard (NQS) is a key aspect of the NQF and sets a national
benchmark for early childhood education and care, and outside school hours care services
in Australia. It provides families and educators with a more detailed understanding of
children’s education and care requirements, objectives, outcomes, and expectations.

The National Quality Standard comprises seven quality areas. Although all quality areas are
interwoven and what affects one quality area in-turn influences another, three quality areas
relate mostly to chapter one of this module.

QA2 Children’s health and safety

QA5 Relationships with children

QA6 Collaborative partnerships with families and communities

(ACECQA, 2013)

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Summary table of quality areas, standards and elements

QA2 Children’s health and safety

2.1 Each child’s health is promoted.

2.1.1 Each child’s health needs are supported.

2.1.2 Each child’s comfort is provided for and there are appropriate opportunities to meet each
child’s need for sleep, rest and relaxation.

2.1.3 Effective hygiene practices are promoted and implemented.

2.2 Healthy eating and physical activity are embedded in the program for children.

2.2.1 Healthy eating is promoted and food and drinks provided by the service are nutritious and
appropriate for each child.

2.2.2 Physical activity is promoted through planned and spontaneous experiences and is
appropriate for each child.

2.3 Each child is protected.

2.3.1 Children are adequately supervised at all times.

2.3.2 Every reasonable precaution is taken to protect children from harm and any hazard likely to
cause injury.

QA5 Relationships with children

5.1 Respectful and equitable relationships are developed and maintained with each child.

5.1.1 Interactions with each child are warm, responsive and build trusting relationships.

5.1.2 Every child is able to engage with educators in meaningful, open interactions that support
the acquisition for life and learning.

5.1.3 Each child is supported to feel secure, confident and included.

5.2 Each child is supported to build and maintain sensitive and responsive relationships with other
children and adults.

5.2.1 Each child is supported to work with, learn from and help others through collaborative
learning opportunities.

5.2.2 Each child is supported to manage their own behaviour, respond appropriately to the
behaviours of others and communicate effectively to resolve conflicts.

5.2.3 The dignity and rights of every child are maintained at all times.

QA6 Collaborative partnerships with families and communities

6.1 Respectful supportive relationships with families are developed and maintained.

6.1.1 There is an effective enrolment and orientation process for families.

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6.1.2 Families have opportunities to be involved in the service and contribute to service decisions.

6.2 Families are supported in their parenting role and their values and beliefs about child rearing
are respected.

6.2.1 The expertise of families is recognised and they share in decision making about their child’s
learning and wellbeing.

6.2.2 Current information is available to families about community services and resources to
support parenting and family wellbeing.

6.3 The service collaborates with other organisations and service providers to enhance children’s
learning and wellbeing.

6.3.1 Links with relevant community and support agencies are established and maintained.

6.3.2 Continuity of learning and transitions for each child are supported by sharing relevant
information and clarifying responsibilities.

(ACECQA, 2013, p.10 – 11)

Click on the hyperlink to go to the ACECQA website to view the full 58 elements:
http://files.acecqa.gov.au/files/National-Quality-Framework-Resources-Kit/NQF03-Guide-to-
NQS-130902.pdf

Useful websites
Australian Government: Department of Health
http://www.immunise.health.gov.au/internet/immunise/publishing.nsf/Content/4CB920F0D49
C61F1CA257B2600828523/$File/nips-oct2013.pdf

Australian Breast Feeding Association

https://www.breastfeeding.asn.au/

National Health and Medical Research Council [NHMRC] (2012)

http://www.nhmrc.gov.au/_files_nhmrc/publications/attachments/ch55_staying_healthy_chil
dcare_5th_edition_0.pdf

Product Safety Australia

https://www.productsafety.gov.au/content/index.phtml/itemId/970225

Raising Children Network

http://raisingchildren.net.au/

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Learning and Development

Chapter 2
CHCECE003 Provide care for children

Element 1 Provide physical care

Element 2 Promote physical activity

Element 3 Adapt facilities to ensure access and participation

Element 4 Help children with change

Element 5 Settle new arrivals

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If you recall, Chapter one of this module began by challenging the learner to first consider
the importance of a responsive and engaged educator. The learner was introduced to the
research from the neuroscience field on brain development and the significance of the
development and learning that occurs through the engagement of rich experiences and a
responsive engaged adult in the first few years of life. These important early years ultimately
affect a person’s whole life trajectory (Shonkoff & Phillips, 2000).

Within this chapter, we continue to consider the importance of rituals but now go a step
further and think about what we mean by treating children with dignity and how this
influences our practices during rituals.

Educators have been put on notice by the early childhood education and care profession
that they have a professional responsibility to demonstrate dignity to children. The Early
Childhood Australia’s [ECA] Code of Ethics (ECA, 2011):

“[Educators] will…create and maintain safe, healthy environments, spaces and places,
which enhance children’s learning development, engagement, initiative, self-worth, dignity
and show respect for their contributions” (In relation to children, point 6).

Furthermore, it is now law and a regulatory requirement that Educators demonstrate dignity
to children.

The National Quality Standards Element 5.2.3 reads:

‘The dignity and rights of every child are maintained at all times” (ACECQA, 2013, p.136).
Additionally, the Early Years Learning Framework (DEEWR, 2009) is underpinned by children’s
rights and the notion of children’s dignity:

• Being and becoming

• Principle 1: Secure, respectful relationships

• Principle 3: High expectations and equity

• Principle 4: Respect for diversity

• Practice: Responsiveness to children

• Learning outcomes: 1, 2 and 3.

Honouring children and treating children with respect and dignity is a fundamental part of
the work of early childhood educators. So what do we mean by children’s dignity? What
does this look like in practice and how does this relate to rituals and caring for children?

According to the Oxford dictionary dignity means: “the state of being worthy of respect…a
sense of pride in yourself” (Waite, 2012, p.198). All people, including babies deserve and
should be treated with respect and dignity. But what does this actually mean in regards to
work educators do?

To understand the concept of dignity, let us consider practice when dignity is not enacted:

• dressing or toileting children in front of strangers;

• stripping babies down to their nappies at meal times because they make a mess;

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• marching a child naked through the centre to go and get spare clothes after they have
soiled their pants;

• ignoring a child when speaking to an adult;

• dressing up children in funny outfits;

• hosing children off after lunch, or

• telling children when they will eat and how much.

Often children are not respected and, therefore, are not treated with dignity. Often adults
perceive children differently, not valued, not as citizens and not as capable and intelligent
beings with their own abilities and talents.

Let’s consider for a moment. You wouldn’t dream of stripping your mother down to
her undies at the table because she often spills red wine on her white blouse.
However, some educators think it is okay to strip children down to their nappies at
lunch time as they might get messy. Why do we think this is appropriate for children
and not adults? This is not a respectful practice.

Educators are encouraged to consider their practice throughout the day as they engage in
experiences with and alongside children and through the critical rituals that are enacted
each day. By working sensitively with children and their families, educators can identify
appropriate and respectful ways to effectively engage with children respectfully and
demonstrate dignity.

Activity 2.1

Reflection

Think about the practices that have been highlighted above that are not enacting dignity to
children. Why do you believe these are examples of not enacting dignity?
Reflect upon what makes you, as a person, feel a sense of dignity and what distracts from your
sense of dignity?

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Actions that encourage respect and dignity

• asking children for their opinions, thoughts and suggestions on things that affect
them;
• asking children if you may share their story or their experience;
• asking children if you can touch them, or whether they would like a hug;
• respecting children’s personal space and belongings (their locker, their bags, their
lunch);
• respecting their privacy of information, of work, of their body and body functions;
• displaying their approved work with great respect. Present it beautifully, in a
frame, on a matting board, in a special place, or with a plague identifying the
artist;
• sharing children’s culture with other children;
• guiding children’s behaviour discretely (eg everyone at the centre does not need
to know that Sammy needs to walk inside);
• recognising capabilities and abilities; and
• valuing the child and recognising that the child deserves beautiful, authentic and
real things.

Thinking about and reflecting upon what dignity is to children, families and each other
(educators) helps us to also consider children’s rights (OHCHR, 1990) and human rights.
Critical reflection challenges us to review our everyday practice, to look for opportunities to
improve our practice with children and our lives as a whole.

Element 1
Provide physical care

1.1 Manage toileting accidents in a manner that protects the child’s self-esteem and privacy

1.2 Supervise and engage with children eating and drinking

1.3 Meet individual clothing needs and preferences of children and families within scope of
service requirements for children’s health and safety

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Providing physical care

When we provide care for the physical needs of children, it is important to ensure we
complete these tasks honouring the child in our care and respecting their rights to dignity.

Toileting
Toileting is an everyday normal bodily function. It is part of life. Toileting in most western
circumstances is a private and personal ritual. It is a time when people may feel vulnerable
and need a relaxed and quiet space to feel safe and comfortable so that their bodies can
relax and body functions can occur.

Children can spend long periods of time at early childhood education and care services and
in most cases bathroom facilities may not allow the quiet, private spaces most of us desire
when going to the bathroom. Educators are encouraged to consider service procedures
and the physical spaces of bathrooms. Can a bathroom be modified to allow children to be
safe yet also provide a sense of privacy and allow dignity? Lace or see-through curtains that
create an illusion of privacy may be useful. Indoor plants or a half-door may be another
solution. You can understand and support a child’s strong desire for privacy for toileting by
looking for alternatives, such as pointing out to the child when the bathroom is quiet, or
perhaps using an adult bathroom.

Do service procedures and strategies used by educators limit visitors from the bathroom or
prevent the area being used as a thoroughfare? Often adults walk straight through
bathrooms without the slightest consideration for children who may actually be sitting on
toilets.

Bathroom environments should be clean, tidy, smell pleasant and be well stocked of supplies
such as paper towels and soft toilet paper. Educators are encouraged to talk with children
as to how to keep the bathroom pleasant, safe and a place for everybody to have some
quiet time.

Learning to use a toilet

Learning to control our bodily functions and to use a toilet is an important milestone in life. It is
something to take seriously and in partnership with families and all educators who may care
for the child. Children must be physically and cognitively ready for learning to control their
bodily functions and use a toilet. Starting children who are not ready is firstly disrespectful and
secondly can potentially cause young children stress and anxiety.

Family partnerships are essential when supporting children to learn to use toilets. Bathrooms
may be different at home, and cultural (family) practices and traditions will be different. To
ensure that there are some common acceptable practices, educators should meet with
families to discuss working together on similar processes.

Encouragement and positivity is essential as children learn to control their bodily functions
and learn how to use toilets. Understanding and patience are essential, as it is inevitable that
during learning these processes accidents will happen. Additionally, it is important to
remember that some children will take longer than others to learn to control their bodily
functions and learn how to use a toilet. Some children who have mastered control may

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temporarily lose this skill for a period of time when major life events occur. For example when
a new sibling is born or the child becomes unwell. In these situations, it is important to be kind,
sensitive and patient and eventually things should get back on track.

Activity 2.2

Reading

Click on the hyperlink below or type the address into your web browser to access the Raising
Children Network website:
http://raisingchildren.net.au/articles/toilet_training.html

Read the information on supporting children’s toilet training.

Activity 2.3

Read

Revisit the nappy change procedure and toileting training information recommended by
Staying Healthy (5th ed). Click on the following hyperlink or type the address into your web
browser and refer to p.45:
http://www.nhmrc.gov.au/_files_nhmrc/publications/attachments/ch55_staying_healthy_childc
are_5th_edition_0.pdf
Consider the necessary strategies for infection control. Educators must be aware of these
requirements and be able to embed them into practice. However, nappy changing should
focus primarily on positive one-to-one opportunities for relationships building and the sensitivities
and respect children should be shown during these very vulnerable rituals. Although cross-
infection practices are important, these should not be the focus of our intention, making the
child feel uncomfortable.

Pleasurable meal times

Educators often spend a great deal of time developing intentional teaching experiences in
class activity times, but forget the educational opportunities available during critical rituals,
such as meal times. Children engaged with an educator can learn to set tables and, in
doing so, learn mathematical skills and concepts such as matching, sorting, classifying and
one-to-one correspondence. Children also use fine motor and gross motor skills as they walk
around, put tablecloths on and use their fingers to place the cutlery on the table. We then
need to consider the opportunities available within the mealtime itself.

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EYLF: Outcome 1: Children have a strong sense of identity (DEEWR, 2009)

Children feel safe and supported as educators stay close with children and encourage their
independence and support where needed but allow for spills to occur as part of the learning
process. Children feel safe and secure knowing that this is okay and that educators will
respond in a kind and sensitive manner.

EYLF: Outcome 5: Children are effective communicators (DEEWR, 2009)

Children are effective communicators as they are encouraged to relax at meal times with
and alongside educators who sit with children and share stories about their day and use
verbal and nonverbal skills to talk with children about topics of interest.

Progressive meal times

Most people know that breakfast is the most important meal of the day, however, for some
people all they want for breakfast is a cup of coffee. People eat at different times and often
eat different amounts at these different times. Children are no different. Therefore, it is
puzzling why, in an early childhood education and care service, babies are able to have
their own individual meal times respected and followed but as soon as the child enters the
toddler’s age group, they are often forced into meal times determined by adults.

Who dictates to children when they can eat within your service? Do children have
input into the decisions or are children told when they will eat by the cook or by the
educators? If your answer is not the children… then there is a problem!

Services who are thinking about listening to children about their dietary needs and are
respectful of children’s rights to when they eat and how much, work together to attempt to
find opportunities for children to have some input in the critical ritual.

Some services may elect to offer a fruit stand that is available for children to access at any
point of time during the day. On this stand or within a bowl, fresh fruit is available for children
to access independently at all times. Educators regularly talk with children about the fruit bowl;
discuss what to do with the scraps and consider the importance of only taking what you need
(sustainable practices). Other strategies services may negotiate with children include having
a large block of time in which children need to decide when to go and have their meals.
Lastly, some services may have sandwiches that are available to get at any time, so that if
children miss lunch or are tired and want to rest earlier, they can help themselves to food when
they are ready.

When establishing a progressive mealtime, a number of factors need to be considered. A risk

assessment needs to be completed to ensure food is kept safe. Consult with children about
the barriers and together come up with solutions.

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Figure: 2.1: Meals to be enjoyed!

An aesthetically pleasing space for

children to eat and feel valued
needs to be established. Tables with
small numbers support opportunities
for conversations between children
and with adults. Setting the table
helps children learn mathematical
concepts (counting, grouping, one-
to-one correspondence, patterns)
and visual discrimination (spatial
sense). Real crockery and linen states
to children that we value them, we
respect them, they deserve nice
things and we trust and know that
they are able to use real materials. If
accidents happen…. they happen,
this is part of learning.

Figure 2.2 Authentic literacy

experiences

Children can help to design the

menus and create the signs to
inform children and families of the
menu for the day. Children learn
authentic literacy skills (reading,
writing and understanding that
our symbols have meaning) using
this approach. Furthermore, this
offers a purposeful, educational
and authentic daily learning
experience for children.

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Small group or large group meal times

We have mentioned progressive meals times; however, some services purposefully and with
intent do not want progressive meal times. This is quite an acceptable practice, but it is
about thinking about the ‘why’. It may be that you believe whole group meal times are
important for the whole family to come together. If whole group meal times are something
that you, children and families value then you need to consider how you implement these
meal times and how individual children’s needs are met during this time. This needs to be
thoughtfully considered so that the meal time is pleasurable and a happy and relaxed event
for all.

Designing a new meal experience

If this section has inspired you to change your mealtime experiences, then some critical
reflection is needed. Firstly, take the time to think about why you believe change is needed.
Consider how you would consult with children to gain their thoughts and ideas about the
concept. Then think about the how. Consider how you will consult with children and families
about making a more pleasant mealtime experience. You may wish to take children on an
excursion to a restaurant or watch some media footage of real restaurants. Take some time
to design how your mealtime environment may need to change. Encourage the children to
draw or sculpture what this environment might be like. Then together, once a decision is
made, put it in place.

Suitable clothing
Children need to dress in suitable clothes to
attend the service that allows them to engage
in learning experiences. Additionally, children
need to dress appropriately for the climatic
conditions. Encouraging children to come to
the service in appropriate clothes, usually
means having good effective partnership with
families and supporting them to understand
the learning experiences children will engage
in.

Figure 2.3 Dressing warmly for winter to play

outdoors in cooler parts of Australia.

Children are most likely going to get messy, at times, wet and, even perhaps, a little sweaty.
Speaking with families about these experiences and providing a rationale for children being
fully engaged in these learning experiences are important. If you remember in module two,
learners were encouraged to speak with families and to try and discover the reason why
family members may be reluctant to send children to the service in ‘play clothes’. It may be
a cultural reason, such as the family not wanting the child to look ‘messy’ as they journey to
and from the service. Solutions to barriers may be found.

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Children need to dress for indoor experiences and outdoor experiences. In some parts of
Australia, preparing for outdoor play may include a wide brimmed hat, long sleeves for sun
protection and/or long pants to protect them from mosquitoes. In other parts of Australia, it
might be that a child dresses for the cold and for inclement conditions such as rain. There are
few reasons for children not to play outside in the rain, if they are dressed appropriately.

Educators will work with children and with adults who may have cultural or religious beliefs
that influence their dress preference (e.g., a Muslim co-worker that wears a hijab). Once
again it is about forming partnerships with families to discuss the family’s cultural or religious
needs and how the service can best support this. Asking families what you should do to assist
their cultural or religious needs being met will often demonstrate to families your interest in
their family and your willingness to support them.

Some clothing is just not appropriate for early childhood education and care environments.
Footwear with roller skates embedded, high heels for three year olds or dresses covered in
long ribbons, bells and other ornaments, although very beautiful, may in fact be dangerous
within the context of the early learning service. Again, talk with families and remind them that
the service policies and practices are designed and enforced to keep all children safe.

Figure 2.4: Wide

brimmed hats, long
shirts and sunblock
help to protect our
bodies from harmful
Ultra Violet (UV)
rays. Clothes that
are loose fitting and
allow movement
provide children
the best
opportunity to fully
engage in learning
experiences.

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Element 2
Promote physical activity

2.1 Consistently implement movement and physical activity as part of the program for all children

2.2 Participate with children in their physical activity

2.3 Promote physical activity through planned and spontaneous experiences appropriate for
each child

2.4 Encourage each child’s level of participation in physical activities according to the child’s
abilities and their level of comfort with activities

2.5 Engage children in outdoor play

2.6 Foster children’s participation in physical activities

2.7 Discuss with children how their bodies work and the importance of physical activity to
people’s health and wellbeing

Promoting physical activity

Young children have an instinctive need to move. Howard Garner (1983) referred to
movement as an ‘entry point’ to acquire knowledge. In fact, we could consider movement
as one of children’s first languages (Kazimierczak, 2012). Often when adults think of young
children, comments may include ‘children can’t sit still’. It is highly recommended in fact that
children don’t sit still. Maude (2001) states that a three year old child is more active than any
other age group through the human life-span. It is during the early years that children’s
fundamental movement skills are developed.

In today’s society, children often spend large amounts of time in early learning services or
schools with limited space and an increasing number of children living in apartments or in
small lot homes where little or no outdoor space is available. Therefore, it is important that
educators promote physical activities. Being active is healthy for children. Skills are
developed, muscles are strengthened and developed and strong, healthy bones formed.
Children grow and develop physical skills at different rates; however, the sequences of
development are usually predictable. For instance, a child crawls before walking, and a
child learns to control their arms before learning to throw a ball. The three main sets of skills
are locomotor (moving from one place to another), stability (skills to help the body stay
stationary, and manipulative (using skills to engage with objects for example balls).

The Early Years Learning Framework (DEEWR, 2009) reminds us that “physical wellbeing
contributes to children’s ability to concentrate, cooperate and learn” (p.30).

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Locomotor skills
Skills to move from one place to another include:
• crawling
• walking
• marching
• jumping
• climbing
• running
• galloping
• sliding
• leaping
• hopping, and
• skipping.

Stability skills
Movement that includes the body being stationary, but with different body parts that
move involve:
• stretching
• bending
• pulling
• pushing
• swaying
• twisting
• log rolling, and
• balancing.

