Version 2.0 EYLF Outcome 1 - Children Have A Strong Sense Of Identity V2.0

The following lists the sub outcomes, examples of evidence when children can achieve each sub outcome and how educators can promote and help children to achieve EYLF Learning Outcome 1: Children Have A Strong Sense Of Identity

The foundation of children's learning, development, and well-being is a healthy identity. Children develop their own identities and learn about themselves through their interactions with other kids, their families, and their communities. This encompasses the interactions they have with other people, places, and objects as well as the deeds and reactions of others. Identity is not static; it evolves over time as a result of experiences. As they transition from one environment to another, children might have many identities.

The building blocks of identity - "Who I am," "How I belong," and "What is my influence?" - are relationships. Children's development of a positive sense of self-worth depends on the connections between educators, families, and children, which are supported by relational pedagogy. Children establish their identity through relationships and interactions with people, participating in the complexities and joys of life, and learning how to overcome problems that they face on a daily basis.

Learning Outcome 1: Children Have A Strong Sense Of Identity

Children feel safe, secure and supported

This is evident when children, for example:

build secure attachments with one and then other familiar educators
participate in familiar routines and rituals to make smooth transitions
sense and respond to a feeling of belonging
share ideas and information about their culture and cultural artefacts
seek and connect with adults they trust to share their accomplishments and communicate their needs for comfort and assistance
establish and maintain respectful, trusting relationships with other children and educators
openly express their feelings and ideas in their interactions with others
respond to ideas and suggestions from others
initiate interactions and conversations with trusted educators
confidently explore and engage with social and physical environments through relationships and play
initiate and join in play
explore aspects of identity through role play
use home languages
access resources that support cultural diversity, family structures and gender identities
describe things that make them unique
tell stories about their family and culture.

Educators promote this learning for all children when they, for example:

acknowledge and respond sensitively to children’s cues, signals and home languages
value and respond sensitively to children’s attempts to initiate interactions and conversations
support children’s sense of security through consistent and warm nurturing relationships
give children their full attention, showing interest, understanding and attunement
design and use routines and rituals to support smooth and effective transitions
ensure daily schedules, including individualised arrival, departure or sleep rituals that support children’s sense of security
are attuned to children’s natural daily rhythms to support being and belonging
learn keywords in children’s home languages and use them when greeting and talking with children
ensure continuity to bridge the gap between the familiar and the unfamiliar, e.g. feeding and sleeping routines
build upon culturally valued child-rearing practices and approaches to learning
provide a culturally safe place where Aboriginal and Torres Strait Islander children and children from culturally diverse backgrounds can share their stories about history and culture
are emotionally available, listen carefully and support children’s expression of their thoughts and feelings
recognise children’s feelings of distress, fear or discomfort and understand that these feelings may take some time to resolve
acknowledge each child’s uniqueness in positive ways
provide opportunities to invite Aboriginal and Torres Strait Islander educators to provide feedback and reflections on assisting Aboriginal and Torres Strait Islander children to feel safe, secure and supported
interact and converse with each child to establish mutual trust and respect between the families that attend the early childhood setting
display both Aboriginal and Torres Strait Islander flags at the setting and discuss their importance for all Australians
develop inclusive learning approaches that acknowledge different ways of knowing, being and doing
enable children to see their culture in the environment, e.g. Aboriginal or Torres Strait Islander art from the local region, and cultural events that are significant in the child’s life.

Children develop their emerging autonomy, inter-dependence, resilience and agency

This is evident when children, for example:

initiate exploration and independent learning
show interest and curiosity through observing, listening, selecting and making choices
demonstrate increasing awareness of the needs and rights of others
are open to new challenges and discoveries
increasingly cooperate and work collaboratively with others
take considered risks in their decision-making and cope with the unexpected
recognise their individual achievements and the achievements of others
demonstrate an increasing capacity for self-regulation and self-soothing
approach new safe situations with interest and confidence
initiate negotiating and sharing behaviours
persist and persevere in self-chosen tasks, including when faced with challenges and when first attempts are not successful
cooperate and participate in routines and rituals
show initiative by seeking information and asking questions
learn how to stand up for themselves in appropriate ways.

Educators promote this learning for all children when they, for example:

provide children with strategies to make informed choices about their actions, interactions and behaviours
promote children’s sense of belonging, connectedness and wellbeing
maintain high expectations of each child’s capabilities
share stories with families including Aboriginal and Torres Strait Islander and culturally and linguistically diverse families about their child’s learning success
mediate and assist children to negotiate their rights in relation to the rights of others
provide opportunities for children to engage independently with tasks and play
display delight, encouragement and enthusiasm for children’s attempts
support children’s efforts, assisting and encouraging as appropriate
motivate and encourage children to succeed when they are faced with challenges
share stories of Aboriginal and Torres Strait Islander people who have shown agency and resilience
provide time and space for children to engage in both individual and collaborative pursuits
build on the culturally valued learning of individual children’s communities
share stories that reflect children’s cultural and family diversity
encourage children to make choices and decisions.

