EYLF Outcome 3 - Children Have A Strong Sense Of Wellbeing V2.0

The following lists the sub-outcomes, examples of evidence when children achieve each sub-outcome and how educators can promote and help children to achieve EYLF Outcome 3 - Children Have A Strong Sense Of Wellbeing V2.0.

Resilience and well-being are linked, giving children the ability to handle stress and obstacles on a daily basis. Executive function, which is a higher-order cognitive activity in the brain, includes managing emotions, learning self-regulation, and fostering tenacity and persistence.

Well-being and self-confidence depend on learning about healthy lifestyles, which include proper diet, rest and sleep, personal hygiene, physical fitness, emotions, safe and healthy digital technology use, and social interactions.

Children's capacity for concentration, teamwork and learning are all influenced by their physical well-being. Children who are more self-reliant can take more responsibility for their personal care, cleanliness, and health as well as become more aware of their own safety and the safety of others.

Learning Outcome 3 - Children Have A Strong Sense Of Wellbeing

Children become strong in their social, emotional and mental wellbeing

This is evident when children, for example:

demonstrate trust and confidence in their interactions with others
remain accessible to others at times of distress, confusion and frustration
identify and seek out trusted people to communicate what upsets them, makes them uncomfortable or sad
communicate their physical and emotional needs, e.g., hunger or thirst
share humour, happiness and feelings of satisfaction
seek out and accept new challenges, make new discoveries, and celebrate their own efforts and achievements and those of others
increasingly cooperate and work collaboratively with others
enjoy moments of solitude
recognise their individual efforts and achievement
make choices, accept challenges, take considered risks, manage change and cope with frustrations and the unexpected
show an increasing capacity to understand, selfregulate and manage their emotions
appreciate the feelings and needs of others
experience and share personal successes in learning and initiate opportunities for new learning
acknowledge and accept affirmation of themselves by others
assert their capabilities and independence while demonstrating increasing awareness of the needs and rights of others
recognise the contributions they make to shared projects and experiences
share humour and laughter with others
initiate approaches and actions to interact with other children and form friendships
use positive self-talk when encountering difficulties or setbacks
recognise a range of emotions in themselves and others.

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

show genuine affection, understanding and respect for all children
are aware and available to provide comfort for children in distress
support breastfeeding and respond to children’s cues for hunger and satiety or sense of fullness after eating
listen and respond empathically when children communicate their distress, fears or frustrations
collaborate with children to document their achievements and share their successes with their families
ensure that all children experience pride in their attempts and achievements
promote children’s sense of belonging, connectedness and wellbeing
challenge and support children to engage in and persevere at tasks and play
model positive self-talk to support self-regulation during times of stress
build upon and extend children’s ideas
maintain high expectations of each child’s capabilities
value children’s personal decision-making
welcome children and families sharing aspects of their culture and spiritual lives to create culturally safe environments
support families’ diverse parenting approaches
talk with children about their emotions and responses to events with a view to supporting their understanding of emotional regulation and self-control
acknowledge and affirm children’s efforts and growth
assist children to develop strategies to foster positive mental wellbeing
investigate how physical movement, exercise and healthy lifestyles assist children with mental wellbeing
discuss unsafe situations that would need to be reported to educators and other adults, including signs of children at risk
promote body safety awareness with children and families
help children talk about negative emotions or potentially unsafe behaviours
discuss and model appropriate use of digital technologies and discuss how to keep children safe online with children and families
update their own learning of digital and cyber safety for children
are playful and promote a sense of enjoyment
mediate and assist children to negotiate their rights in relation to the rights of others
create spaces for children to rest and engage in relaxation in indoor and outdoor spaces
support the development of friendships and engaging with peers.

Children become strong in their physical learning and mental wellbeing

This is evident when children, for example:

engage in increasingly complex coordination of body movements with sight, sounds and other sensory stimuli to engage with people and explore materials
develop movement patterns, mobility and gross motor skills to manage and explore the physical environment
combine gross and fine motor movement and balance to achieve increasingly complex patterns of activity, including dance, creative movement, drama and fundamental movement skills
build core strength, physical coordination and stamina
use their sensory perceptions, physical capabilities and dispositions with increasing integration, skill and purpose to explore and respond to their world, including finding new challenges and risks
demonstrate spatial awareness and orient themselves, moving around and through indoor and outdoor environments confidently and safely
manipulate equipment and manage tools with increasing competence and skill
respond through movement to traditional and contemporary music, dance and storytelling
move to the tempo and rhythm of the music
participate in physical play, dance, drama
negotiate play spaces to ensure the safety and wellbeing of themselves and others.

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

plan for and participate in energetic physical activity with children, including dance, drama, fundamental movement skills and games
draw on diverse family and community experiences and expertise to include familiar games and physical activities in play
use physically active play and games as opportunities for children to develop friendships and turn-taking skills
provide well-planned and challenging outdoor environments that encourage risk-taking and risky play experiences
are aware of and address personal preferences that may unintentionally impact best practices for promoting children’s physical activity and movement skills
provide a wide range of tools and materials to resource children’s fine and gross motor skills
provide ample opportunities and resources for gross motor and movement experiences in both indoor and outdoor learning environments
provide an environment with challenges for the abilities of children
explore ways of incorporating knowledge of how bodies function and personal safety
use the dramatic arts and role-play for supporting children’s exploration of feelings and opinions.

Children are aware of and develop strategies to support their own mental and physical health and personal safety

This is evident when children, for example:

recognise and communicate their body needs, (e.g. thirst, hunger, rest, comfort, physical activity)
are happy, healthy, safe and connected to others
show awareness of healthy lifestyles and good nutrition
show increasing independence and competence in personal hygiene
show care and safety for themselves and others
build strategies to calm the body and mind
have agency and exercise choice about their sleep, rest and relaxation
develop a sense of body autonomy and boundaries (e.g. my body belongs to me)
learn ways to ask for and provide consent during everyday play
distinguish safe and unsafe touches
notice and label feelings/emotions in themselves and others
learn how to tell or communicate to a trusted adult about things that upset them, make them uncomfortable or sad.

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

actively support children to learn hygiene practices
promote continuity of children’s personal health and hygiene by sharing ownership of routines and schedules with children, families and the community
discuss health and safety issues with children and involve them in developing guidelines to keep the environment safe for all
encourage and teach children about personal safety including strategies to support children’s and families’ awareness of boundaries
engage children in experiences, conversations and routines that promote healthy lifestyles and good nutrition
create a safe environment for Aboriginal and Torres Strait Islander children to share their history and culture, songs, language, food, ceremonies and dance, if they choose
consider the pace of the day within the context of the community
learn about e-safety for children and embed and model safe digital practices
discuss aspects of posture, and other health-related age-appropriate digital practices with children
provide a range of active and restful experiences throughout the day and support children to make appropriate decisions regarding participation
provide ongoing opportunities for children to express their ideas, feelings and emotions through the creative arts
encourage all children to share their history and culture, which could include songs, language, food, ceremonies and dance
create culturally safe and appropriate learning experiences and spaces (e.g. reflect children’s cultures in the setting)
design indoor and outdoor spaces of calm to support self-soothing
talk with children about the benefits of sleep, rest and relaxation for the mind and body
use flexible approaches to sleep and rest, engaging children in decision-making about their own sleep and rest
assist children with the understanding that feelings can change over time
read age-appropriate children’s picture books with body autonomy and boundary themes, and offer these to families to read with their children
communicate to children that it is ok to say no to touch
listen carefully and take seriously when children talk about things that bother them
help children understand the concept of consent by modelling or demonstrating asking for and providing consent and providing opportunities for children to practice.