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Manipulative skills
Skills that involve using gross or fine motor movements to engage with objects:
• drawing
• pinching
• poking
• throwing
• catching
• kicking
• striking with a racket, and
• striking with a bat.

Activity 2.4

Click of the following hyperlink or type the address into your web browser to access the
Commonwealth Governments Physical Activity Guidelines. The Guidelines have
recommendations for children aged from birth to 5 years old and then 5 year olds to 12 year
olds for physical activity.
Physical Activity Guidelines
Retrieved from
http://www.health.gov.au/internet/main/publishing.nsf/Content/9D831D9E6713F92ACA257BF00
01F5218/$File/0-5yrACTIVE_Brochure_FA%20SCREEN.pdf

Educator’s role within children’s physical activity

Educators have an important role to play in supporting children’s participation in physical
activity. Educators need to consider the environment, safety, their own engagement in the
task, whether an opportunity for intentional
teaching exists and how to document the
experience.

Figure: 2.5 Children connect to the natural world and

participate in physical activity by caring for the
service’s chickens. Feeding the hens, collecting eggs
and helping to maintain the chicken’s environment
are authentic daily physical tasks that support the life
of the service.

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Environment
Consider the environment that the children will be exploring. Think about whether the
environment encourages a range of physical activities. If it does not, what can be done short
and long term to change this? How can educators work with families to add healthy levels of
considered risk taking and differences in the environment to encourage exploration and
activity?

Resources, such as balls, hoops, climbing equipment (climbing frames, trestles, planks
ladders) and gardening equipment, encourage children’s active participation. Educators
also should consider how the service can access community resources for children to extend
their learning, e.g., within a local school oval, community park / garden or a local bush
setting.

Activity 2.5

Students who are Goodstart Early Learning staff are encourage to visit the Outdoor Tool Kit
available at the Goodstart Early Learning Intranet – Early Learning & Research Toolkit.

The toolkit provides an opportunity for staff / students to consider children’s

connection to and interaction with the physical environment. Many pictures and
ideas have been posted by services to represent the work that services have
completed in collaboration with children, families and community to promote
interesting physical environments with opportunities for deep and rich learning.

Safety
Educators have a role to play in ensuring children are safe. Educators have a responsibility to
support children to learn how to use equipment safely and to care for resources so that
future generations also have opportunity. Flexible equipment such as ladders and planks can
be moved by children to form new structures. Educators need to teach children how to
move apparatus safely to ensure back care and help children to ensure items have been
‘connected’ safely.

Taking risks is a normal part of learning. For example, an infant takes a risk when they attempt
to take their first steps. Children need to take risks to extend their learning and to learn new
skills however; it is the role of the educator to support young children to stay safe while
undertaking risk. This may mean holding the hand of a child who is attempting to walk across
a balance beam or trying to climb a ladder for the first time to go across ‘croc infested
waters’.

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Educator’s role
Children need to have a sense of belonging, safety and feel encouraged by educators.
When providing support to children, focus on children’s strengths and their successes. Provide
authentic (truthful) and sincere feedback to children for example, “you are able to jump
with two feet and high”. Non-verbal communication such as a smile or nod, thumbs up or a
clap helps to acknowledge the skills of children.

One of the most challenging tasks for all educators is

deciding when to step in to help children and when to
hold back. Stepping in to assist and coach children
without taking over is difficult. Sometimes just providing
one piece of advice at a time or modelling (such as
how to hold a cricket bat) helps children to learn the
skill.

Figure: 2.6 Educator’s plan physical experiences for

children.

Activity 2.6

Read the following article on the Raising Children website on encouraging movement in
babies. Click on the following link or type into your web browser -

http://raisingchildren.net.au/articles/movement_babies.html

Planning for physical activity

Physical wellbeing contributes to children’s ability to concentrate, cooperate and learn
(DEEWR, 2009). It is, therefore, essential educators plan for physical experiences each day.
Children require regular periods of physical activity each day exploring both indoor and
outdoor environments to develop physical skills (muscle development, balance,
coordination and strength) and, of course, to be healthy.

The National Quality Standard Element 2.2.2 requires that “physical activity is promoted
through planned and spontaneous experiences and is appropriate for each child”
(ACECQA, 2013, p.65). Additionally, educators encourage each child’s level of participation
in physical activities according to the child’s abilities and their level of comfort with the
activities.

Physical activity, regardless of whether it is experienced inside or outside, requires planning

and documentation. Educators need to listen to children’s engagement in physical activity

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and their exploration of the environment to gain an

understanding of children’s interests, their thinking, theories
and ideas and how the educator can best support them.

Figure 2.7: All children need space to run and to practice

developing skills.

Figure 2.8: Children with

advanced running
patterns enjoy running at
maximum pace and
challenge themselves
around obstacles and
with each other. This
further develops skills and
supports cardiovascular
fitness.

When considering Outcome 3 of the Early Years Learning

Framework (DEEWR, 2009): Children take increasing
responsibility for their own health and physical wellbeing, an
educator planned the following experience:

Daily program Date: 15/07/2014

Experience: To collaborate with children on an opportunity for the group to be safely
active inside.
Group time: (introduction) It has been raining for over a week and we have been
inside and not able to go outside. To keep our bodies well, it is important for us to be
physically active and to give our bodies an opportunity to move around. I wanted to
collect your ideas / thoughts on what we could do to make ourselves move, but we
need to add some rules so we stay safe.
The focus of this activity was to:
• collect children’s ideas, and
• establish boundaries for children to enact ideas safely.

In the planned experience highlighted above, the educator demonstrates their

understanding of Outcome three. She has decided to co-construct the planning with the
children and will document the outcomes on a separate document. Planning does not have
to be on a special document or book, it can be written as a diary entry as shown above and
below.

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Daily Program
Date: 15/07/2014

Experience: Statues

Introduction
Today at mat time, I asked a group of children I was working with a question I had
been thinking about. It has been raining for over a week and we have been inside
and not able to go outside. To keep our bodies well, it is important for us to be
physically active and to give our bodies an opportunity to move around. I wanted to
collect your ideas / thoughts on what we could do to make ourselves move and to
allow our bodies to be active but safe while inside?

Ideas
Sarah stated: my mummy has to move when she has been at the computer because
she gets a sore neck.
Joshua stated I like to run, I don’t like inside! There was lots of agreement with this.
Ben and Jye added that, they like to run fast!
The children came up with ideas below for movement:
Brianna, Celia, Lilly and Simone – dance
Peter, William and Angus – jumping like frogs
Ava, Enya – ice skating
Samantha explained a game she plays at home with her big sister called statues.
Samantha explained the rules and we all discussed what a game with rules was.
Together we agreed that for the next few days after morning tea, we would create
some space to be ‘active’ indoors for a period of time and children and teachers
could decide to join in.
I asked the children what we would need to do to ensure that we would be safe
inside doing these ‘active’ tasks.
These are the responses: listen to the teacher, stay away from the furniture, don’t hurt
each other, don’t jump too high, eat lunch first, I don’t want to dance, don’t throw
things, be kind.
The children and I decided that a sensible place to have our game of statues was on
the large mat and we needed to move some furniture so we didn’t bump into the
furniture. Additionally, Callum reminded us that we needed to be near the stereo so
that we could hear the music.
Samantha taught us how to play statues remembering to explain that when the music
stopped, we all needed to freeze. She was able to recall all of the steps. Some of the
children found it a challenge to hear the music and then stop.
The children enjoyed the game so much and asked to play it again tomorrow.

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Reflection
I introduced the notion of being active to keep our bodies well. Children had many
ideas for keeping active and considered how these activities could be completed
safely indoors. Children considered how we had to care for ourselves and the
environment.
Children were respectful of each other’s turns for sharing information and turn-taking.
Samantha was able to recall in detail the game with rules, which she taught to us with
confidence.
The children stated they enjoyed the game and requested a follow-up session.

Extension
Discuss with children the opportunity to play the game again and to revisit the reasons
why it is important to be active.
Ask children to discuss with their families other games with rules that children might like
to learn and share with their friends. Invite children to make their own game and to
consider what rules that might be needed to help people to be safe.
Brianna, Celia, Lilly and Simone are interested in dance. Their actions highlighted an
interest in ballet. Put books from library on ballet into book corner on the display stand
and ask them about their understanding of this type of dance.

Outdoors in all weather

Australia has a diverse landscape and climate, which will be explored further within the next
section on sun protection. Due to the intensity of ultra violet rays (UVR) in some locations, it is
recommended that children do not go outdoors at certain times of the day. Apart from these
hours, educators need to consider how they can support children to have choice between
playing indoors and outdoors.

Why do we rush children indoors when it begins to rain? Why can’t we dress children in
appropriate clothes and allow them to explore the beauty and richness that a wet
environment can offer? Consider the opportunities for learning that are available from the
splosh as children jump in puddles, the experimentation in making mud soap or chocolate
milkshakes, the wonder in observing rain drops on spider webs, the feel of slippery mud and
the strong smells of vegetation after the rain. Why do we take children’s choices to play outside
away when it begins to rain?

Could we partner with the community to purchase or access wet weather gear to keep at the
service for children to use? Could we encourage families to send wet weather clothing when
rain is forecast? Additionally when it is cold, there is no reason not to venture outdoors if
children and adults are dressed correctly. Children learn about weather and seasons by
experiencing and observing the differences of these times.

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Lessons from England…

Several years ago, I had the pleasure of taking a year off from my teaching job in
Australia and working in a nursery school in London. I was fortunate enough to work in
a school (children aged two – school age entry), where the educators were firmly
committed to being outside. The school was in the middle of London and yet the
outdoor environment that had been developed by the community was extraordinary.
The service had a belief that children have a strong desire to be connected to
nature.
I recall vividly my first day when it began to rain and running outside to round children
up to get them out of the rain. As I managed to bring children in one side, children
flowed back out the other entry wearing their raincoats, hats and galoshes (gum
boots).
What I learnt that day was to trust these competent children. They taught me the
magic of playing in the rain and the wondrous experiences and opportunities it
provides for learning. On this day, the children taught me how to listen to the rain.
Lisa Palethorpe

Figure 2.9: The new experiences, joys and opportunities for new theory making are endless
when children are able to explore fully the environment, taking opportunity of authentic
learning experiences provide by nature.

• How does the environment smell

when it is wet?

• Are there any new noises?

• How do things feel?

• Are there different creatures in the

garden when it rains?
• What are the colours of the world like
when it rains?

• What sounds does the wind make

when it rains?

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When might we not play outdoors?

Educators need to make an informed decision about the safety of the environment.
At times, it may not be suitable to go outside to play. Think about your environment
and when it may not be suitable for children to play outdoors for example:
• in a thunder or electrical storm
• when strong winds are present and the playground has large trees
• during times when UVR is higher than the recommended
• when water has pooled and there is an increased risk of drowning, and
• when there is a hazard that cannot be controlled or minimised.

Figure 2.10: Playing in mud is often an

enjoyable sensory experience. Slip,
slop, plop, the rhythm of words that
emerge as children explore how the
squelchy mud feels between the toes.
How does it feel compared to dry
earth? How much water is needed to
make it wet? What causes the mud to
become mud? Does the mud stay
mud forever? Who makes their home
in mud? Why? Why not? What would
the worms think of the mud?

Encouraging children’s engagement in physical experiences

Physical activity does not need to be running around. It
can also include traditional indoor experiences
conducted in the outdoors. Most children are energetic,
active, curious and inquisitive. Children are born with a
strong desire to understand their world and movement is
a way children use to explore the world. Consider your
interaction with children and the environment around
them to encourage their learning. Are children engaged
in learning or have they become passive? Could it be
the environment?

Figure: 2.11 Construction activities can be done in the

outdoors.

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Figure 2.12: We often learn about our

bodies by thinking about other bodies.
Why aren’t we the same? Furthermore we
learn to care and respect ourselves by
learning to care and respect other people,
animals and the environment.

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Activity 2.7

Goodstart staff are to visit the Physical Environments Toolkit and consider the rich abundance
of resources available to support educators in their role of connecting children to the
outdoors.

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Learning about our bodies

It is important for children to learn about their bodies, how to care for their bodies and how
to keep their body safe.

Additionally, children will learn how their body functions. Educators can teach children about
their body through a number of teaching strategies:

• discussions with children to determine what they already know and what they might like to
know

• reading books about the body

• looking at x-rays on a light box

• borrowing skeletons from the museum

• obtaining animal parts such as a heart and examining these organs (educators are
encouraged to consult families and children before such experiences to determine any
concerns of families beliefs, values and cultures to these experiences), and

• using dances and games that support children to learn about their body, and to gain
spatial and body awareness.

Figure 2.13: Helping in the strawberry patch.

Good food for the body!

Family Planning Queensland has developed a

number of resources to support educators
and families introduce the concept of self-
protection. Helping children learn about their
bodies, private areas and how to protect
themselves is an important starting point for
children’s learning about keeping themselves
safe.

Family Planning Queensland has developed Everyone’s

got a bottom, a story about Ben and his brother and sister
learning and talking together about bodies. It is a tool for
parents and carers to gently start a conversation with
children about self protection. This book can be purchased
via
http://www.fpq.com.au/publications/teachingAids/everyones_got_a_bottom.php

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Element 3
Adapt facilities to ensure access and participation

3.1 Assist in providing challenging elements of outdoor and indoor environments that allow for
experiences which scaffold children’s learning and development and offer chances for
appropriate risk-taking

3.2 Promote the sun protection of children to meet the recommendations of relevant
recognised authorities

3.3 Provide a balance of natural and artificial lighting, good ventilation and fresh air

3.4 Organise indoor and outdoor spaces that ensure children are not always independent on
adults to do things for them and are supported to create their own games and experiences

3.5 Engage with children in constructing their own play settings / environments and create
indoor and outdoor environments that stimulate and reflect children’s interests

Challenging and supporting children’s learning

This section builds upon our knowledge and skills of children to include consideration of the
role of the environment to support children to be independent and to learn to self regulate
behaviour and to support children’s emotional needs.

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Environments that encourage children to become independent

Activity 2.8

Critical reflection

Independence verse adult control

Look at the following photographs: consider what strategies the educators have used to allow
children to have independence and be able to enact tasks without having to go to an adult.

The educator believes children are competent and capable. She has taught the children
how to access the paint containers independently. The paint bottles have pump pack tops,
and children know to come, when required, and get one squeeze of the colours they desire
and to put these onto their paint palate. Resources are available and able to be accessed
independently by children and children understand that they need to be responsible for
these resources and to put them back in their allotted spaces.

Figure 2.15: Equipment trolleys are wheeled

outside each day from the sheds. The children
know how to access equipment during the day
when they wish to use in their play. Children
access these independently and understand
and value that when they have finished,
equipment needs to be put back so that it is
cared for.

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Sun safe practices

Dorothea Mackellar’s famous poem, “My Country” began verse two with “I love a sunburnt
country…” (as cited in Mackellar, 2011). This line reminds us of the harshness of our great land
and the delights of our diverse landscapes and weather. With the benefits of our weather
also comes the need to protect ourselves from the elements.

Australia has one of the highest rates of skin cancers in the world (Cancer Council Australia,
2014). A large number of Australians die each year from skin cancer and in 2011, more than
2000. Skin cancer is mostly preventable and, with some easy precautions, we can reduce our
risk of developing skin cancer.

Damage to the skin often occurs while children are young and spend large blocks of time
outdoors having fun. Teaching children about sun safety and applying sun safety strategies
will help to reduce long-term damage.

Educators must promote the importance of sun safety to children. If you recall, this was
discussed in Module One. Educators teach children’s sun safety by first modelling good
practice themselves. Educators must wear wide-brimmed hats, sun cream, sleeved shirts,
and sunglasses while outdoors.

At Goodstart Early Learning…

Policy and requirement documents guide educator’s practice.
Learners must obtain a copy of, read and be able to embed practices from:
• Children’s Health and Safety Policy (NQS2)
• Sun Safety and Heat Stress Requirement NQS2
Students who work in services other than Goodstart must familiarise themselves and
be able to apply their service sun safety policy requirements.

Educators must teach children and families why we have a sun safety policy and practices
that are to be followed. Teaching children that too much sun makes skin ‘sick’ is important.
Teaching children about suitable hats and how to apply sunblock is important.

Educators are encouraged to talk through their actions when they are applying sunblock to
young children. “I am rubbing this sunblock all over your face, neck, arms and legs to protect
your skin from the sun. Too much sun can make our skin sick”. As children get more
independent, educators can encourage children to apply their own sunblock and to look in
the mirror and apply it on their face. Educators, however, must check that the sunblock has
been applied correctly, as children learn to become competent at this task.

Other teaching strategies may include applying sunblock (or pretend sunblock) to puppets,
reading story-script books to children to remind them of this task. Additionally, children may
wish to explore and understand what skin cancer is and how it harms skin and how the sun

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damages other objects. Educators may wish to ask children what they know and what they
might like to know and explore this as a project.

Educators must work together with children to help them to learn strategies for keeping
themselves safe from the sun. All educators need to ensure children (and adults) wear a
suitable hat outside. Many services implement a guideline ‘No hat, no play in the sun’ and
use this phrase to remind children to wear their hat. Clean, spare hats are needed for
children to borrow when children do not have a hat or have forgotten to bring their hat. The
guideline is not about punishing children or limiting children, it is about reminding children to
wear a suitable hat.

The Guide to the Education and Care Services National Law and the Education and Care
National Regulations states: “Sun exposure can pose significant health risks for children,
including sunburn, dehydration, eye damage and skin cancer” (ACECQA, 2011, p.77).

Outlined above are the procedures and strategies recommended for educators to adopt
with children. Additionally, services have a duty of care to provide safe environments for
children and adults. Services are required to provide adequate shade through the use of
trees, shade sails, fixed roofs and gazebos.

Healthy balance of sun exposure

A healthy balance of exposure to the sun’s ultra violet rays (UVR) is important for health.
Recently, there has been an increase within the media of articles on the number of people
with Vitamin D deficiencies due to lack of sunlight. People need certain amounts of sunlight
for development of healthy bones, muscles and teeth. When UV levels are below three, most
people do not require sun protection unless they are near highly reflective surfaces such as
snow or water, have very fair skin or are outside for extended periods.

State-specified sun protection measures

From Sun Safety and Heat Stress Requirement NQS2
Sun protection measures must be adhered to in accordance with the
recommendations for your state as specified below and on all days with a moderate
UVR level of 3 and above.
• ACT: Sun protection is necessary for part or most of each day between August to
May when UVR levels reach 3 and above. Minimise outdoor activities and events
as much as reasonably practical between 11am and 3pm during the daylight
saving period.
• NSW: Sun protection measures at all times from October to March, and between
10am and 2pm April to September. Minimise outdoor activities between 11am
and 3pm during daylight saving.
• NT: Sun protection is required all year round as UVR is always high (6-7), very high
(8-10) or extreme (11+) during peak UV periods between 10am and 3pm. As the
UVR level is often above 3 outside of peak UV periods the UVR level must be
checked daily to ascertain when sun protection is required outside peak UV
periods.

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• QLD: Sun protection measures require all year round. Plan outdoor activities
wherever practicable before 10am and after 3pm, all year round. Outdoor and
physical activity must be carefully planned to take place at times during the day
when UV levels are lower. Outdoor activities should be avoided around the
midday hours when UV levels are highest. Multiple sun protection methods are
required whenever the UV level index is forecast to reach three or above. In
Queensland, the UV index level is usually at three or above all year round.
• SA: Sun protection measures from September to April with particular care between
10am and 3pm.
• TAS: Sun protection measures are required from mid-September to mid-April.
Active outdoor play is encouraged throughout the year.
• Vic: Sun protection measures September to April. Active outdoor play is
encouraged throughout the year, provided appropriate sun protection measures
are used when necessary.
• WA: Sun protection measures are required all year round when the UVR level is 3 or
above.

Environmental health needs

Considering shade needs for people’s health is not the only environmental health
consideration educators need to think about within an early childhood education and care
environment. To maintain good health, children and adults need to work in environments
that provide a balance of natural and artificial light, have good ventilation and fresh air and
ensure the physical environment (including equipment and resources) is safe and in good
working order.