Children develop knowledgeable confident self-identities, and a positive sense of self-worth

This is evident when children, for example:

express and share pleasure and pride in their own efforts, achievements and accomplishments through language, gestures, facial expressions and/or movements
feel recognised and respected for who they are
explore different identities, roles and points of view in pretend play
develop strong foundations in both the culture and language/s of their family and of the broader community without compromising their cultural identities
reach out and communicate with trusted educators and familiar children for comfort, assistance and companionship
celebrate and share their contributions and achievements with others
show curiosity and growing confidence in their identity as a learner
share information about their family, culture, home languages and aspects that make them unique
engage with Aboriginal and Torres Strait Islander Elders and community members to explore their own and others' social and cultural heritage
take calculated risks in play and learning and begin to cope with the unexpected
display a positive image of themselves, their families, culture and community
acknowledge, share and celebrate Aboriginal and Torres Strait Islander traditions, customs and celebrations
share their stories about their Country and community
feel comfortable using their home language to construct meaning
feel accepted and affirm their group membership
share with others how they have learned to use digital technologies
feel safe to participate in all activities regardless of gender, age, culture or ability
share spaces and resources safely and equitably regardless of gender, age, culture or ability.

Educators promote this learning for all children when they, for example:

acknowledge and join in with children’s expressions of pleasure and pride in their efforts and accomplishments
promote in all children a strong sense of who they are and their connectedness to others – and a shared identity as Australians
ensure all children experience pride and confidence in their achievements
describe and share children’s successes with families
show respect for, and celebrate, diversity, acknowledging the varying approaches of children, families, communities and cultures
acknowledge and understand that children construct meaning in many different ways
demonstrate a deep understanding of each child, their family and community contexts in planning for children’s learning, development and wellbeing
provide children with diverse examples of the many ways identities and culture are recognised and expressed
build upon culturally and linguistically valued approaches to learning
build on the funds of knowledge, languages and understandings that children bring
talk with children in respectful ways about similarities and differences in people
provide rich and diverse resources that reflect children’s social and cultural worlds
listen to and learn about children’s understanding of themselves
actively support the maintenance of home language and culture
develop authentic children’s understanding of themselves
provide books and other resources that depict diverse gender roles and identities respectfully
support sharing of spaces and resources safely and equitably
acknowledge each child’s family, culture and individual uniqueness in positive ways
support all children to access science and technology experiences safely regardless of gender, age, culture or ability
recognise disability as a form of diversity and demonstrate inclusive approaches in their interactions with children
implement approaches to support gifted and talented children
provide inclusive indoor and outdoor environments that incorporate reasonable adjustments where there are barriers to participation
have opportunities to develop knowledge and understanding of Aboriginal and Torres Strait Islander relationships and connections to Country and family including kinships systems
support children to identify and assess risks in play and learning and to cope with the unexpected.

Children learn to interact in relation to others with care, empathy and respect

This is evident when children, for example:

show interest in other children and their play
approach and initiate interactions with other children in order to form or be part of a group
engage in and contribute to shared play experiences
express a wide range of emotions, thoughts and views constructively
help and offer care to other children
recognise and name a range of feelings in themselves and others
empathise with and express concern for others
appreciate the need to take turns and wait so that others can have their turn
co-use and collaborate with others when using digital technologies
display awareness of and respect for others’ perspectives
display awareness of and respect for children’s diverse worlds, e.g. culture, family structure, capabilities and strengths
reflect on their actions and consider the consequences for others
name and challenge unfair acts, and discrimination on behalf of themselves and others
listen to others’ opinions or points of view
recognise safe and unsafe situations
identify trusted adults and friends
seek help from trusted adults when needed
express their views
raise concerns or requests
participate in discussions and decision-making.

Educators promote this learning for all children when they, for example:

initiate one-to-one interactions with children, particularly with very young children, during daily routines
pay attention to, appreciate and acknowledge children’s independent efforts to approach and initiate interactions with other children
organise learning environments in ways that promote small group interactions and play experiences
facilitate sharing of equipment and turn-taking, being mindful of children’s differing capacities to wait
model care, empathy and respect for children, colleagues and families
provide a culturally safe and secure environment for all
provide secure and predictable environments, relationships and engagement in learning to support children affected by trauma
build awareness of different emotions by modelling and naming feelings
support children to learn about and recognise safe and unsafe situations
model how to respond appropriately to unfairness, challenge stereotypes and discrimination in respectful ways
explain and provide self-regulation strategies using books and pictures of emotional states
model explicit communication strategies to support children to initiate interactions and join in play and social experiences in ways that sustain productive relationships with other children
acknowledge children’s complex relationships and sensitively intervene in ways that promote consideration of alternative perspectives and social inclusion
provide opportunities for all children to develop knowledge and understanding of Aboriginal and Torres Strait Islander history and culture in the context of their community
use a range of teaching strategies and multicultural resources to acknowledge and show respect for differences, e.g. multicultural dolls, books and artefacts
facilitate child-friendly ways for children to express their views and raise their concerns
enable children to participate in decision-making that affects them.