Activity 2.9

Access and read

Guide to the Education and Care Services National Law and the Education and Care Services
National Regulations 2011 (ACECQA, 2011), p. 77, Section: Ventilation and natural light. To
access the guide, click on the following hyperlink or copy the URL into your web browser:
http://files.acecqa.gov.au/files/National-Quality-Framework-Resources-Kit/2%20-
%20Guide%20to%20the%20Education%20and%20Care%20Services%20National%20Law%20and
%20National%20Regulations%20(updated%209.11).pdf

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Figure 2.16: Here are the stories we created outside about the troll that lives under the bridge,
which was constructed out of blocks by the children.

Element 4
Help children with change

4.1 Prepare children for changes in a supportive and timely manner

4.2 Assist in developing meaningful routines, including those to minimise distress at separation
of the family and child

4.3 Identify and respond to children’s feelings openly, appropriately and with respect

4.4 Encourage children to communicate, listen and treat others with respect

4.5 Encourage opportunities to express feelings and emotions appropriately

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Children and change

Some adults cope with change much better than others. This may be due to past
experience, personality or because of a particular situation.

Activity 2.10

Reflection

Are you good with change or do you prefer for things to stay the same?
Do you like to update your mobile phone with each new model and get hold of all the new
features or do you like your old phone?
What about planning? Many educators who have been in the profession for a while will
remember that many documented their program in boxes displayed on the wall. When this
changed, did you embrace the opportunity to change to something different or did you have
difficulties moving onto a new system?

Children too have varied responses to change. What may seem minimal change to adults
may be enormous to a child. Furthermore, each child may experience change in different
ways. Like adults, children’s reactions may be due to their stage of development, whether
children have secure attachments in their life, experiences, personalities and, of course, the
significance of the change.

It is important that educators get to know children and their families in order to support
children through change, as it can bring about stress and anxiety for them.

Quality pedagogy begins with secure and loving relationships between you and the
children. These relationships occur over time and do not happen immediately. Children with
high stress levels are less able to learn, and chronically high stress levels impact on a child’s
physiology creating long-term problems with their physical and mental health, emotional
regulation and overall development and wellbeing (Sims, 201, p.11).

Events that may cause significant stress to some children include, but are not limited to:

• moving house
• preparing for a new early childhood education and care service or progressing to school

• a new educator at the service

• a change of staff shift at the early childhood education and care service

• competing for space, time and attention

• a new baby or sibling coming into the family

• financial hardship
• family stress levels

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• having an unwell family member, a family member involved in an accident, or a family

member that died.

Some children may be more sensitive to change due to past traumatic experiences.

Lilly’s story
Lilly was 2.5 years of age, happy, bright with lots of friends she would play with at the
early childhood education and care service. Lilly rarely got upset and she was always
the first to ‘have a go at things’. While Lilly was at the service one day, her mother
was involved in a car accident. On this day, her Aunty came to pick her up. Lilly
stayed with her Aunty for a period of time after the event while her mother recovered.
After this time, any change to Lilly’s normal routine would trigger her to go into a state
of heightened anxiety. Lilly would cry and become extremely distressed to a point she
was almost physically sick. Triggers could be as simple as having lunch at a different
time, a picnic outside, not sitting at tables or an educator being away for the day.

Activity 2.11

Watch

‘Life at One’ video which is located at the following hyperlink, or copy and paste the URL into
your web browser. Please note students will need to scroll down the page to the Stress Test clip
and watch this.
http://www.abc.net.au/tv/life/video/LIFEAT1.htm?program=life&pres=s2359909&story=1

Children who are stressed or anxious may react in a variety of ways, including:

• loss of appetite

• become aggressive towards other children

• show signs of relapsing into behaviours that you would expect from a much younger child

• withdrawing

• becoming clingy

• become physically sick

• not able to sleep, rest or sit still or the opposite, sleep often.

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Supporting children through change

There are a few things in life that are unavoidable, such as death and taxes (as the saying
goes). Another unavoidable thing in life is change. We live in a world of constant change,
both positive and negative. How we cope with change depends on our personality, the
experiences we have had, and the skills we have learnt to deal with change.

Change is a part of a young child’s life too. Some examples include new food experiences, a
new sibling, starting early learning and trying new things. It is important for young children to
learn about change and how to cope with change positively in the early years so that “the
foundations of confidence and willingness to try things are built right from the start” (Linke,
2010, p.3).

To support children it is important to understand as best we can what is occurring in the

child’s world. Respectful partnerships with families are essential in this process. When families
first come to the service, educators work with families and build partnership to get to know
the child. It is important to keep in mind that children are all different with different
personalities and mannerisms.

The important personal qualities that support children deal with change include:

• self-esteem

• confidence

• problem solving, and

• optimism.

Some of the things educators can do to support children with change include:

• establish partnerships with families and communities so that rituals are respected and
honoured

• support by a trusted and engaged adult

• allow time and space for children to ‘have-a-go’ in the time they require

• facilitate learning from previous change events

• have conversations between educator and child about the success children experienced
in the past from previous change

• allow children to have a say in what happens in situations that affect them

• retain things from the past that are special and are used as tools of discussion for helping
the child move forward (e.g. remember when you were little and you couldn’t make that
plane and then you could), and

• giving meaning to and labelling feelings.

Separation from family members

The Early Years Learning Framework requires us to establish secure, respectful and reciprocal
relationships with children, families and communities (DEEWR, 2009). These relationships take
time to establish.

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Before children begin at the service, wherever possible, it is critical that families are invited to
spend time at the service to begin to develop a partnership with educators and to feel
confident with educator practices.

Educators in many early childhood education and care services have adopted practices
that support the child and their family to ease into their day at the service. The educators
have worked in partnership with the family to understand the rituals a child has for saying
goodbye to family members and the strategies that make this separation a little easier.
Transition is most successful when educators work with families and have taken the time to
listen to the child. The following strategies may assist:

• Adopt a primary educator system. This allows the family member to work with the same
educator each day to help transition the child into the program. The family member knows
to take the child to this educator and the educator will help the child through the rituals to
say farewell.

• Listen to the child. Find out the child’s rituals. Does the child like to stand at the gate with
the educator and wave farewell to the parent? Does the child like to stay with their sibling
in another room? Does the child have a favourite game or book that he / she likes to do
first up with the educator to help ease separation?

• Value the child. A positive separation is important to help set up a happy day for the child,
family and educators. Ensure service systems provide the opportunity for educators to have
the time to welcome families and to support children through transition.

• Value the child and family. Learn and use children and families’ names. Generic names
such as ‘possum’ ‘darling’ ‘Princess or Prince’ may sound enduring however, using
children’s first names is respectful and builds relationship because it highlights to the family
that the child is important enough for you to remember his or her name.

• Create a sense of belonging for child and family

member. By greeting the child and family
member e.g. “Good morning Zarli, you have
brought your blanket and your mum”, gives a
message to the child that both mum and child
belong at the service.

Figure 2.17. Children will only thrive in early

learning services if educators build positive and
responsive relationships with the children in their
care. Knowing the child helps the educator, in
partnership with the family, to implement the
best strategies for the child.

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Activity 2.12

Read the documents accessed by clicking on the following hyperlinks:

http://www.kidsmatter.edu.au/sites/default/files/public/KMECC2-201205-02_being-apart.pdf
http://www.kidsmatter.edu.au/sites/default/files/public/03_KM-11-200-Understanding-and-
managing-separation-distress2.pdf
http://www.kidsmatter.edu.au/sites/default/files/public/04KMEC-201207-Coping-with-
separation-distress_0.pdf

Figure 2.18: A sense of place for the child to leave their special belongings each day.

Transitions to a new room

Transitions include “…home to early childhood settings, between settings, and from early
childhood settings to school…” (DEEWR, 2009, p.16). Within this section, the concepts of
transitions will be considered from the transition from one room to another within the same
early childhood education and care service.

Before thinking about moving a child into another room, consider why educators and the
Director may wish to do this. Changes in legislation and the opportunity to embrace under
the roof ratios provides more flexibility to services to meet the needs of children rather than
feeling that children have to be moved to allow space for younger children.

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Families are central to the success of the transition process given their importance in
supporting children’s wellbeing and sense of security. Additionally, if we are truly committed
to Article 12 of United Nations Convention of the Rights of the Child (OHCHR, 1990) which
states that children should have a voice in things that affect them, then children must be
asked for their opinion about moving into another room.

When considering moving a child from one room to another, it is important to respectfully
involve the family and discuss the reasons. Be mindful of power dimensions as this needs to
be a true partnership rather than the educator informing the family that it was going to take
place. This approach does not build relationships but instead creates tensions. If the family is
in agreement that it is best for the child to move into another room, then the family and
educators should work together to support the child making the transition into the new room.

Encourage an environment where children are able to flow from one room to another and
develop a sense of belonging to the service rather than a specific room.

Consider whether a number of children can move rooms together with their current
educator as well.

If the decision has been made to move the child up to another room, ensure the child and
the child’s family has visited the new room several times and completed a thorough
orientation. This can help the child to feel comfortable with the educators and other children
and is happy to stay and play within the room.

Transition to school
Many states and territories within Australia have ‘transition reports’ that are required to be
completed by the early childhood education and care service and forwarded to schools
upon enrolment of a child into a primary school.

Regardless of whether a requirement exists between services to complete a transition report,

early childhood education and care services are encouraged to build partnerships with local
schools and to become part of the community. Building partnerships with the school, school
community and teachers helps to inform the school of the importance of early childhood
education and reduces the perceived gap between school and early childhood,
particularly when services can provide regular visits between service types. If the service is
located too far from the service for the children to visit, educators and teachers may be able
to arrange opportunities for the teacher to come to the service to talk with children about
school life and events. Other ways of building partnerships with local schools include:

• advertising school events and activities on service noticeboards

• inviting teachers and the Principal to service events

• providing school uniforms in dress up area

• facilitating family information nights and school excursions

• keeping connected with past students (e.g., inviting past students to come and talk with
future students about going to school or to write welcome letters to future students), and

• reading books about school and show photographs of the local school.

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Activity 2.13

Explore and watch

Kidsmatter Australia Early Childhood Mental Health Initiative has developed a number of
resources for Educators and families working in partnership to support children to successfully
transition to school. Click on the link below or copy and paste the URL into your web browser –
http://www.kidsmatter.edu.au/early-childhood/resources/starting-school
Watch the six short videos and consider how your service can better support children’s
transition to school.

Learning to understand our feelings

Emotional awareness is understanding that one has feelings distinct from thoughts; being
able to identify and name those feelings; and recognising that others have feelings that may
be the same as or different from one’s own (Epstein, 2009, p.57).

Children learn feelings and emotions as they engage with the world. As children mature,
often so does their repertoire of emotions and their feeling state. As they learn about what
emotions and feelings are, they also learn how to express them appropriately for the correct
context. Emotion regulation is the ability to identify and control one’s emotions. For example,
a child of two years of age may be feeling angry and exhibit this through lying on the ground
and kicking and crying. This may be an acceptable form of expression of anger for a two
year old; however, it may not necessarily be seen as appropriate for a 40 year old woman to
do the same thing,

Although young children are born with emotions, their understanding of emotions and
feelings and how to regulate them develops as they grow older. In order to learn about
feelings, young children need the support of an adult with whom they feel safe.

Recognising and labelling emotions is important. It is important not to judge children’s

emotions as good or bad as children are learning which emotion and feeling is appropriate
for which context. Children like adults can learn to control how they behave in response to
their feelings, but they should not be led to think they have to control the emotions
themselves. Furthermore, adults need to support children through situations when they don’t
have the capacity to cope for example, the emotional storm.

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Activity 2.14

Read

Click on the following hyperlink or copy and paste the URL into your web browser to access the
reading from KidsMatter about the importance of feelings.
http://www.kidsmatter.edu.au/sites/default/files/public/images/KMEC20101223-C2RP-Feelings-
matter-HR.pdf
Consider this reading and identify the additional strategies KidsMatter recommend to support
children to learn about feelings.

Babies frown, cry and tense their body when they are unhappy or uncomfortable. This is the
language baby’s use. Even though young babies are not able to use words, adults should
talk to them about their feelings from an early age. This builds a building block for future
development.

Theories of development inform us that often young children cannot separate their own
feelings from those of others. If they feel angry, they believe that you too are angry. Toddlers
are learning to share and take turns and see other’s points of view. At times, young children
need support with these acquiring skills.

Learning to use the appropriate feeling in different contexts

There are a number of ways educators can teach children to identify and express their
feelings:

• Name or label children’s emotions as your own

For example, at pack up time, the educator Margaret stated, “I’m really happy today”.

• Call attention to the feelings of others

For example, at arrival time, educator Margaret said to Joe, “Joe, you look rather sad
today, I can see that you are not smiling and you look sad.”

• Comment conversationally on the emotions children express throughout the day

Darcy: I made a happy face because I am happy because Mummy comes soon.
Educator: Mummy always comes to pick you up Darcy.
Darcy: I don’t like my Mummy going but I like kindy.
Educator: So you like kindy but wish your Mummy could stay because you don’t like her
being away.

• Explain how you are feeling in certain situations to help children understand their own
feelings.
For example, at story time the Educator stated, “my tummy is making funny noises and I
am feeling hungry. I am really looking forward to my lunch.” The educator has her hand
on her stomach.

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Once again, children can learn emotions through the use of language, looking at photos,
pictures and people’s faces that represent different emotions and these being labelled by a
more competent other. Introducing mirrors for children to look at themselves and discussing
how their face looks when they express certain emotions also helps children to learn to
express their emotions. Role play, dramatic play and the use of puppets and dolls helps
children to work through scenarios and situations.

Effective communication by children

When babies cry, it is their way of telling adults who care for them that something is not right
or they are not happy. Adults should not leave babies to cry, this only makes a baby more
distressed and anxious. The United Nations Convention of the Rights of the Child (OHCHR,
1990) Article 12 states that children have a right to have voice on things that affect them.
Babies communicate their dissatisfaction with a situation through crying. Educators are
required to be responsive to baby’s needs.

Understanding our social customs and rituals occurs through being role modelled by a more
competent other and by being taught. Educators need to demonstrate through their daily
interaction, the behaviour they wish children to learn to use while within the early childhood
education and care service. Additionally, adults need to teach certain behaviours.
Educators must be mindful that cultural considerations are necessary when thinking about
what respectful communication strategies are required to be taught and demonstrated
within the service. Respectful behaviour includes respecting children’s privacy and feelings.

Element 5
Settle new arrivals

5.1 Observe families and children for signs of stress / distress on arrival

5.2 Begin interaction with the child while family is still present to minimise abruptness of
separation

5.3 Encourage the family to take as much time as needed to have a relaxed, unhurried separation
from their child

5.4 Respond to child’s distress at separation from the family in a calm reassuring manner

Children’s anxieties on arrival

Stress and anxiety are feelings. They are important feelings that all people need to learn to
identify and regulate. When people (including children) get stressed, the body automatically
releases a hormone into the body that provides the energy for the person to have a ‘fight or

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flight’ response. This is a survival mechanism. The extra adrenalin pumping through our bodies
allows us to make a decision about running away from the danger or staying to fight.

A little stress in our life is not necessarily a bad thing. For example, students may feel that they
need a little stress in their life to finally face the assessment task they have been putting off.
However, ongoing stress is detrimental to our health, particularly for young children with brain
development.

Children with high stress levels are less able to learn, and chronically high stress levels impact
on children’s physiology creating long-term problems with physical and mental health,
emotional regulation and overall development and wellbeing (Sims, 201, p.11).

Activity 2.15

Watch and consider

If you have not watched the vignette in Chapter Two from the Life at One Series please watch
this first.
If you have watched this vignette, then please watch the following:
Toxic Stress Derails Healthy Development produced by the Centre on the Developing Child,
Harvard University. To access this vignette, click on the hyperlink below or copy and paste into
your URL.
http://developingchild.harvard.edu/key_concepts/toxic_stress_response/
Consider how you would explain to your team colleagues why minimising stress in children’s
lives is so important. Explain what stress can do. What do you believes stress and anxiety for
children in your current environment? What possible strategies could you introduce to reduce
the amount of stress children feel within the service?

The next few sections will discuss common stressful times for young children and
considerations for educators to minimise the triggers.

Starting at a new early childhood education and care service

When children start at a new service, we often refer to the time children take to settle into
the new surroundings as the “settling in” period. This is a critical point in time, when young
children develop trust and begin to build relationships with the child.

Consider how terrifying it may be to a child to be left with total strangers in a strange
environment, with different smells, furniture and resources that are different from home. Also,
people may look different – different clothing, perhaps a hijab, different hair and skin colour,
different ways of doing things and those people may not immediately understand how the
child communicates or likes things done. And then, of course, all the other young children!

Wherever possible, services should encourage families to spend as much time as possible
and as long as they need to settle a child into a new service. When children observe their

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family members interacting positively with educators, children gain a sense of safety and feel
more relaxed knowing family are present while they get to know the new (and very foreign)
early learning environment. Of course, this settling in period is also important for the family.
When families spend time at the service with educators, they build relationship, gain trust and
feel more comfortable when it finally comes time to leave their child.

Family partnerships are critical. Partnerships help to teach the educator all about their child.
This information is important in helping the educator build positive relationships with the child.

Having one educator develop a strong relationship with a child when they begin to attend
the service provides the opportunity for the child to feel safe, secure and to begin building
relationships with other key educators.

Separation each day

Activity 2.16

Click on the following hyperlink to read and consider the fact-sheet for parents
produced by Early Childhood Australia on separation and anxiety.

http://www.earlychildhoodaustralia.org.au/parent-resources/separation-anxiety/

Routines to support positive separation

This module has covered in detail the importance of predictable critical rituals. Most young
children prefer predictable routines to gauge their day.

A typical day may go as follows:

First, children engage in outdoor experiences and, during the morning, children will be asked
whether they have had morning tea. Usually, children have morning tea on the tables
outside when they are hungry. Due to the service’s requirements for sun safety, children are
required to go indoors once the UV rating reaches a certain point. The educator explains to
children the need to go inside and why, and then children, in small groups, leave their work
to venture inside, knowing that they can come back to the task in the afternoon.

Children will play indoors and some children will help prepare lunch in the kitchen and dining
room. After a large play indoors, children will help to pack up and when they have finished
their task, progress to the dining room. The child’s day has rhythm and routine with large
blocks of time for children to engage in activity. There are no time slots that state that at
10:30 this is what children must do. Children have much opportunity for choice, decision
making and control over their day.

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Educators support children by talking through changes that may take place, for example,
“because the sun’s rays are becoming strong, we will need to go inside soon so that our skin
does not get sun burnt”. Children are given notice of the pending change and an
explanation for the change.

Supporting children who are stressed and / or anxious

Young children are often considered quite resilient to the events in life that at times can
affect us. However, even the best environments at times will have things happen that cause
stress and distress to young children. Additionally, some children have temperaments that
are more prone than others to feeling anxious and stressed.

Causes of anxiety may include:

• having stressful adults in their lives

• sickness

• death, separation or moving

• changes in their daily routines

• lack of clear boundaries. or

• a change in circumstances such as a new baby, or family member, educator.

(Roe, 2006)

Additional Reading

Students may be interested in exploring some of the resources available to educators to assist
them in supporting children in times of trauma. These periods in a child’s life are normally
associated with high levels of ongoing stress.
To access these resources, click on the links below:
http://www.redcross.org.au/files/Helping_Children_and_Young_People_Cope.pdf
http://raisingchildren.net.au/articles/trauma_days_and_weeks.html

Stressful events support children to learn how to manage their feelings through the support of
a trusted adult. Learning to manage feelings, to be able to learn techniques to ‘self-soothe’
and learn ways to cope, takes time. The educator has a significant role to play in supporting
children learn these skills.

There are a number of strategies that educators can adopt to assist young children.

• Don’t leave babies or young children crying. Strong attachment is developed through
trusted and responsive relationships. If children are crying, they need support. Picking up
the baby will ‘not spoil’ the baby.

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• Get to know each child and their individual mannerisms. Babies have different cries to
communicate different desires and it is important to get to know these languages and to
respond accordingly.

• Children have different strategies for calming (self-soothing) and receiving support from
adults. Some children enjoy snuggling into an adult; other children will like the adult just to
sit close by to them.

Everyday strategies to support reduce stress and anxiety

Strong social and emotional wellbeing is supported through positive, trusted relationships
between child, family and educators. Relationships take time to grow and must be nurtured.

There are strategies that educators can utilise in their everyday practice to support children.
These include:

• understanding each child and their unique ways so that educators can identify when a
child’s behaviour is building towards an emotional storm, allowing opportunity to provide
additional support

• understanding each child’s capabilities so as to offer support where required

• helping children to form relationships with other children

• being aware of children’s play as not all play is friendly, kind and inclusive and challenging
children’s ideas, theories and practice where it is inappropriate

• keeping promises

• establishing and maintaining predictable routines

• having consistent educators on regular rosters, for example, an educator from the baby’s
room beginning each day

• ensuring children have somewhere special of their own to keep their belongings

• creating connection to home; for example, photographs of children’s family and of their
home at the service in locations children can access independently

• developing rituals with children that are unique to their own needs to support them into the
program and to leave on each occasion the child attends

• being genuinely warm and welcoming to children so they feel valued and have a sense
of belonging, and

• exchanging information with families each day so you have an understanding of the child’s
world outside the service and how those events and experiences may influence the child’s
day.

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Service example:
Considering when support is needed
Angela is very aware of the children she works with each day. Charlie is a very
enthusiastic child, who has big ideas and constructs well-thought out theories of why
things occur, but has some challenges with translating his cognitive thoughts into
reality. Charlie is learning emotional self-regulation and he becomes very stressed and
frustrated with himself when he is unable to translate his ideas.
Charlie has decided to build a billy cart after watching the V8 touring cars on
television over the weekend. Angela watches Charlie pace around the room looking
at the equipment, but not making a decision. His pace quickens and his hand
movements become busy as he begins to talk to himself and uses his hands as a form
of expression. Angela realises he is becoming stressed and frustrated as he begins to
pull out boxes and toss these looking for the ‘right box’. Angela walks over to Charlie
and bends down to his level so that they have eye contact, which provides an
opportunity for good communication. She takes his hands and clutches them
together and says “I have been watching you Charlie and I think you may be feeling
a little stressed this morning. You look like you have thought of something that you
want to do and you don’t know how?” Charlie pulled his hands from Angela and
explained what was wrong, one foot stamping the ground. Angela acknowledges his
feelings and explains to him what she thinks is happening “I thought you were
frustrated, your foot is stamping, you hand is punching the air and I bet your tummy is
all tight”. Angela offers him some assistance, encourages the both of them to take a
few deep breathes and put their thinking caps on and suggests they start with a plan.

The example above values Charlie. The educator understands the children in her care and is
responsive to their needs. She helps him connect to his feelings, label them and tries to help
the child understand what frustration feels
like. The educator supports the child to
implement self-soothing strategies to
calm (breathing) and re-focus.
Furthermore, this educator has engaged
in intentional teaching to support the
child with their needs.

Figure 2.19: Chloe watches her Dad

closely. She is keen to help and begins
passing him the screws after watching
him get them out of the box.

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Activity 2.17

The stress and anxiety of beginning school

Click on the following hyperlink or copy and paste the URL into your web browser to review and
consider the resources available to support educators and families to successfully support
children’s transition to school
http://www.earlychildhoodaustralia.org.au/parent-resources/transition-school/

National Quality Standard

The National Quality Standard (NQS) is a key aspect of the NQF and sets a national benchmark
for early childhood education and care, and outside school hours care services in Australia. It
provides families and educators with a more detailed understanding of children’s education
and care requirements, objectives, outcomes, and expectations.

The NQS comprises quality areas, standards and elements.

There are seven quality areas. Although all quality areas are interwoven, three quality areas
relate mostly to chapter two of this module.

QA2 Children’s health and safety

QA5 Relationships with children

QA6 Collaborative partnerships with families and communities

(ACECQA, 2013)

Summary table of quality areas, standards and elements

QA2 Children’s health and safety

2.1 Each child’s health is promoted.

2.1.1 Each child’s health needs are supported.

2.1.2 Each child’s comfort is provided for and there are appropriate opportunities to meet each
child’s need for sleep, rest and relaxation.

2.1.3 Effective hygiene practices are promoted and implemented.

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2.1.4 Steps are taken to control the spread of infectious diseases and to manage injuries and illness,
in accordance with recognised guidelines.

2.2 Healthy eating and physical activity are embedded in the program for children.

2.2.1 Healthy eating is promoted and food and drinks provided by the service are nutritious and
appropriate for each child.

2.2.2 Physical activity is promoted through planned and spontaneous experiences and is
appropriate for each child.

2.3 Each child is protected.

2.3.1 Children are adequately supervised at all times.

2.3.2 Every reasonable precaution is taken to protect children from harm and any hazard likely to
cause injury.

2.3.3 Plans to effectively managed incidents and emergences are developed in consultation with
relevant authorities, practices and implemented.

2.3.4 Educators, co-ordinators and staff members are aware of their roles and responsibilities to
respond to every child at risk of abuse or neglect.

QA5 Relationships with children

5.1 Respectful and equitable relationships are developed and maintained with each child.

5.1.1 Interactions with each child are warm, responsive and build trusting relationships.

5.1.2 Every child is able to engage with educators in meaningful, open interactions that support
the acquisition for life and learning.

5.1.3 Each child is supported to feel secure, confident and included.

5.2 Each child is supported to build and maintain sensitive and responsive relationships with other
children and adults.

5.2.1 Each child is supported to work with, learn from and help others through collaborative
learning opportunities.

5.2.2 Each child is supported to manage their own behaviour, respond appropriately to the
behaviours of others and communicate effectively to resolve conflicts.

5.2.3 The dignity and rights of every child are maintained at all times.

QA6 Collaborative partnerships with families and communities

6.1 Respectful supportive relationships with families are developed and maintained.

6.1.1 There is an effective enrolment and orientation process for families.

6.1.2 Families have opportunities to be involved in the service and contribute to service decisions.

6.1.3 Current information about the service is available to families.

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6.2 Families are supported in their parenting role and their values and beliefs about child rearing
are respected.

6.2.1 The expertise of families is recognised and they share in decision making about their child’s
learning and wellbeing.

6.2.2 Current information is available to families about community services and resources to
support parenting and family wellbeing.

6.3 The service collaborates with other organisations and service providers to enhance children’s
learning and wellbeing.

6.3.1 Links with relevant community and support agencies are established and maintained.

6.3.2 Continuity of learning and transitions for each child are supported by sharing relevant
information and clarifying responsibilities.

6.3.3 Access to inclusion and support assistance is facilitated.

6.3.4 The service builds relationships and engages with their local community.

7.3.5 Service practices are based effectively documented policies and procedures that are
available at the service and reviewed regularly.

(ACECQA, 2013, p.10 – 11)

Click on the hyperlink to go to the ACECQA website to view the full 58 elements:
http://files.acecqa.gov.au/files/National-Quality-Framework-Resources-Kit/NQF03-Guide-to-
NQS-130902.pdf

Useful websites
Australian Government: Department of Health
http://www.immunise.health.gov.au/internet/immunise/publishing.nsf/Content/4CB920F0D49
C61F1CA257B2600828523/$File/nips-oct2013.pdf

Australian Breast Feeding Association:

https://www.breastfeeding.asn.au/

National Health and Medical Research Council (2012)

http://www.nhmrc.gov.au/_files_nhmrc/publications/attachments/ch55_staying_healthy_chil
dcare_5th_edition_0.pdf

Product Safety Australia

https://www.productsafety.gov.au/content/index.phtml/itemId/970225

Raising Children Network

http://raisingchildren.net.au/

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Learning and Development

Chapter 3
CHCECE010 Support the holistic
development of children in early
childhood

Element 1 Support physical development

Element 2 Support social development

Element 3 Support emotional development

Element 4 Support cognitive development

Element 5 Support communication development

Element 6 Create an environment for holistic learning and development

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Before you begin engaging with this chapter, chapter 3 of module seven, let us stop and
consider some of the significant theories that guide us (educators) about how children learn
and develop. You may recall from previous modules that theories are “…the big ideas that
come from research and wise thinking over time” (Kennedy, p.1). There are many theories,
about many different things. The theories or big ideas educators are interested in are the big
ideas that inform us about how children learn, develop and how to best support their
wellbeing. We want to understand these theories so that we know “what to do” to support
children’s learning.

There are many theorists with many theories about how children learn and develop in the
early childhood education and care profession, there are some well regarded and
respected theories that are influencing our practice. In this chapter, Educators will begin to
investigate these ideas. Additionally, we Educators will consider how each of the current
significant theorist, such as Lev Vygotsky, Abraham Maslow, Albert Bandura view the adult’s
role in supporting children’s learning and development. It is important to understand the
different perspectives and the contemporary thinking that best informs our practice. In this
chapter students will explore:

Lev Vygosky’s cognitive development view, which considers the adult having a prominent
role in the child’s learning. The adult, or more competent other, supports children’s learning
through a process called scaffolding to support children move through their Zone of Proximal
Learning.

Abraham Maslow, Hierarchy of Needs, considers the importance of the adults supporting
children with emotional and personality development.

Albert Bandura theoretical perspective comes from the lens of social cognitive theory.
Bandura believes that adults have an important function of modelling, modelling of
appropriate behaviour. Bandura through his experiments believed children imitated and
copied adult behaviour.

Activity 3.1

Read

Click on the following hyperlink or copy and paste the URL into your web browser and
download the ECA PLP Newsletter: What do theories got to do with it?
http://www.earlychildhoodaustralia.org.au/nqsplp/wp-content/uploads/2012/05/NQS_PLP_E-
Newsletter_No31.pdf

The following section will introduce learners to the different domains of development:
physical, social, emotional, cognitive and language, recognising that learning and
development are interconnected. Children don’t learn and develop in isolation, when they
are developing in one domain (e.g. physical skills) they may also be developing in other
areas (for example: language development, cognitive development and social and
emotional development.

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In this chapter, we are likely to come across a range of new words such as cognition. Don’t
panic, it is only a new word and there will be lots of meaning and examples to help these
new words and their meanings become clear.

Element 1
Support physical development

1.1 Use daily routines as opportunities to support children to acquire and practise skills

1.2 Assist in selecting and arranging equipment that will develop fine and gross motor skills,
and to challenge and encourage choice and spontaneity in physically active play

1.3 Help to create opportunities to support the emerging physical skills of individual children

1.4 Support children to take increasing responsibility for their own health and wellbeing

Growth
Learners often confuse growth with physical development. Growth is the process by which
cells divide in the body to increase size. Physical development, which learners will consider
shortly, is about young children gaining control and mastery of their body, e.g., being able to
control a whole leg movement so the child can kick a ball.

Before we consider physical development, let us just pause to reflect about the growth that
occurs for very young children. For a long period of time, we didn’t think of children’s
development until the birth of the baby. Through advancements in technologies and
sophisticated imaging technology, researchers now understand the development that
occurs during the prenatal stage, after conception. The pre-natal foetus grows significantly
and is able to see, hear, and feel from early on in the pregnancy.

Activity 3.2

View

Click on the following hyperlink or copy the URL address into your web browser to access a
website that highlights the development of a foetus through gestation
http://www.babycenter.com/fetal-development-week-by-week

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Body growth is significant in the first few years. Physical growth and development is a
significant indicator for general wellbeing. Changes are usually seen in size and portions of
the body, fat proportions, muscle development and skeletal composition. For example, by
the end of the baby’s first year, the child is usually greater than 50% of their height from birth.
By five months of age, the typical baby has doubled the birth rate (Berk, 2012). Growth
occurs in two directions - head to feet (cephalocaudal trend) and centre of body outwards
(proximodistal trend) (McDevitt & Ormrod, 2010).

Sensitive periods in brain development are thought to occur, where certain skills must be
developed or otherwise lost forever. Sight and hearing are two such skills (Carr, 2012).

Biological and environmental influences on development

Factors that affect development and growth include:

Experience and nutrition Biological

 Pre and post natal care  Inherited (genetics) factors

 Child & mother
 Opportunities to engage in stimulating
physical and social interactions
 Adequate sleep
 Good health
 Environment fee from drugs and toxins
 Disease free
 Family and cultural practices

There are many reasons why young children do not thrive and develop. Some examples may
include:

• malnutrition (Mother not eating enough and poor milk or not enough milk production.
Incorrect preparation of formula);
• poor diet (baby’s given cordial or soft drink), in many developing countries coke is cheaper
than fresh water;

• neglect;
• severe reflux;

• inadequate absorption of food due to disease or illness;

• lack of physical activity;

• lack of experiences and stimulation, and

• lack of play.

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Activity 3.3

Activity description

Fetal Alcohol Syndrome is caused by the affects of alcohol during pregnancy. Many women
drink alcohol, and many young women binge drink on weekends, and may not be aware that
they are pregnant.
Click on the following hyperlink or copy and paste the URL into your web browser to read and
consider information Fetal Alcohol Syndrome
http://www.cyh.com/healthtopics/healthtopicdetails.aspx?p=114&np=122&id=1950

Brain development
There are some very sophisticated learning tools and resources to support our understanding
of brain development. This section will maximise technology and encourage the learner to
tap into this knowledge.

Activity 3.4

Click on the following link or copy and paste the URL into your web browser to view this 50 sec
video on brain development from Discovery Channel
http://www.discovery.com/tv-shows/discovery-presents/videos/understanding-the-brain-
development.htm

Children’s brains begin to develop even before they are born. The experiences children
have when still within the womb can have lasting effects. This is why it is essential mothers
have good nutrition, regular exercise, low stress, no alcohol / cigarettes / drugs while the
foetus is developing. After birth, the baby’s brain develops rapidly, quadrupling in volume by
adulthood (Berk, 2012).

Neuroscience have found that the first 3 years are the period of most rapid growth during
which there are specific sensitive periods for optimal learning in particular areas. It is during
this period that through activity / rich experiences the brain is stimulated and neuronal
connections are laid down, sculpted and reinforced by regular use. If the connections are
not used regularly, the connections are either not activated, decay or pruned (use it or loose
it!).

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Activity 3.5

The rich, quality experiences young children engage with support the development of the brain
wiring – building the brain (intelligence). Early childhood educators working with young children
have a critical role to play in supporting the wiring of the brain, which affects the child’s whole
life trajectory. Huge responsibilities!
Click on the following hyperlink or copy the URL into your web browser to access the YouTube
clip (1.57 mins) on Experiences Building Brain Architecture by the Centre for Developing Child at
Harvard University - http://www.youtube.com/watch?v=VNNsN9IJkws

Activity 3.6

Baby brain map

Click on the following hyperlink or copy and paste the URL into your web browser to access the
well regarded web site Zero to Three Matters –
http://www.zerotothree.org/child-development/brain-development/baby-brain-map.html
Click on the interactive brain to inform youself about the development that occurs at the
approximate ages and what influences development.

Pound (2011a) highlights to educators that:

• physical exercise has an important role to play in providing the right conditions for the brain
to thrive

• play is essential to learning and development, and

• there are strong connections between learning and senses. This signifies the importance of
children being provided with opportunities to learn by using their full range of senses.

Teaching children to care for their own health and

wellbeing
When we consider learning, we usually think of concepts such as literacy and numeracy. Of
equal importance is teaching children to recognise and understand their body, mind,
feelings and emotions. Listening to our body and understanding why our body responds in a
certain way keeps us safe, healthy and happy.

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Learning this knowledge comes from engaged adults who talk with children about such
topics. Conversations to support children’s understanding can include talking about good
nutrition, clean healthy water, and the importance of resting our bodies. Examples include:

• “If we ate cake often, what might happen to our body?”

• “Why do we need to drink lots of water”?

Educators who are responsive to children will help children to become aware of their
emotions and speak to children about how they might be feeling and support them to
describe and recognise the reactions the child may be feeling, e.g., “Is your tummy feeling
tight and rumbly?”

Physical development
In the last chapter, educators explored the reason why physical activity was important,
described fundamental movement skills and highlighted how to promote it. Within this
section, educators are going to consider their role in supporting physical development.

The National Quality Standard Element 2.2.2 states “physical activity is promoted through
planned and spontaneous experiences and is appropriate for each child” (ACECQA, 2013,
p. 65).

Within an early childhood education and care service, there will be occasions for children to
engage in spontaneous experiences through play that promote physical activity and there
will be times that form part of planned experiences and critical rituals (routines) that also
encourage children’s physical skills.

Educators often overlook the everyday rich learning opportunities children engage in as they
go-about their everyday lives, e.g., meal times provide opportunity to set the tables, serving
food, self-feeding, clearing away, all requiring physical skills. For an educator to do these
activities on behalf of children is to take from the child’s opportunity not only to engage in
these physical experiences, but to also feel the joy of being independent and having a
valued role in the lived experiences of the service.

Fine motor skills

The term ‘fine motor’ means ‘small muscles’.
Fine motor skills involve the ability to use and
control the small muscles in the fingers, the
hand and arm to manipulate,and to control
and use tools and resources. Finger motor
control is not just connected to the hands and
arms, fine motor skills also required hand-eye
coordination.

Figure: 3.1 Fine motor skills are enhanced

through many experiences such as this
creative arts experience where the children
were engaged with weaving.

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Figure: 3.2 Babies often enjoy pushing and pulling

beads.

Gross motor skills

Gross motor means ‘large muscles’, including arms, legs,
feet, head, neck and torso. Children will participate in
activities that will help with the development of gross
motor skills such as crawling, walking, sitting, rolling,
reaching, balancing, jumping, catching, throwing and
striking.

Everyday learning through critical rituals

Children learn and construct knowledge through their social engagement with others.
Children will learn and develop through their everyday engagement with their peers and
supported by a sensitive and responsive educator. Educators are to consider the everyday
lived experiences children engage with that provide rich and authentic learning
experiences.

Activity 3.7

Reflection

Consider all of the everyday critical rituals that occur through the typical day a service:
preparing meals, setting tables for meals and cleaning up, making beds, rest time, feeding
pets. These experiences provide rich opportunities for learning and skill development.
Rather than considering these events as duties or tasks for educators to complete, how can you
provide these opportunities to children as their everyday experience through which learning
occurs? Who prepares the tables for lunch at your service? Children, educators or somebody
else?

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Table 3.1: Some examples of the skills learnt through everyday rituals

Setting the table Helping the Caring for the Preparing

Cook Chooks beds

Maths Matching Measuring stock Measuring food Counting

placemats
Counting eggs Counting eggs Size
Sorting cutlery
Weighing flour
Counting the
Reading the clock
children in
attendance.

Language Positional Reading recipes Reading Reading labels,

language: knife instructions, writing recognising
Mathematical
goes beside plate the care form. patterns and
language – size,
describing them,
Reading labels volume, weight. Chatting about the
building
chooks – looking at
New words: herbs, vocabulary, giving
colour, patterns.
vegetables, instructions to
different foods. others.

Developing menu
sign for the day.

Physical Fine motor: Pulling Thyme Climbing into the Placing beds in the
picking up utensils leaves off branch chook house to get correct position
to put herbs into containers. (fine & gross motor)
Whole arm
food
movement – Cleaning the straw Laying sheets – fine
putting table cloth Collecting eggs motor,
on. coordination.
Collecting herbs /
vegies from
garden.

Social & Sense of pride Sense of pride Developing Sense of pride

emotional empathy for others
Sense of Sense of Sense of
accomplishment accomplishment Learning how to accomplishment
care for animals.
Confidence Confidence Confidence
Describing feelings
Sense of Feeling of Sense of belonging
belonging ‘our responsibility ‘our service’
service’
Sense of
belonging ‘our
service’
Learning to care
for self.

Cognitive Problem solving: Problem solving, Considering and Thinking about

following sequences where to place
Table cloth to stay Measuring,
and steps. beds. Sequences.
and even. volume.
Pattern making Reactions – why
(laying table to certain things
match placemat / happen.
picture)

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“The word ‘agency’ describes when a person is able to act or do something. For children, it is
based on their sense of themselves” (Whitington, 2014, p.4). Inviting children to participate as
contributors to support the maintenance and workings of the service is important for children
to allow a true sense of belonging. As educators, it is important to consider how we think
about children. Children tend to think of themselves the way the adults who care for them
think and talk about them. So if you (educator) think that children are capable and that they
have ownership in the service, then you are likely to expect children to be assisting to care
for the environment.

Do you see rituals as ‘routine tasks’ to get done as fast as you can? or

Do you view rituals as authentic learning experiences for children which children must be
involved in enacting?

Developmental trends in early childhood

The following table provides a snapshot of the typical norms of development expected for
most children. In past years, child development was presented to educators with age
timeframes of when people should expect children to be achieving certain development.
This led to a focus on children from a deficit model, as when children couldn’t achieve
development by a certain age, educators believed it was their role to ‘fix children’.
Understanding children through a contemporary lens, we know that children will develop
and learn at different rates because of their lived experiences, genetics, interests, etc. Just
because a child doesn’t walk for a few months does not mean that there is a problem. The
development profile below supports the educator to recognise when certain development
should emerge.

Table: 3.2 - Developmental physical trends

Stage Typical norms of development

Baby Grasping objects, raise body and head, turn head side to side, pick things up with the
finger and thumb (pincer grip), transfer objects, sits aided then unaided, pull body to
standing position, stands alone, lowers self to floor, may crawl, may walk.

Toddler Crawl very skilfully. If not walking will begin walking and then learns to run, falls not
uncommon. Crawls up and down stairs. Pushes and pulls toys, Picks up objects and
enjoys relocating objects. Learns to climb. Seeks autonomy – self-eating and dressing
self. Begin reading – turning pages and using art materials such as crayons and chalk.
Preference to who arm movement rather than through the wrist. Toilet training may
begin.

Preschool Walks up and down stairs using alternative feet

Jumps and able to balance on alternative feet
Kicks a large ball
Jumps in place
Walks in a straight line
Hops

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Stage Typical norms of development

Climbs ladders, trees, obstacle courses

Walks backwards heel to toe
More refined drawing ability, able to use wrist to control instruments and will begin
showing hand dominance.
Able to go to bathroom independently
Able to dress and feed self

School- Throws and catches accurately

age Writes, learns to do up shoe laces, open wrap off sandwiches, complete detailed art
work.
Good motor coordination and manual dexterity.

(Adapted from Charlesworth, 2011).

Educators responding to children

Relationships with children and their families is the key to the success of our work. Positive
relationships with children develop when we are respectful and responsive to children’s
desires, interests and needs. The art of an early childhood educator’s professional practice is
knowing when to step in and when to hold back, but always listening, thinking and reflecting.
As Educator’s we have responsibilities to support the learning and development of young
children. This requires us to consider what children do and then thinking about, what is
occurring and the ‘what’s next’. The following section will explore this further. Let’s first watch
this vignette and begin to think about what is occurring and then the possible, what’s next.

Activity 3.8

Watch the vignette

Click on the following link to watch the video of the child

jumping
https://vimeo.com/104472334
This young child is fascinated with the sound she is able to
create by jumping onto the crate. The child is walking and
balancing unaided and able to step up onto a platform and
jump. She is excited by the noise she is able to create and
repeats this task over and over again (password:
GoodStartVideo).

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So what next for this child’s development?

Provide other materials for this child to extend her interest in the creation of sound for
example bubble wrap, cellophane. At the same time, this interest will also provide
opportunity to promote fine motor skills by encouraging the child to feel the different
surfaces and gross motorskills by moving the materials in place (strength, coordination) and
fundamental movement and dynamic balance (keeping balanced while moving).

Outcome 3: Children have a strong sense of wellbeing

“Physical activity and attention to fine and gross motor skills provide children with the
foundations for the growing independence and satisfaction in being able to do things
for themselves” (DEEWR, 2009, p.30).

Activity 3.9

Click on the following hyperlink to watch the following

vignette -
https://vimeo.com/104472918
Children begin playing and learning games with rules.

Games such as ‘Stuck in the mud’, ‘Duck Duck Goose’,

‘Farmer in the Dell’ are traditional games that children
enjoy learning and playing together.
Password: GoodStartVideo

Figure: 3.3

Children enjoy testing their skills and challenging

themselves. Children often enjoy running, climbing and
being autonomous.

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Activity 3.10

Read and consider

Click on the following hyperlink or copy and paste the URL address into your web browser to
access the article on Playing Fair at the Raising Children Website
http://raisingchildren.net.au/articles/playing_fair.html
Although this article states it is for older children, the strategies discussed are appropriate for
children who begin to show an interest in Playing Games with Rules.
After reading this article, consider your role as educator in dealing with the following unfair
situation.
A group of girls is playing ‘stuck in the mud’. A child is frozen and the rule of the game requires
a child to crawl through the frozen child’s legs to unfreeze the child. The teacher requests the
children allow Samantha to join in the play. Up to this point, the Samantha has been standing
to the side trying to join in. The girls state that they don’t want her to play. The teacher states
“We are all friends at kindy!” (Which is clearly not the case.) The girls accept Samantha into the
game for a few minutes. Samantha is frozen because she is tagged. The girls wander off and
leave Samantha standing frozen. After a few minutes, Samantha realises she has been left out.

Experiences to promote physical development include:

climbing trees, balancing on beams, digging for treasure in the dirt patch, gardening,
building towers from blocks, kicking balls, swinging on swings, shaking rattles, walking,
playing with boxes, crawling through tunnels, riding bikes and trikes, pushing trucks,
pushing push-toys, running, walking on stilts, spinning in tops, playing with clay, sewing,
making things in the collage area, wood work, eating lunch, dance, running.

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Activity 3.11

Fundamental Movement Skills

Click on the following hyperlink or copy and paste the URL into your web browser to access the
Kids At Play: ACT Health Department website. This resource provides a wealth of information
about fundamental movement skills including: locomotor skills, balance skills and ball skills.
http://health.act.gov.au/kids-at-play/active-play-everyday/fundamental-movement-skills
• What are locomotor skills?
• What teaching experiences can educators offer all children to support the development of
locomotor skills?

FF

Figure: 3.4 Climbing trees is a gross motor

experience which involves climbing,
coordination, hand-eye coordination, physical
strength. Other skills involved include courage
and social skills – turn taking, patience, being
considerate to friends and language skills.

Figure: 3.5 Fine motor activity

A child created this picture out of materials from the
collage area. She used glue, coordinated the cutting of
the sticky tape, and drew the faces.

Figure: 3.6 A child’s Grandmother visited the service and

taught the children how to sew.

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Empowering children to be independent

Children have a strong desire to be autonomous (to do things for themselves), and, usually,
to ‘have a go’. Early learning services should be spaces where children are able to complete
tasks safely, with support and encouragement and provided with the time they require to
complete tasks to the level of detail they wish to achieve. Children also need the opportunity
to practice and repeat activities. Educators also must realise that part of learning is making
mistakes. Paint spills, spilling water, or glue not sticking is part of the learning process.
Reassuring children that it is okay and to reflect upon what happened is a very important
learning strategy.

We support children’s development by our attitude - encouraging them, trusting them and
believing in them - and being in close proximity to support children when needed and by
being intentional in our teaching. We need to teach children how to use equipment, to
consider the resources they need, to consider if s child will need close support for the task
and, once again, giving children the time they need to complete the task.

Outcome 3: Children have a strong sense of wellbeing

“As children become more independent, they can take greater responsibility for
their health, hygiene and personal care and become mindful of their own and
other’s safety (DEEWR, 2009, p.30).

Mentioned above was the importance of agency. Like adults, children’s learning is greater
when they are engaged in activities that are of interest to them. Children feel empowered
when they are able to make choices and decisions about the things they are involved with
and able to enact.

Remember in chapter two of this module, we briefly introduced the idea of a secure base
from the Circle of Security Framework.

Activity 3.12

The Circle of Security is a theory based on Attachment theory that explains the relationship
between adult and child.
Click on the following type hyperlinks or copy the URL into your web browser to download the
resources available at each site -
http://circleofsecurity.net/wp-content/uploads/2012/02/COS_travelingaroundCOS.pdf
http://circleofsecurity.net/wp-content/uploads/2012/02/COS_chart-childsneeds.pdf

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Children rely on trusted and secure relationships they have with adults to help them to feel
safe. When children feel safe and secure, they begin to investigate and explore their world.
You often will notice this with babies. As they begin to explore their surroundings, they often
stop and check in (through a look at Mum) to ensure she is calm and okay with what the
child is doing.

Element 2
Support social development

2.1 Support children to understand and accept responsibility for their own actions appropriate
to their level of understanding

2.2 Create opportunities for one-on-one interactions

2.3 Model care, empathy and respect for children, educators and families

2.4 Join in play and social experiences with other children

2.5 Assist and support children when they are having difficulty understanding or communicating
with each other

2.6 Model language that children can use to express ideas, negotiate roles and collaborate to
achieve goals

2.7 Assist children to develop trusting relationships with educators and other adults

2.8 Encourage children to respect and regard each other’s individual differences

2.9 Offer children play choices and respect children’s choice to watch and observe

Social development
Children are born into the world with an innate desire to communicate and socialise with
others (Kidsmatter Early Childhood, 2011). Young children are both sociable and becoming
socialised during their development. Learning to get on with others and to live in this social
world requires skills and the ability to form complex relationships. Children learn about
relationships and how to function socially through their interactions and experiences with
others (Berk, 2012). The modern Australian child spends more and more time in group
education and care than previous generation, so young children must quickly learn how to
form successful relationships with other children.

There are a number of theories that support educators’ understanding of social

development. Firstly, you have already completed study on the Ecological System Theory
from Chapter 5. The Ecological System Theory challenged us to view the child as being
influenced by a number of systems. Children learn about their social world through the

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relationships they have and the connections within their systems. Children’s values and
beliefs are formed, they learn how to respect and treat others and they learn how to engage
in our social world. When we are considering a child’s social development, this must be
considered within the context of the relationships within which the child is living, i.e., family
and educators, and peers within the service.

Another important theory to consider is that for Albert Bandura (1925-present), Social
Learning Theory. Bandura through his studies with bobo dolls claims that children are
influenced by what they observe. In his series of experiments, Bandura has an adult act
aggressively to a blown up bobo doll. After the child observes the adult acting aggressively
towards the doll, the child’s play becomes aggressive to the doll, they have been given. The
Social Learning Theory states that children learn by observing and listening to others. Young
children mimic our behaviour, so it is important that educators provide positive role models.

Educators must recognise the importance of their role in supporting young children’s social
development by being a good role model and ensuring behaviour and actions are ethical,
dignified and respectful, as well as demonstrating care and empathy.

Activity 3.13

NAPCAN Video

You may recall in an earlier module watching the film clip by NAPCAN ‘Children See Children
Do’. This YouTube clip highlights the importance of adults being good role models to children
and the influence our behaviour has on children.
To watch the film clip click on the hyperlink below or copy and paste the URL into your web
browser. http://napcan.org.au/children-see-children-do/

Activity 3.14

Educator Behaviour

Access a copy of the ECA Code of Ethics by clicking on the following hyperlink or copying and
pasting the URL into your web browser
http://www.earlychildhoodaustralia.org.au/wp-content/uploads/2014/07/code_of_ethics_-
brochure_screenweb_2010.pdf
Reflect upon the Code of Ethics in relation to your professional behaviour to children.
• Consider the characteristics listed. Are these characteristics / behaviours reflective of the
way you teach and behave? Are you being the best role model you can to children?
• What areas of development do you believe you may need to focus on?

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Encouraging social development

In the previous section, the learner considered Bandera’s Social Learning Theory that
highlights the importance of the educator as a role model, modelling ethical, dignified and
respectful behaviour, as well as practices that demonstrated care and empathy.

Additionally, educators can encourage children’s social development through kindness,

guidance and expectations. Children can learn that different environments have different
expectations. The best situation for a child is to have similar environments, systems and
expectations between home and service. However, sometimes this is not possible. To explain
this, I will use a common example. Some families believe that swearing is a normal part of
everyday conversation. The role of the educator is not to make a value judgement on the
family’s decision to swear, however, at the same time, it isn’t suitable for the child to swear at
the service. Through one-to-one interactions, support and teaching the child replacement
words to use at the service, the child can learn which words are okay to say at home and at
the service.

Educators must teach children, through intentional teaching

strategies, the prosocial skills children require to succeed in
social groups. Teaching children through discussions, reading
stories and coaching children assists them to understand
concepts. Educators entering play and role modelling
appropriate behaviour and skills also assists children to develop
their social skills. Children will, of course, need times and
opportunities to practice these skills and may need assistance
when certain elements of the social skill are forgotten or the
child lapses into using the former practice.

Figure 3.7 Exploring the notion of water, water flow,

evaporation together with friends, sharing and constructing our
ideas.

Activity 3.15

Teaching conversation turn taking.

In my classroom, I had a little person who came from a single child family. Tom, as we will call
him, was the apple of his parent’s eye and when Tom talked, everybody listened. The problem,
however, was when Tom began venturing outside the family home with his Mother, he did not
understand that to form positive rich relationships, conversations with people is a two way
process and sometimes we must wait our turn. When Tom began going to kindergarten, the
other children began to get annoyed with Tom because he didn’t listen and dominated most
conversations.
• How would you teach this child turn taking in conversation, to listen to others and to wait for
his turn to speak?
• What one-to-one interactions would you have with Tom?

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To teach Tom success with effective communication, intentional teaching is required. Goals,
plans and specific learning objectives for Tom should be planned. To ensure success, only
one skill can be taught at a time. The first step in this process is to think about theory.

Tom is likely to still be in the pre-operational stage, which Piaget believed that children
considered their own viewpoint was the only viewpoint (truth) (as cited in Charlesworth,
2011). Respecting this level of development, what we want Tom to achieve is to honour his
viewpoint but to also wait for his turn to speak and, therefore, not dominate conversation.
We want him to value his peers and to learn to listen. At group time, rather than Tom calling
out and taking over the conversation, we want him to learn to take turns and to listen to
others.

To support Tom, a yarning circle might be introduced with a talking stick. This means that the
only person who is able to speak is the person holding the stick. Because the stick is concrete
(a physical object) and can be seen and felt, it may become easier to comprehend
(cognitively) that talking occurs when you hold the stick. This may support the learner to wait
for their turn to speak. The educator will need to introduce the concept to the group, and
model and demonstrate what success looks like a couple of times.

The educator also will have to explain the process and practice with Tom and Teddy a few
times to assist Tom’s understanding of the concept. The educator also may develop a social
skills booklet with photos and simple script explaining the process in a book form, which Tom
can read before group time.

Activity 3.16

Recognising and accepting diversity

Social development is learning how to engage in and be an active member of our social
world. Our world is diverse and is not the same as the environment in our home or our service.
Social development includes recognising difference and understanding and appreciating
diversity.
A significant role educators play in supporting children’s social development is being a good
role model first and foremost, but the role also includes respectfully challenging and redirecting
children’s play when it is not fair, unjust or erodes other children’s or people’s rights.
Consider how you would react to this scenario that occurred within a service.
In the sandpit, Jonkie is watching the other boys. The boys are playing with the trucks digging a
dam. The boys support each other with different elements of the construction. The play is
intense and the boys are really engaged. Jonkie stands close by and on a number of times
attempts to enter the play by handing different pieces of resources to the boys. Each time
Jonkie attempts to engage the boys on the ground, they ignore him. Eventually Jonkie states: “I
will drive the bull dozer”. Matthew turns to Jonkie and states “You are not allowed to play here,
you are dirty”. (Jonkie is of Korean heritage)

In the scenario above, children have excluded Jonke due to race, most likely, because of his
skin colour. Play is not always kind, respectful or dignified and, in these situations, educators

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must respectfully challenge children’s theories and ideas. We need to teach children that
difference is acceptable and normal. In the situation above, a significant strategy is required.

Firstly, I would ask the boys what they meant to ensure that I interpreted the situation
correctly. I would then talk to children about their comment and how hurtful and unkind it
was to Jonkie. As a small group experience with the boys, I would instigate a project to
understand the science about skin tones and what makes skin colours different. Additionally,
I would consider the environment and look at the resources provided to children to ensure
they were reflective of our diverse society.

Children do not need to be friends with everybody, as adults are certainly not friends with
everybody they work with. However, what we must teach is that we need to be friendly with
and kind to others.

Empathy: What is it and how do we teach it?

Empathy is a complex cognitive skill. It is a skill learnt over time. Empathy is the ability to try to
understand the feelings of others. Burgess states that empathy is “the person’s ability to
understand, have compassion for, and interact meaningfully with another person” (as cited
in Carpenter, 2006, p. 13). With this definition, you can understand why empathy is
considered an essential component of interpersonal and interpersonal relationships. So how
do educators teach empathy to children?

Some key strategies include:

• having opportunities to socialise with other children

• talking to children and teaching social cues (e.g., when somebody comes up to us to play,
we say “hello”)

• playing games with others, so children learn cooperation

• reading stories that highlight characters being empathetic to others

• Coaching children through challenging moments;

• modelling appropriate behaviour to children

• praising children when they are being caring, empathetic and explaining why you like
what they are doing so that they understand what it is that you like and why, and

• helping children use words to say what they need and feel.

(Kidsmatter Early Childhood, n.d.)

Educator’s role in supporting social development

Relationships are the foundations for the construction of identity – ‘who I am’, ‘how I belong’
and ‘what is my influence?’ (DEEWR, 2009). Educators have an important role to play in
supporting children to learn about and to be able to enact acceptable social behaviours.
Educators must model and teach the behaviours they wish children to use. Children will act
and respond as they see others acting. Remember our NAPCAN video: children see, children
do.

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Understanding a child’s stage of development will help educators decide when they need
to step in to discuss what has happened and to explore the situation with the child. New skills
need time and may need to be re-taught several times before they become the child’s
everyday behaviour. Educators should consider how they can support children to
experience success, by reminding children of the behaviour required. For example, when we
are in a large group, ask children “What do we need to do to ensure everybody has a
chance to talk?”.

Theorists, Jean Piaget and Vygotsky, both coming from different viewpoints, highlighted the
importance of social development through play. Piaget believed that as children played,
their view points are challenged so that eventually children learn to consider other people’s
viewpoints (as cited in Charlesworth, 2011). Vygotsky believed that play supported children
with representational abilities and therefore social interactions essential for learning (as cited
in Pound, 2011b). These theories are quite complex, but the important elements is the
function of play to social development.

Play is the medium through which children learn and develop. Educators have a strong role
to play in assisting children’s play, redirecting children’s play and at times standing back and
not engaging.

Barblett (as cited in Connor, 2014) describes educator’s roles in children’s play as:

• Parallel player – doing similar tasks alongside children

• Script writer – helping to tell the story

• Stage manager – providing space, props, prompts

• Co-constructor – asking questions, making suggestions

• Participator – with children’s agreement, taking a direct role

• Modelling – showing how to enter and exit play; how to negotiate, and

• Challenger – Asking is this fair? Will they understand what we mean?

Communication and social development

According to Kostelnik et al. (2009) “the roots of children’s social behaviours lie within their
overall developing concept of how the social world works, their social understanding”
(p.101). Understanding the world begins with understanding yourself. Of course, the manner
in which we see ourselves, competent and capable citizen, then influences how we engage
with people and our environment. The relationships we have with others influences our social
behaviour. We listen, model, and gain an understanding about who we are from others and
their interactions with us.

The language adults use provides a window into the manner in which they consider children.
If adult’s language is respectful, attentive and positive, children’s esteem will be enhanced. If
adults have a different view about children, they often will be less involved, not interested
and the language can be quite destructive.

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Self-esteem stoppers
(negative verbal communication)
Self-esteem stoppers, over time, erode children’s self-esteem and create poor
relationships between adult and child.
These self-esteem stoppers can be stated by a family member or an educator:
screaming or yelling at children; cursing them; ridiculing them; not engaging
(silence); shushing a child; labelling a child (e.g. lazy child, pain-in-the neck); using
sarcasm or negative tones; speaks discourteously to the child; not listening to the
child; paying insincere attention; not acknowledging the child; responding to a
child inappropriately; cutting a child off mid-sentence; making a child the butt of
jokes; criticising a child; making statements such as ‘thank Goodness Peter is away!”
Only this morning I heard a parent state to a child while walking her two children
into a service: “Oh, I don’t know why I had you two kids!”
Although she was obviously angry with one of her children, the comment (a self-
esteem stopper) would have had a negative effect on both children.

Self-esteem builder
(positive verbal language)
Self-esteem builders include: actively engaging with children; offering praise; greeting
children; saying positive things such as ‘I love it when you come to class!”; using
language to demonstrate you are interested in the child; actively listening to children;
speaing courteously to children; displaying genuine warmth, acceptance and
kindness in tone; speaking to children when you see them or using body language to
indicate you are aware of their presence and pleased; using the child’s first name;
using child’s interest and ideas to guide conversation; listening to the child and asking
others to wait until the child has finished with their turn of talking.

Adults have an important role to play when working with children and engaging with them
to support their social development. Opportunities for small group and one-to-one
experiences provide opportunity for adults to build trusting and respectful relationships
between the adult and child. These opportunities enable the adult to find out more about
the child and support them through the use of intentional teaching techniques. If adults have
developed a trusting relationship with a child, s/he is often more willing to engage and listen
to the adult when situations become challenging or when the child seeks adult support to
deal with conflict. Educators need to teach children social skills, re-teach these and then
support children (coaching & mentoring) over and over again, while children develop these

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new skills. Patience and understanding are essential, as often, new skills are difficult to master
and mistakes are a natural part of the learning process!

Relationships are enhanced when children know that they can rely on you (the educator) for
support, understanding and empathy, when things don’t go to plan.

“Lilly, I really enjoy your

company at early
learning, you are such a
good thinker!”

Teaching social skills

Vanderbilt University have a number of resources and practical strategies that
educators can review and consider using to support children’s social development.
To access Vanderbilt University, click on the following link or copy the UR address into
your web browser -
http://csefel.vanderbilt.edu/resources/strategies.html#scriptedstories

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Element 3
Support emotional development

3.1 Provide children with a range of strategies to make informed choices about their behaviours
appropriate to their level of understanding

3.2 Ensure children experience pride and confidence in their achievements

3.3 Provide acknowledgement and support if a child experiences frustrations, and encourage
children to see mistakes as an opportunity to learn

3.4 Encourage children to express and manage feelings appropriately

3.5 Support children’s efforts, assisting and encouraging as appropriate.

3.6 Motivate and encourage children to persevere with challenges

3.7 Share children’s successes with families

Emotional development
Emotions are affective responses to events that affect us. Emotional development is the
ability to understand and mange emotions. For example, if we are happy, we smile or laugh
and if we are sad, we cry. Children learn about their emotions and increase their range of
emotions through experience. Children also learn to regulate their emotions with experience.
Children learn about their basic emotions, develop a greater range of feelings and learn self-
regulation. This is learnt behaviour and occurs through experience.

Educators have a significant role to play in supporting children’s emotional development.

• Many mental health problems have their onset in childhood or adolescence.

• Teachers need to understand social & emotional development, to reduce the incidence
or impact of risk factors and to help build people’s protective factors and help people
access support where needed.

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Activity 3.17

What does this picture tell us?

Look at the picture below this section.

What emotion is the child displaying? How do you know?
As adults, most of us will see this picture and realise the child is either angry or extremely upset.
However, not everybody has the skills to recognise the emotion the child is displaying. Part of
our role as an educator is to teach children to recognise the emotions others are exhibiting.

Figure 3.8: Most of us recognise this child is

extremely upset or may be angry.

Table C: first appearance of basic emotions.

Basic emotions Development

Happiness  Smile – from birth

 Social smile – 6 to 10 weeks
 Laugh – 3–4 months

Anger  General distress – from birth

 Anger – 3–4 months
 Frustration – end of first year

 Defiance – end of second year

Sadness  Distress to “still face” – 2–7 months.

 Separation anxiety 8-10 months

Fear  First fears – 6–12 months

 Stranger Anxiety – 8–12 months

(Adapted from Berk, 2012)

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Complex emotions such as shame, embarrassment, guilt, envy, pride emerge around the age
of two and need adults support to understand when to feel the emotion. Eric Erikson’s (as cited
in Charlesworth, 2011) stages of psychosocial development from birth to 5 years guides our
understanding about emotions.

Table C: Erikson’s Psychosocial (Emotional) Stages of Development

Approximate age Stage Task

Birth to 1 yr. Trust vs. mistrust To establish a trusting relationship with a primary
caregiver – to develop trust in self, others and the
world as a place to get our needs met.

1-3yrs Autonomy vs. shame To strive for independence

and doubt

3-6 yrs. Initiative vs. guilt To plan and carry out activities, and to learn
society’s boundaries

6-12yrs
Industry vs. inferiority To be productive and successful

(Adapted from Charlesworth, 2011)

Self-efficacy and self-regulation

• Self-regulation develops from:

- Becoming aware of your behaviour

- Assessing it against internalised standards, and

- Providing self-reward or punishment.

• Self-efficacy is the beliefs we have about our own abilities and areas of incompetence.

A child learning about their emotions also needs to learn that their emotions and the way
they enact these emotions can impact on other people. Children need to learn to recognise
their feelings, understand what the feeling is and to be able to express these appropriately
for the context. Feelings and the expression of the appropriate feelings for the context may
need to be taught to children. If children are angry and are aggressive to other children,
they need to learn that this behaviour is not accepted by other children. Teachers need to
role model, and reinforce the correct emotions for the correct context and support children
when things get challenging.

Maslow’s Hierarchy of Needs

Outcome 1 of the Early Years Learning Framework (DEEWR, 2009) is to support children to
gain a strong sense of identity. Self-identity is about how a person views themselves as a
unique individual.

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Abraham Maslow (1908-1970) developed a model to represent what he believed to be a

hierarchy of needs that people required to gain self-actualisation (fulfilment).

• Physiological includes: food, water, shelter, warmth – the most basic and important need.

• Safety: security, freedom from fear

• Love & belonging: family, friends, partner

• Self-esteem: respect, recognition and achievement

• Self-actualisation: fulfilment.

Children learn love, belonging, pride and confidence as they achieve in their daily tasks.

Attachment theory
Social and emotional well-being is strongly influenced by the positive, rich and trusting
relationships we form. The National Scientific Council on the Developing Child (2009) states
that “healthy development depends on the quality and reliability of a young child’s
relationships with the important people in his or her life, both within and outside the family”
(p.1). Attachment is the strong affectionate tie we have with special people in our lives that
leads us to experience pleasure when we interact with them and to be comforted by their
nearness during times of stress (Berk, 2009). Attachment theory, which was developed by
John Bowlby (1951) and Mary Ainsworth (1978), included the concept of fear of strangers
(approximately at the age 8 – 10 months) and separation anxiety (10 – 12 months).

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OUTCOME 1: Children have a strong sense of identity

“In early childhood settings, children develop a sense of belonging when they feel
accepted, develop attachments and trust those that care for them” (DEEWR, 2009, p.
20). “When children feel safe, secure and supported, they grow in confidence to
explore and learn” (DEEWR, 2009, p.20).

Teaching emotions and feelings

Belonging, Being and Becoming: The Early Years Learning Framework for Australia reminds us
that children develop a “strong sense of identity” (DEEWR, 2009, p. 20).

Educators can use a range of resources to teach children about their full feeling world. The
most important tool to use is everyday conversations with children supporting them to
recognise how they might be feeling – what this looks like and thinking about how it feels.
Educators can begin by asking children what feeling they are showing (while you are smiling)
and asking children how they know. You can then describe to the children what happiness
feels like inside. Mirrors should be available within classrooms to allow children to look at the
different ranges of emotions and to see what their facial expressions and body language
looks like when they feel a certain way. Additionally stating to children, you look unhappy or
sad because… helps children to connect their feelings and their body’s physiological
response. Asking children to represent these emotions through a range of mediums (drawing,
paint, wire, and clay) helps them to think about their feelings and to represent their thinking.

Significant research has been published on feelings and emotions and provides much
support to educators. Puppets and dolls are useful for role playing emotions and
demonstrating to children how children may respond in these situations.

Strategies for teaching

Teaching children about their feeling world so that they know and understand their feelings
and can learn to self-regulate is an important part of our social being. Teaching feelings is as
important, if not more, than language, literacy, numeracy and other content. If we can’t
have good wellbeing, life can be a challenge and lead to significant medical and social
problems. The following activities will support the learner to engage with a number of
teaching resources about teaching strategies to support children.

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Activity 3.18

Activity description

Click on the following hyperlink or copy the URL address and type it into your web browser to
access the following resource to support teaching strategies on feelings
https://www.naeyc.org/files/yc/file/200611/BTJFoxSupplementalActivities.pdf

Activity 3.19

Centre for Social and Emotional Foundations for Early Learning at Vanderbilt University,
USA.

Click on the following hyperlinks or copy and paste each URL into your web browser to access
resources to teach emotions and feelings –
http://csefel.vanderbilt.edu/index.html
http://csefel.vanderbilt.edu/resources/strategies.html#teachingskills
The resources include examples of feeling charts and scripted stories. It is highly recommended
that if you want to incorporate resources such as these into your program, that you develop
your own resources and use photographs of the children at your service. The resources will then
be authentic and have more impact.
Please note the good behaviour charts and stencils are not appropriate for Australian early
childhood contexts.

Celebrating success and learning from mistakes

We learn much about our world through the mistakes we make. Some of us make mistakes,
get up, brush ourselves off and keep going. For others, making a mistake is almost like the
end of the world. Supporting children through daily reflection about things that worked and
worked well and also reflecting about things that didn’t work well, why and what we could
possibly do next time supports children to be reflective and to move through situation with an
element of emotional stability. Reflective practices help to de-personalise mistakes. Rather
the mistake being ‘my’ mistake, it becomes a mistake to consider and problem solve.

When celebrating our learning journey, it is important to ensure the conversation includes
families. Families have a genuine right to be active partners with us towards the education of
their children. Educators are encouraged to look for ways to share children’s learning with

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families. This may include documenting the event with the child and posting it somewhere
visible in the room.

This may include sending an email or calling the family with the child about the event. Taking
photographs to use as artefacts to share with families later or ensuring that when family
come to the service that somebody shares the story with the family. The exchange of
information ideally should occur in conjunction with the child. This exchange of information
creates a sense of pride and future talk point. It builds opportunity to make stronger
connection between home and service and provides a window of opportunity for the family
to have further discussion and further learning at home. Most importantly the opportunity
highlights the competent child, the knowledge and skills exhibited by the child in the service
context.

Activity 3.20

Read

The Hunter Institute offers a range of teaching resources and information on supporting
children’s social and emotional wellbeing.
Click on the following hyperlink or copy the URL address into your web browser to access the
Response Ability resources
http://www.responseability.org/primary-and-early-childhood/about-the-resources?a=4878

Activity 3.21

Explore the Kidsmatter Early Childhood website

Click on the hyperlink or copy and paste the URL into your web browser -
https://www.kidsmatter.edu.au/early-childhood/about-social-development/about-social-
skills/feelings-matter
Read the Feelings Matter Factsheet (4 pages) and consider the listed strategies recommended
for educators to embed to assist children understanding and expressing their emotions
appropriately.
Select three strategies that you believe you could implement into your service.

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Activity 3.22

Explore the Kidsmatter Early Childhood website

Click on the hyperlink or copy and paste the URL into your web browser
https://www.kidsmatter.edu.au/early-childhood/resources-support-childrens-mental-
health/emotions
Read the Helping Children Manage their Emotions fact sheet and consider the listed strategies
recommended for Educators.
Select two strategies that you believe you could implement into your service.

Element 4
Support cognitive development

4.1 Intentionally scaffold children’s learning

4.2 Provide children with a range of materials, resources, technologies and experiences to
explore and problem-solve to stimulate cognitive development

4.3 Provide experiences that allow children to explore a range of concepts

Cognitive development
Cognition often is a frightening word to new educators; however, this strange word just refers
to the mental processes, reasoning, planning, problem solving, representing and
remembering that occur in our minds. Current theories about cognitive development state
that young children are not able to see pictures and think in their minds like adults. Thinking
visually and problem solving by working out problems internally develops at a later stage in
life.

Young children think with their hands and use their full senses to gain meaning and work out
theories. Therefore, early childhood education must be hands on. Additionally, children often
forget - they learn, forget, learn and forget, and, eventually, the skill becomes permanent.
Repetition for young children is essential so children have the opportunity to revisit
experiences and concepts (Kagan, 2014; Hughes, 2014). You may have, at some point in
time, heard a young child talking through a difficult task by talking aloud, this is called private
speech.

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Vygotsky’s Zone of Proximal Development (1896-1934)

Vygotsky (as cited in Pound, 2011b) emphasised the importance of language with the
development of abstract thought, thinking and theory making. He believed that children’s
language and cognitive development resulted from social interaction, engagement with
other children and adults. Vygotsky emphasised the importance of family, other children and
community.

Children use language in context, facial expressions and body language to understand,
make meaning. Young children also use language to physically talk themselves through
tasks. For example, a toddler climbing up a ladder might voice ‘up’ to verbalise the difficult
task they are doing. As children become more skilled at tasks, the voice becomes
internalised.

The zone of proximal development is the gap between what a child can do alone and what
the child can do when supported by a more skilled or experienced other person such as
another child or adult. This is a particularly important concept to early childhood
professionals because it means if we understand the zone of proximal development, as
educators, we can intentionally teach children within this zone to support children’s learning
(scaffolding).

Jerome Bruner was influenced by the work of Lev Vygotsky and attributed the concept of
scaffolding (as cited in Pound, 2011b). Scaffolding is the process by which an adult or
morecompetent other gives support to a child during a learning process until such time as
the support decreases as the child’s skill level and mastery increases. Educators modify the
type and amount of assistance they provide for each child. When educators listen to
children (using our eyes, ears, senses and whole body), they gain a good understanding of
the child’s abilities . They can plan experiences for children that challenge their current
capabilities and support new learning.

Activity 3.23

Workshop participation

Learners may wish to participate in the Scaffolding Children’s Learning Workshop or Intentional
Teaching Workshop available on the Institute’s Professional Learning Workshop Calendar.

Sca

Scaffolding children’s learning

Vygotsky’s theory about the Zone of Proximal Development (ZPD) and the term scaffolding
(which was actually theorised by Bruner) relate to higher mental functions that occur through
the interactions of two or more people (as cited in Pound, 2011b). Vygotsky’s theory
emphasises the guidance and support of adults, or more competent child, are significant
influences in cognitive development. Zone of proximal development is the zone between

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where children are almost able to do something – and the area where they can achieve
something with the support of the more capable other. With some extra help, the child is
able to do the task that they could not do alone. The importance of the ZPD is that this zone
is the area cognitive development occurs.

Scaffolding can be as simple as an adult providing some verbal cues to support the child’s
thinking, or using fingers to point out objects as children count (one-to-one correspondence).
Scaffolding is reduced as children begin to adopt internalised (private) speech and are able
to do the task independently or less support.

Activity 3.24

Consider participating in the Scaffolding Young Children’s Learning workshop, which is a

Goodstart Institute of Early Learning workshop series.

Intentional Teaching
“Intention teaching is thoughtful, informed and deliberate” (Connor, 2014, p.1.)

Activity 3.25

Watch and consider

Click on the following hyperlink or copy and paste the URL into your web browser to access the
vignette from the 2012 ECA conference of Intentional Teaching
http://www.earlychildhoodaustralia.org.au/nqsplp/e-learning-videos/talking-about-
practice/intentional-teaching/

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Activity 3.26

Read and consider

Click on the following hyperlink or copy and paste the URL into your web browser to access the
newsletter written a follow up piece from the vignette –
http://www.earlychildhoodaustralia.org.au/nqsplp/e-newsletters/newsletters-1-5/newsletter-2/
• So what do you think ‘Intentional Teaching’ is?
• How would you describe it to a colleague?

Intentional teaching is the teaching we enact when working with children. At times, this may
be planned, such as teaching children how to use a new resource such as felt pens for the
first time, or it may be enacted as something emerges from the program.

Introducing felt pens to young children

Today, I am putting into our college area these new pens. These pens are special pens
and produce this beautiful bright colour. (Demonstrated on butcher’s paper). Now
these special pens are called felt pens and have some special care rules that need to
be followed so that they stay healthy and last for a long time for all children to use.
Can you see when I take the lid off? I place it onto the back of the pen so that I do not
lose the lid. The lids are very important hats that keep the pen magic. If we lose the hat,
the pen gets very sick and we cannot use it. When I use the pens, because they are
special, I need to hold them carefully. Can you see how I am holding this pen?

Activity 3.27

Consider participating in the Intentional Teaching workshop, which is part of the Goodstart
Institute of Early Learning workshop series.

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Educator’s role in supporting cognitive development

The significance of time!

Recently, Professor Carla Rinaldi (Reggio Children) (personal communication, 14 th August,

2014) spoke with a group of Goodstart Directors from Victoria exploring the notion of
documentation. Significant key points were reflected upon, however one point worth sharing
that relates to this topic emerged from Professor Rinaldi’s presentation. The importance of
listening! Often educators engage in experiences before letting children explore their
theories and ideas first. Let me explain…..

Why does it rain?

A story from Reggio from Professor Rinaldi
A child said to a child, “why does it rain?”
Another child called across the table to the child, “Because God is crying!”
As an educator, what would your ‘what’s next be?’
If like, the people at my table on 14th August, the educators stated with great
gusto…. I would use that as a learning cue and start teaching children about water
conservation and the cycle. Another stated she would put books out and posters and
possibly do some research with children.
What would your actions have been if you had been the educator in this experience?

Rather than give children the answers, what is of equal importance is to allow children to
construct a theory “Because God is crying and to test their theory out”. Creativity is
encouraged when children are encouraged to consider abstract ideas, to express an idea
and theory they believe is correct and to examine these ideas through different mediums. If
we believe rain is because God is crying, how does this occur? Let us use our imagination
and think some ideas. Could you draw your ideas so that we can see what you are thinking?

It is important to listen to the child and to listen to the child’s ideas and the manner in which
the child thinks and constructs his or her ideas. Problem constructing is of great importance.
There will be endless opportunities for children to eventually gain the correct reason why it
rains.

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Activity 3.28

Click on the following hyperlink or copy and paste the URL to access the ABC Life at 9 series –
http://www.abc.net.au/tv/programs/life-at-9/
Creativity Episode 2 which was viewed 5th August, 2014.
This show is part of the national longitudinal research study that has been following a group of
children from birth. This episode on creativity is essential viewing. Consider the content in
relation to cognitive development, problem solving and creativity in the arts.

Resources, equipment: the right experience

When designing environments with children and locating resources and equipment to
provide rich learning environments for children, consider the use of a variety of resources
including natural products and open-ended resources. Open ended resources that can be
used for a number of purposes provide the best opportunity for children to play and engage
their creativity. Small pieces of wood or rocks become money. Tubing becomes a periscope
or a stock whip. Wood becomes special stepping stones.

As you consider how your environment supports children’s learning and development
consider the following question from Curtis and Carter (2003, p.57)
• What messages does our environment give children about how they should use
their bodies?
• Are the indoors and outdoors flexible enough to be transformed for a variety of
uses?
• Where are the opportunities for individual children to get away from it all and
relax?
• How can we create a space where a small group of children can work without
interruption?
• Are we satisfied with our balance of open-ended materials and single-purpose
ones?
• Where can we add unusual loose parts for children to use, both indoors and
outdoors?

When considering resources to use within a service obviously safety is paramount. In addition
to keeping children safe, educators need to challenge children’s minds, bodies and social
skills with materials and resources that support complex play, collaboration, problem solving
and creativity (Curtis & Carter, 2003).

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Open-ended resources and recycled materials that could be used as props include:

• tiles • plastic pieces

• carpet squares • polished stones

• industrial spools • plastic tubing

• small wooden blocks • fabric

• wine corks

When seeking suitable materials, look for interesting shapes, designs, patterns, and textures.
Many capital cities have recycles shops where you can buy bags of recycled goods that
make good treasures for playing with. Of course, sparkly and bright things are often a
favourite for young children.

Multiple intelligences
Howard Gardner (1943 - ) is a Professor of Cognition based at Harvard University, USA. He
argues that intelligence is not something that could be seen or measured such as an IQ
scores. Gardner proposes that what is important is understanding how people learn, rather
than how much intelligence they have (Gardner, 1983). The following outlines the elements
that make up each of the intelligences proposed by Gardener (as cited in Pound, 2011a).

Linguistic intelligence
Linguistic intelligence is practiced when we use language to:
• Talk to explain ourselves, feelings, emotions, ideas through words, oral or written
language
• Remember
• Persuasive conversation
• Metalinguistic language (reflecting on language)

Logical-mathematical intelligence
The logical- mathematical intelligence is:
• Ability to understand and use numbers and reason well.
• People who have good logical-mathematical intelligence are likely to be good
with numbers, computers, think logically and solve problems.

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Musical Intelligence
Musical intelligence is:
• The intelligence that Gardner believes comes first
• People who have musical intelligence are likely to hum or sing while they work, tap
their fingers or feet.

Naturalist Intelligence
Naturalist intelligence is demonstrated through:
• Our connection to nature
• Our strong desires to organise and classify both animals and plants.
• People who have high naturalistic intelligence are likely to enjoy being outdoors
and outdoor education.

Spatial Intelligence
Spatial Intelligence
• People are able to perceive the visual-spatial world
• People in this category are likely to be good painters, draw, models (bodily
kinaesthetic intelligence), and solve problems.
• Concerned with the recognition and manipulation of wide space as well as more
confined areas (puzzles)

Figure 3.9 Exploring music and puzzles quietly outside.

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Element 5
Support communication development

5.1 Value the child’s linguistic heritage and encourage the use of acquisition of home
languages

5.2 Select, read and tell developmentally appropriate stories

5.3 Use puppets and other props to stimulate children’s enjoyment of language and literature

5.4 Model and encourage two-way communication through questions and careful listening

5.5 Encourage children to explore symbols, patters and their relationships

5.6 Draw children’s attention to symbols and patterns in their environment and talk about
patters and relationships, including the relationship between letters and sounds

5.7 Create opportunities for group discussions and exchange of views between children

5.8 Ask and answer questions during the reading an discussion of books and other text

5.9 Model language and encourage children to express themselves through language in a
range of contexts and for a range of purposes

Language development
One of the most fascinating aspects about working with young children is watching how
they exquisitely communicate from such as early age. Newborn babies cry and coo to the
absolute delight of the surrounding adults. The young child who begins experimenting with
language and their first attempts at using words. Then, of course, to the older child who
begins to master sentences.

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Figure: 3.10 Children are never too young to read!

Figure: 3.11

There are many different theories about language development. Some theories base their
ideas from the focus of language as a cognitive system and others, as used within this module,
as a social communicative system. In this module, the theory put forward by Halliday (1993,
1994) will be considered.

Language is a system for making meaning and includes 3 functions: semantic, syntactic, and
phonological (Charlesworth. 2011).

Language
System

Semantic
level

Syntactic Phonological
level level

Semantic level: linguistic system that conveys meaning

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Syntactic level refers to the ways in which meanings re organised into groups of words,
phrases and clauses.

Phonological level refers to the sound system of language that is how the words and
structures are actually expressed in speech sounds called phonemes.

According to Halliday (1994), language serves three functions in the lives of speakers:

• Ideation function: enabling us to represent what we experience in the world around us (to
describe our experiences);

• Interpersonal function: enabling us to interact with people in our lives by asking questions,
making statements, giving commands and making offers (interactions);

• Textual function, as we use language to produce texts which are coherent and make
sense.

The visual representation on the next page shows Halliday’s (1994) recognition of the
interactions between these three functions.

ideational
function

Halliday's
3 Functions
of language

Textual Interpersonal
function function

Now that learners understand the three functions of language, let us consider children’s use
of language.

Strategies to support language development

Language is enhanced when children engage in positive and respectful relationships
with others.
Strategies to support children’s language development include:

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• Using a rich and diverse range of language. The more children are exposed to
language, the greater the repertoire of language children will gain.
• Encouraging two-way communication. Speaking – listening – processing –
answering. Listening is part of the communication process.
• Modelling language to children
• Encourage children to participate in a range of language experiences.

Valuing children’s home language

Early in a toddler’s life, children’s utterances begin to resemble words. The words will
resemble children’s home language (i.e., their native language, the language spoken by the
child’s family). Halliday (1994) highlighted through what he referred to as context of culture
that children also learn through language about the beliefs, values and attitudes of their
families and communities. Having a socio-cultural perspective, Halliday notes that children
produce language according to ‘who they are’ and that this is shaped by past experience,
personality, age, gender, religious background and socioeconomic status.

A child’s culture may mean that the child speaks different languages at home. Making
connection between the service and the child’s home, including the child’s home
languages, will result in the child experiencing a stronger sense of belonging and wellbeing.

Educators key role is to provide children with rich opportunities to explore with the spoken
language and written text, in both English and home languages.

Reading with young children

Reading to children aloud is an important experience for children to develop oral language.
It can also assist to develop “phonological knowledge, vocabulary, concepts about the
world, a sense of book language and story structure, and understanding about sentences
call all be enhanced” (Fellows & Oakley, 2010, p.65).

Reading to children can be individual (one-on-one), in small groups and some educators
read a story to the whole group. Reading stores supports children to learn new words and to
listen to different sentence structures. Oral language is developed when children listen to the
story, ask questions and read and re-read the same story (Fellows & Oakley, 2010).

Sustained conversations can occur when children ask questions about pictures and events in
the story and the educator takes the time to look at the story more closely. The best
language development occurs when the group of children the educator is working with is
less than eight (Fellows & Oakley, 2010).

Reading with young children is a joy and educators have the power to bring a book to life
and create a sense of delight and wonder for children, creating a passion for reading. At the
other end of the spectrum, educators can take the fun out of reading. Much consideration is
needed as to what book is read, why and how it is read to a child.

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Many children’s books are full of nonsense and rhyme / rhythm. Do you bring a book to life or
take the fun out?

Reading stories aloud to children exposes them to correct grammar usage and to a range of
sentence structures.

In order to get the most out of reading stories, it is absolutely essential that books are
selected and planned ahead. If you are not familiar with the story, then the book should be
read several times and practiced aloud. Consideration should be given as to the children’s
culture, interest and the level of language and the suitability of this for children.

Tips for becoming an excellent story teller

Practice…Practice….Practice
Becoming a good story teller comes with practice and honesty. Be honest to the
children you are teaching. Are you really an inspiring story teller or are you boring
children with your tone? Here are some strategies to support you improve:
• Practice holding a book up to your side and practice reading pretending you are
reading to a group of six – eight children.
• Sit in front of the mirror – look at your facial expression. Have you got a dead-pan
expressionless face, or do your facial expressions also tell the story. If you do not
have expression, over accentuate your expressions (you can always decrease
them later)
• What are your body gestures? Do you also talk with your hands and body to keep
the listener engaged?
• Record your story telling on your phone or a voice recorder and listen to it. Is there
rhythm and melody in your voice? Do you change pitch and pace or do you
speak in the one tone?
• Do you use different character voices for the different characters in the story or
perhaps a puppet or small world character you are using?
• Do you need any props that could help to bring the story alive?
• When would be best to pause and to add further emphasis?
• Do you know all the words, can you say them correctly?
• How will you begin and end the story?
• What fingers rhymes, songs or sounds might you use to support audience
participation?
• Are there any questions that you think children might ask or you might want to
encourage?
• Practice the story several times so that you know the story well BEFORE you read
the story to children.

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Activity 3.29

Click on the following hyperlink of copy and paste the URL into your web browser to access the
website of the famous Australian: Mem Fox -
http://memfox.com/for-parents/
• Read the tips on reading, she has developed for parents.

Literacy development
The Early Years Learning Framework for Australia (DEEWR, 2009), defines literacy as:

Literacy is the capacity, confidence and disposition to use language in all its forms.
Literacy incorporates a range of modes of communication including music,
movement, dance, storytelling, visual arts, media and drama, as well as talking,
listening, viewing, reading and writing. Contemporary texts include electronic and
print-based media. In an increasingly technological world, the ability to critically
analyse text is a key component of literacy. (p.38)

Barratt-Pugh (1998, p.5) described six elements of socio-cultural lens of literacy:

1. children’s learning about literacy is influenced by the literacy experiences they observe
or are involved in at home or within the community

2. literacy practices are often culturally specific

3. children’s understanding about literacy is varied

4. there are different practices for different purposes

5. children learn literacy in different ways or have different ‘patterns’ of literacy learning’,
and

6. literacy practices are valued differently.

So in reality what does this theory mean? The theory informs us that when children observe
adults engaged in literacy practices. And when literacy is included in everyday rituals and
events, children see literacy as having meaning and purpose.

To become familiar with literacy, children need to be immersed in a literacy rich

environment. Text can include signs, cook books, maps, posters, books, and magazines.
However, the most important strategy for supporting language and literacy learning is
spending time talking with children, of all ages (Arthur, 2009). Furthermore, reading, re-
reading over and over again and talking with children about letters through everyday
discussions will help children in your care engage in rich language practices.

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Using symbols
Our world is full of symbols and children are very component at recognising symbols from a
very early age. Symbols include signs such as fast-food signs: Red Rooster, McDonalds.
Symbols also include letters, numbers, money and musical notations. Value children’s
recognition of symbols and extend these discussions to make connections to letters and
words. All are a form of communication and supports and recognises children’s symbol
recognition. Children will also use a range of symbols and marks as communication tools as
they begin to understand and make sense that our culture uses written symbols to
communicate.

Activity 3.30

Read, explore, reflect

Click on the following hyperlink or copy and paste the URL into your web browser to
access the Let’s Read, anywhere, anytime web site
http://www.letsread.com.au/Links/Early-literacy-and-child-development

Consider the development that occurs to support literacy development and

strategies educators could implement.

Activity 3.31

Read and reflect

Click on the following hyperlink or copy and paste the URL into your web browser to access and
read the Early childhood Australia NQS PLP e-newsletter on Becoming Literate –
http://www.earlychildhoodaustralia.org.au/nqsplp/wp-content/uploads/2012/05/EYLFPLP_E-
Newsletter_No18.pdf

Educators supporting language and literacy development

Language learning is essential for school and life success. Language is the way we
communicate, verbally and in writing with others. Language provides a strong medium in
which children express themselves and development explodes through the early childhood
years. Young children must be provided with rich opportunities to not only hear and see
good role models language and rich sources of language, for development, children also
need the opportunity to practice these skills. Educators have a significant role in supporting

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language and literacy development. Strategies to in support language development

include:

• modelling language and encouraging children to express themselves;

• using models of two-way communication (you speakm I listen and vice versa);

• responding sensitively and appropriately to children’s efforts;

• using a range of resources to model literacy;

• use some words and phrases of children’s first language.

Activity 3.32

Consider and reflect

Reading and phonics programs such as Jolly Phonics have no place (in the Author’s opinion) in
an early learning service. Please read the following comments by Mem Fox regarding Jolly
Phonics and then consider the research article that is available for students to access that
highlights that there is no evidence that a phonics program within an early childhood program
is of any benefit –
http://memfox.com/for-parents/for-parents-the-folly-of-jolly-old-phonics/
Another reading worth reflecting upon is:
Campbell, S., Torr, J & Cologon. (2014). Pre-packaging preschool literacy: What drives early
childhood teachers to use commercially produced phonics programs in prior to school settings.
Contemporary Issues in Early Childhood 15,(1), 40-53.
This is a research article is heavily embedded with research information and data, however
students are to note that the findings indicate “there is currently no research evidence to
suggest that the use of these programs with children under five is effective in supporting
emergent literacy in the short or long term” (p.47).

Activity 3.33

Read and consider

The short newsletter from ECA PLP newsletter: Play-based approaches to literacy and
numeracy –
http://www.earlychildhoodaustralia.org.au/nqsplp/wp-content/uploads/2013/11/NQS_PLP_E-
Newsletter_No66.pdf

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Element 6
Create an environment for holistic learning and development

6.1 Support and initiate inquiry processes, try new ideas and take on challenges

6.2 Provide resources and materials that offer challenge, intrigue and surprise

6.3 Assist to promote children’s sense of belonging and connectedness

6.4 Engage children in sustained shared conversations to extend their thinking

6.5 Provide the opportunity for scaffolding learning and development

6.6 Assist children to see their mistakes as opportunities to learn and grow

6.7 Facilitate families’ diverse contributions to the learning community

6.8 Share information with colleagues about child development and wellbeing

Inquiry based learning

Young children from the moment they are born have “…an enormous curiosity that makes
the child searches for reasons for everything…” (Rinaldi, 2013, p. 8). Children watch, listen,
ask questions (often why), copy, repeat experiences all in an attempt to understand and
make sense of how their world works. When children are able to explore and investigate
issues or questions of their interest, children feel an interest in their own learning (autonomy).

Inquiry based approaches to learning comes from the standpoint that children are intelligent
constructors of knowledge and learning, rather than passive recipients of someone else’s
knowledge (i.e., “viewing children as ‘empty vessels’ to be filled). Inquiry based learning
experiences support children to follow their own interests and shape their own learning.

This does not mean that there is not an important role for the educator. On the contrary, the
educator supporting inquiry based learning must work with and alongside children to support
rich opportunities for learning. Educators encourage children’s thinking by asking open
ended questions. Educators document children’s thinking, their ideas and their reasons for
these ideas. The recording of the information allows children and educators to come back to
the task over and over again and to revisit the concept at different times.

Inquiry based learning creates a culture of investigation and active learning. Some early
childhood education and care services have a planning time where children talk about their
area of work and children are invited to share their ideas and interests with others. These

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opportunities also provide opportunities for children to engage to sustained, shared

conversations and opportunities to construct new knowledge as a community of learners.

Please note that in inquiry based learning, educators do not need to have the answers. The
process is a research investigation of working with and alongside children to find answers
together and this may be a process that is revisited many times before the answers are
founded or are reconsidered.

Research Resources
Resources to support children’s inquiry based learning are essential. Research kits should be
available to children indoors and outdoors and contain paper and chart paper for
recording, pencils, measuring tapes, mirrors to look at things from different perspectives,
magnifying glasses, cameras, sound recorders and specimen jars. These items provide
opportunities and invitations for children to engage in research to find solutions to their
questions.

Resources such as light boxes, overhead projectors and torches provide opportunities for
children to engage with light and shadow.
.

Outcome 4: Children are confident and involved learners

“Active involvement in learning builds children’s understandings of concepts and the
creative thinking and inquiry processes that are necessary for lifelong learning. They
can challenge and extend their own thinking, and that of others, and create new
knowledge in collaboration interactions and negotiations. Children’ active
involvement changes what they know, can do, value and transforms their learning
(DEEWR, 2009, p. 32).

Importance of play
Play is the vehicle through which children achieve the outcomes as described in the Early
Years Learning Framework (DEEWR, 2009).

Play is considered the medium through which children learn. As children play and engage
with others, the environment and resources, their active processes help them to construct
new knowledge and skills. Play allows children to test ideas and role play experiences they
may have observed in life. Play involves developing new skills and new knowledge and
being creative. All children should be given opportunities to play, including school aged
children.

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Children learn through play!

The Early Years Learning Framework (DEEWR, 2009) states play-based learning is: “A
context for learning through which children organise and make sense of their social
worlds, as they engage actively with people, objects and representations”(p.6).

Table D: Parten (1932) proposed a series of developmental stages in children’s social play:

Stages of play

Unoccupied Children do not seek to enter play, but are in the vicinity of play.
play

Onlooker Children observe play and may be close to a play situation, but there is little
play direct involvement in the play.

Solitary play A child plays alone. There is no interaction with others.

Parallel play A child may play with objects and be near others playing with the same or similar
objects, but there are little or no interactions among the players.

Associative Children are involved in group play with others using similar equipment or doing
play similar things. There is no common goal and no determined roles or plan of action.

Cooperative Cooperative play in a group, cooperating with each other to work towards a
play shared goal or to implement a shared plan of action.

(as cited in Arthur, Beecher, Death, Docket & Farmer, 2012, p. 100)

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Activity 3.34

Watch:

It is not compulsory to watch this television show because it is quite long. However, I encourage
you to consider watching some or all. The Life at 9 series captures part of a longitudinal study
that is currently underway in Australia following 10,000 children. The study has been following
these children since birth and they are now 9. The ABC production has been broadcasting a
small sample of these children and showing some of the tests and experiences the children
have been progressing through.
This episode is on creativity and speaks highly on the importance of play for all children.
Although these children are 9, the information is relevant to all children. This show is entertaining
and captures current theories and understanding of how children learn and develop, well
worth the investment of time!
Click on the hyperlink below or copy and paste the URL into your web browser –
http://iview.abc.net.au/programs/life-at-9/DO1303H002S00#playing

Adults have a vital role to play in children’s learning through play. In further modules, learners
will engage in a Unit of Competency that considers further the importance of play, how play
supports learning and the educator’s role.

Activity 3.35

Reflecting on my understanding of play:

Respond to the following questions:

• How would you explain to a family how important play is to children’s learning?
• What are the benefits of play?
• What is your role (as educator) in supporting play?

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Activity 3.36

Read

Click on the following hyperlink or copy the URL and type it into your web browser to access
two short readings on play
http://www.earlychildhoodaustralia.org.au/nqsplp/wp-content/uploads/2012/05/EYLFPLP_E-
Newsletter_No1.pdf
http://www.earlychildhoodaustralia.org.au/nqsplp/wp-content/uploads/2012/05/EYLFPLP_E-
Newsletter_No3.pdf

Resilience
Albert Einstein is reported as saying “If you haven’t made a mistake, you haven’t done
anything new!” (http://www.goodreads.com/quotes/tag/mistakes).

Making mistakes is part of life. However, some people bounce back from mistakes with gusto
and look for new challenge, while others struggle at the idea of having made a mistake and
are resistant to go again or have another attempt.

Educators need to encourage children to develop a curious disposition and willingness to

‘have-a-go’. This can be encouraged by praising children efforts regardless as to the
outcome and encouraging children to reflect on their participation efforts. It also means
supporting to recognise that learning about something often entails failure. Children need to
learn that failure or not being able to do something is part of life and not the end of the
world!

Activity 3.37

Watch the DVD ‘Life at 5’ Vignette on Resilience.

Click on the following hyperlink or copy and paste the URL into your web browser -
http://www.abc.net.au/tv/life/video/LIFEAT5.htm
What things do you say to a child to support them to feel supported as they complete
challenging or new experiences?

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Open ended resources

Balancing the materials available to children is an important role of the early childhood
educator. A range of resources should be provided and accessible to children. Open-ended
resources that are not prescriptive allows for more opportunity for diverse play (Dockett &
Fleer, 2003). Rather than putting plastic fruit in an area for play, open ended resources could
include different types of rocks, wooden pieces, sticks, and paper that children can use to
create into the object they need it to be. Where resources are not open-ended, educators
are encouraged to purchase equipment that is safe, of quality standard and workmanship
and reflects the local community.

Sustained shared conversations

Conversations with children are one of the most important things educators can do with
children. Conversations that are not simply closed questions (requiring a yes or no answer)
allow an opportunity for rich dialogue and enhancement of relationship.

In fact, the EPPE study (the Effective Provision of Preschool Education Project in Britain) found
that sustained, shared thinking involves children and educators working together in
conversations which provide opportunities to discuss and think about the problems or
challenges in an informed extended manner (Sylva, Melhuish, Sammons, Siraj-Blatchford &
Taggart, 2004). Sustained shared conversations was found to be a key strategy for supporting
quality adult-child interactions. It also was identified as a critical component in effective early
childhood programs that led to better educational outcomes for children.

Early Years Learning Framework (DEEWR, 2009) states:

Educators … engage in sustained conversations with children to extend their thinking
(p.15)

So what is a sustained conversation? Sustained conversations involve open ended questions.

Asking ‘why they think something works the way it does’.

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Activity 3.38

Read and reflect

Click on the following hyperlink or copy the URL into your web browser and read the Early
Childhood Australia PLP NQS PLP e-Newsletter No. 43 2012 Sustained, shared thinking –
http://www.earlychildhoodaustralia.org.au/nqsplp/e-newsletters/newsletters-41-45/newsletter-
43/
• List the 6 strategies that ECA suggest are involved for conversations that support sustained,
shared thinking (page 2).

Activity 3.39

Watch and reflect upon the sustained shared conversation in this video clip -

http://www.earlychildhoodaustralia.org.au/nqsplp/e-learning-videos/connecting-with-
practice-eylf-nqs/vignette-discovering-sustained-shared-conversation-with-children/

Creating a sense of belonging

Children need to feel safe, secure and belonging to a space before learning can occur. A
sense of belonging is created when children and their families are genuinely welcomed into
a service, made to feel a part of the service and when they and their families are treaty with
dignity and respect.

According to the Early Years Learning Framework (DEEWR, 2009) “Belonging is: knowing
where and with whom you belong” (p.7).

What pedagogical strategies do you use to support children feeling a strong sense of
belonging at the service?

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Activity 3.40

Read and consider

Click on the following hyperlink or copy and paste the URL into your web browser to access
Early childhood Australia NQS PLP e-learning newsletter No. 23 Spaces for children -
http://www.earlychildhoodaustralia.org.au/nqsplp/e-newsletters/newsletters-21-25/newsletter-
25/
• List two strategies you have gained for creating a sense of belonging for all children in your
service.

Consider the messages you give families:

• How do you welcome children and families into the service each morning? Are children
made to feel that you are so happy to see them? Do you assist families so that the start of
the day is as easy as possible?

• Do you have connections between the service and home: furniture, photos that are
displayed with the utmost respect?

• Do you ask children genuinely for their opinion and try to build a culture of ‘our service’
rather than ‘my service’.

• Are all children and families welcome?

Our values and beliefs affect our practices. It is therefore important to think about what we
believe and why we therefore respond in certain ways.

Families as authentic partners with children’s learning

Over and over again through the learning materials, learners have been encouraged to
realise the importance of working with families and community in partnership to educate
and care for young children. Families are key players in the understanding and teaching of
children for their holistic development. Families are constantly watching their children and
observing their learning and behaviour. Listening to families, respecting and valuing their
input allows educators to gain an understanding of the child in a range of settings as well as
allowing educators to relate to the family’s religious, ethical and moral practices and
customs. This understanding allows opportunity for consistent approaches between service
and home and helps to provide the child and family with a sense of belonging. Furthermore,
gaining an understanding of the child’s cultures helps to provide a richer, more in-depth
picture of who the child is and provides insight into the thinking and theory making of the
child. Inviting families to authentically share information about the child and to be truly
involved in the documentation process allows vehicles to share information and to construct
curriculum that is “relevant to the child in their local context” (DEEWR, 2009, p.11).

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Diversity of ideas and beliefs

Article 14 United Nations Convention on the Rights of the Child (OHCHR, 1990)
Over the last few years there has been hysteria in local communities as early
childhood services and primary schools consider their everyday practice to ensure
that these practices may not be offensive to certain religious beliefs. Debate has
raged on different topics such as ‘Banning Santa’ because it was deemed as a
Christian Practice.
Article 14 of the UNCRC states that children have freedom of thought, conscience
and religion. ‘Children have a right to think and believe what they want and to
practice their religion, as long as they are not stopping other people from enjoying
their rights’.

Activity 3.41

Read and reflect

Click on the following hyperlink or copy and paste the URL into your web browser and consider
Article 14 -
http://www.unicef.org/crc/files/Rights_overview.pdf
Banning guns / Santa / super hero play does not solve issues. The Banning of Santa was
completely taking out of content by a family who reported the situation to the media.
Consider what article 14 says.
How could you support families in your service with different religious views and practices?
How could you be respectful, support and value all families and their appropriate religious
beliefs?

Community of learners
Belonging, Being and Becoming: The Early Years Learning Framework for Australia (DEEWR,
2009) requires educators to embed reflection and inquiry into their daily practice. This
premise stems from an understanding that reflective practice helps educators to think more
deeply about their work. Furthermore, reflective practice is more likely to lead to change
when undertaken collectively (DEEWR, 2009).

Ongoing learning and reflective practice is one of the five Principles of the Early Years
Learning Framework. The idea of a community of learners is based on the ideas and beliefs
that people learn as people participate is share activities and experiences (Rogoff, 1994).

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Each educator comes to the early childhood education and care service as an individual; a
person with their own history, experiences and values. Their experiences will include
schooling, study and ongoing professional inquiry (professional development, reading journal
articles, etc.) These activities help to create the person you are and influence your belief
system.

Being recognises this individualism but it also recognises educators as part of a team (DEEWR,
2009). When individual educators come together as a team, they develop a collective belief
and value system. Knowledge is generated as educators interact, share knowledge and
reflect together.

Professional Inquiry
The Early Years Learning Framework (DEEWR, 2009) says
A lively culture of professional inquiry is established when early childhood educators
and those with whom they work are all involved in an ongoing cycle of review
through which current practices are examined, outcomes reviewed and new ideas
generated. In such a climate, issues relating to curriculum quality, equity and
children’s wellbeing can be raised and debated. (p.13)

Educators can be part of a number of communities of learners. Educators can form a

community of learners within their own team environment but may also establish other
learning communities with families, and connections and relationships with professionals from
other disciples. This relates to the educator’s sense of Belonging (DEEWR, 2009).

Educators can create a community of learners by sharing appropriate information with

colleagues and families. This may include content information, journals, fact sheets and on-
line materials. Educators need to reflect upon this information in relation to the service’s
policies, procedures and practices. Additionally, educators may share information (with
permission) about children’s learning and development with colleagues to discuss and
reflect upon teaching, learning, assessment. This provides opportunities to share knowledge,
to construct knowledge and encourages a holistic understanding of the child and
opportunities for continuity of teaching, learning and care.

Summary
This chapter has provided a brief insight into the theories and knowledge of development
essential for educators to understand and consider in their everyday practice. The Early Years
Learning Framework requires educators to embedded practices of critical reflection into their
everyday practice, and recognise it as essential for continuous importance and good
outcomes for children. Critical reflection requires educators to consider the ‘why’. Wwhy are
we doing what we are doing? It also requires educators to be able to verbalise this either in
written or verbal form. Providing the ‘why’ relies on a good foundational knowledge of the
theories of how children learn and develop.

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Children’s education, development and learning cannot be compartmentalised. A holistic

approach to education and care where educators understand development and learning is
interwoven is critical.

National Quality Standard

The National Quality Standard (NQS) is a key aspect of the NQF and sets a national
benchmark for early childhood education and care, and outside school hours care services
in Australia. It provides families and educators with a more detailed understanding of
children’s education and care requirements, objectives, outcomes, and expectations.

The NQS comprises seven quality areas. Although all quality areas are interwoven through
this module chapter, and what affects one quality area-in-turn influences another, there are
three quality areas that relate mostly to chapter three of this module.

There are seven quality areas:

QA1 Educational program and practice

QA5 Relationships with children

QA6 Collaborative partnerships with families and communities

(ACECQA, 2013)

Summary table of quality areas, standards and elements

QA1 Educational program and practice

1.1 An approved learning framework informs the development of a curriculum that enhances
each child’s learning and development.

1.1.1 Curriculum decision making contributes to each child’s learning and development
outcomes in relation to their identity, connection with community, wellbeing, confidence as
learners and effectiveness as communicators.

1.1.2 Each child’s current knowledge, ideas, culture, abilities and interests are the foundation of
the program.

1.1.3 The program, including routines, is organised in ways that maximise opportunities for each
child’s learning.

1.1.4 The documentation about each child’s program and progress is available to families.

1.1.5 Each child is supported to participate in the program.

1.1.6 Each child’s agency is promoted, enabling them to make choices and decisions and
influence events and their world.

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1.2 Educators and co-ordinators are focused, active and reflective in designing and delivering
the program for each child.

1.2.1 Each child’s learning and development is assessed as part of an ongoing cycle of planning,
documenting and evaluation.

1.2.2 Educators respond to children’s ideas and play and use intentional teaching to scaffold
and extend each child’s learning.

1.2.3 Critical reflection on children’s learning and development, both as individuals and in
groups, is regularly used to implement the program.

QA5 Relationships with children

5.1 Respectful and equitable relationships are developed and maintained with each child.

5.1.1 Interactions with each child are warm, responsive and build trusting relationships.

5.1.2 Every child is able to engage with educators in meaningful, open interactions that support
the acquisition for life and learning.

5.1.3 Each child is supported to feel secure, confident and included.

5.2 Each child is supported to build and maintain sensitive and responsive relationships with
other children and adults.

5.2.1 Each child is supported to work with, learn from and help others through collaborative
learning opportunities.

5.2.2 Each child is supported to manage their own behaviour, respond appropriately to the
behaviours of others and communicate effectively to resolve conflicts.

5.2.3 The dignity and rights of every child are maintained at all times.

QA6 Collaborative partnerships with families and communities

6.1 Respectful supportive relationships with families are developed and maintained.

6.1.1 There is an effective enrolment and orientation process for families.

6.1.2 Families have opportunities to be involved in the service and contribute to service decisions.

6.1.3 Current information about the service is available to families.

6.2 Families are supported in their parenting role and their values and beliefs about child
rearing are respected.

6.2.1 The expertise of families is recognised and they share in decision making about their child’s
learning and wellbeing.

6.2.2 Current information is available to families about community services and resources to
support parenting and family wellbeing.

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6.3 The service collaborates with other organisations and service providers to enhance
children’s learning and wellbeing.

6.3.1 Links with relevant community and support agencies are established and maintained.

6.3.2 Continuity of learning and transitions for each child are supported by sharing relevant
information and clarifying responsibilities.

6.3.3 Access to inclusion and support assistance is facilitated.

6.3.4 The service builds relationships and engages with their local community.

(ACECQA, 2011, p.10 – 11)

Click on the hyperlink to go to the ACECQA website to view the full 58 elements:
http://files.acecqa.gov.au/files/National-Quality-Framework-Resources-Kit/NQF03-Guide-to-
NQS-130902.pdf

Useful Websites
Developing Child: Harvard University
www.developingchild.harvard.edu/

Social and emotional development

www.kidsmatter.edu.au

Howard Gardner
www.infed.org/thinkers/gardner.htm

Raising children Network

www.raisingchildren.net.au

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References
Arthur, L., Beecher, B., Death, E., Dockett, S., & Farmer, S. (2012). Programming & planning in
early childhood settings (5th ed.). South Melbourne: Cengage Learning Australia.

Arthur, L. (2009). Engaging children in literacy practices. Every Child, 15(1), Watson, Australian
Capital Territory: Early Childhood Australia.

Australian Building Codes Board. (2011, 12 September). National Construction Code 2012
information seminar: Changes to the building code of Australia. Retrieved from
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Australian Children’s Education and Care Quality Authority. (2011). Guide to the education
and care services national law and the education and care services national regulations
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Kit/NQF02-Guide-to-ECS-Law-and-Regs-130902.pdf

Australian Children’s Education and Care Quality Authority. (2013). Guide to the
national quality standard. Retrieved from http://files.acecqa.gov.au/files/National-Quality-
Framework-Resources-Kit/NQF03-Guide-to-NQS-130902.pdf

Australian Competition & Consumer Commission. (n.d.). Product safety Australia. Retrieved
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Barratt-Pugh, C. (1998). The socio-cultural context of literacy learning. In C. Barratt-Pugh &

M.Rohl (Eds). Literacy learning in the early years (pp.36 - 42). Crow’s Nest, Queensland: Allen
& Unwin.

Berk, L. (2012). Infants and children: Prenatal through middle childhood (7th ed.). Boston, MA:
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Berk, L. (2009). Child development (8th ed.). Boston, MA. Allyn & Bacon.

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Charlesworth, R. (2011). Understanding child development (8th ed.). Belmont, CA: Wadsworth
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Circle of Security International. (n.d.) Circle of security – Connection [video]. Retrieved from
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Connor, J. (2014). Intentional teaching. The Early Years Learning Framework Professional
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Newsletter_No2.pdf

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Department of Education, Employment and Workplace Relations. (2009). Belonging, being &
becoming. The early years learning framework for Australia. Retrieved from
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Early Childhood Australia. (2011). Early Childhood Australia’s code of ethics. Retrieved from
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_of_ethics.html.

Elliott, R. (2005). Engaging families: Building strong communication. Research in Practice

Series, 12(2), 1 -19. Watson, Australian Capital Territory: Early Childhood Australia. Retrieved
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Fellows, J. & Oakley, G. (2010). Language, literacy and early childhood education. South
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Halliday, M.A. (1993). Towards a language-based theory of learning. Linguistics and

Education, 5(2), 93-116. Retrieved from
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Halliday, M.A. (1994). An introduction to functional grammar (2nd ed.). London, England:
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Kidsmatter Early Childhood. (n.d). Supporting children to develop friendships and empathy.
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https://www.kidsmatter.edu.au/sites/default/files/public/KMC2-201205-02_friendships-
supporting.pdf

Kidsmatter Early Childhood. (2011). Connecting with the early childhood education and care
national quality framework. Retrieved from
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Linke, P. (2010). Everyday learning about managing change. Everyday Learning Series, 8(1).
1-29. Canberra, Australian Capital Territory: Early Childhood Australia. Retrieved from
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Loreman, T. (2009). Respecting childhood. London: Continuum.

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Glossary
Additional needs: Person requiring extra support or resources to succeed at tasks. These
needs may be due to cultural backgrounds, education background, family issues, giftedness,
intellectual or physical disabilities. Some people prefer the term ‘special rights’ rather than
‘additional needs’.

Agency: Being able to make choices and decisions, to influence events and to have an
impact on one’s world (DEEWR, 2009, p.45).

Children: Refers to babies, toddlers, and three to five years olds, unless otherwise stated
(DEEWR, 2009, p.45).

Collaboration: Involves working together cooperatively towards common goals.

Collaboration is achieved through information sharing, joint planning, and the development
of common understandings and objectives.

Community participation: Taking an active role in participating to communities (DEEWR, 2009,

p.45).

Co-construct: Work in partnership with children (and sometimes other adults) to construct
children’s learning.

Communities: Social or cultural groups or networks that share a common purpose, heritage,
rights and responsibilities and/or other bonds. ‘Communities’ is used variously to refer, for
example, the community within early childhood settings, extended kinship, the local
geographic community, and broader Australian society (DEEWR, 2009, p.45).

Critical reflection: Reflective practices that focus on implications for equity and social justice
(DEEWR, 2009, p.45). It involves examining and analysing events, experiences and practices
from a range of perspectives to inform future planning and decision making.

Curriculum: In the early childhood setting, curriculum means ‘all the interactions,
experiences, activities, routines and events, planned and unplanned, that occur in an
environment designed to foster children’s learning and development’ (DEEWR, 2009, p.45).

Disability: May include a person with physical, intellectual, psychiatric, sensory, and/or
neurological learning disabilities; physical disfigurement; the presence in the body of disease-
causing organisms; and severe back pain.

Dispositions: Enduring habits of mind and actions, and tendencies to respond in

characteristic ways to situations. For example, maintaining an optimistic outlook, being willing
to persevere, approaching new experiences with confidence (DEEWR, 2009, p.45).

Diversity: An array of skills, knowledge and perspectives, which may include: age; cultural
background; ability; education level; ethnicity; expertise; gender; family responsibilities;
family structure; language; learning styles; life experiences; marital status; religious belief;
socioeconomic background; thinking styles; working styles; sexual orientation; political
orientation, geographic location; and professional skills and functions.

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Early childhood education and care services: Long day care, occasional care, family day
care, multi-purpose Aboriginal Children’s Services, preschools and kindergartens, playgroups,
crèches, early intervention settings, and similar services.

Educators: Early childhood practitioners who work directly with children in early childhood
settings.

EYLF: Early Years Learning Framework

Harm: Harm is defined within the Child Protection Act 1999 Qld s.9 as ‘any detrimental effect
of any significant nature on a child’s physical, psychological or emotional wellbeing’.

Inclusion: Involves taking into account all children’s social, cultural and linguistic diversity
(including learning styles, abilities, disabilities, gender, family circumstances, and
geographical location) in program decision-making processes. The intent is to ensure all
children’s experiences are recognised and valued. The intent is also to ensure all children
have equitable access to resources and participation, and opportunities to demonstrate
their learning and to value difference.

Intentional teaching: Involves Educators being deliberate, purposeful and thoughtful in their
decisions and actions. The opposite of ‘teaching by rote’ or continuing with traditions simply
because things have always been completed in a certain manner.

Involvement: Is a state of intense, wholehearted mental activity, characterised by sustained

concentration and intrinsic motivation. Highly involved children (and adults) operate at the
limits of their capacities, leading to changed ways of responding and understanding leading
to deep-level learning (adapted from Laevers, 1994) (DEEWR, 2009, p.45).

Learning: A natural process of exploration that children engage in from birth as they expand
their intellectual, physical, social, emotional, and creative capacities. Early learning is closely
linked to early development (DEEWR, 2009, p.45).

Learning framework: A guide that provides general goals or outcomes for children’s learning
and how they might be attained. It also provides a scaffold to assist early childhood settings
to develop their own, more detailed curriculum (DEEWR, 2009, p.45).

Learning outcome: A skill, knowledge or disposition that educators can actively promote in
early childhood settings, in collaboration with children and families (DEEWR, 2009, p.45).

Life-long learning: A self-motivated process that extends intellectual, vocational and

personal horizons that begins from an early stage of life and continue throughout life.

Literacy: Includes a range of modes of communication including music, movement, dance,

storytelling, visual arts, media and drama, as well as talking, reading, and writing.

NQF: National Quality Framework

NQS: National Quality Standard

Numeracy: Broadly includes understanding about numbers, patterns, measurements, spatial

awareness, and data, as well as mathematical thinking, reasoning, and counting.

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Pedagogy: Early childhood educators’ professional practice, especially those aspects that
involve building and nurturing relationships, curriculum decision making, teaching, and
learning (DEEWR, 2009, p.45).

Play-based learning: A context for learning through which children organise and make sense
of their social worlds, as they engage with people, objects, and representations (DEEWR,
2009, p.45).

Protective factors: A factor that may influence or reduce the likelihood of future harm by
interacting to support, enhance or develop a family’s capacity, motivation and
competence to meet the child’s protective needs.

Reflexivity: Children’s growing awareness of the ways that their experiences, interests, and
beliefs shape their understanding (DEEWR, 2009, p.45).

Relationships: Interactions between two or more people or groups of people that may
progress or inhibit potential or agreed outcomes. For example, a positive relationship may
further a child’s wellbeing, learning and development, whereas a negative relationship may
inhibit positive outcomes for the child.

Risk factor: Anything that prevents a person from achieving their objectives. For example, the
risk factors in an abusive family situation heighten the probability the child within the family
may be harmed.

Scaffold: The educators’ decisions and actions that build on children’s existing knowledge
and skills to enhance their learning. For example, relating new knowledge to student’s
current knowledge or breaking new information into smaller, more manageable parts
(DEEWR, 2009, p.45).

Spiritual: Refers to a range of human experiences including a sense of awe and wonder, and
an exploration of being and knowing (DEEWR, 2009, p.45).

Technologies: includes much more than computers and digital technologies used for
information, communication, and entertainment. Technologies are the diverse range of
products that make up the designed world. These products extend beyond artefacts
designed and developed by people and include processes, systems, services, and
environments (DEEWR, 2009, p.45).

Texts: Things that we read, view, listen to, and that we create in order to share meaning. Text
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
sounds (DEEWR, 2009, p.45).

Transitions: The process of moving between home and childcare services, between a range
of different early childhood services (for example, kindergarten to childcare), or from an
early childhood service to full-time school (DEEWR, 2009, p.45).

UNCRC: United Nations Convention on the Rights of the Child (Office of the High Commission
for Human Rights, 1990)

Wellbeing: Sound wellbeing results from the satisfaction of basic needs: The need for
tenderness and affection; security and clarity; social recognition; to feel competent; physical

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needs; and for meaning in life. It includes happiness and satisfaction, effective social
functioning, and the dispositions of optimism, openness, curiosity, and resilience (DEEWR,
2009, p.45).

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