How Educators Promote MTOP Outcomes 2.0

To support children achieve learning outcomes from the MTOP Framework Version 2.0, the following list gives educators examples of how to promote children's learning in each individual learning outcome. These can be used when assessing children's learning, critically reflecting on the experiences planned, strategies to implement for each learning outcome and more. It also encourages and promotes each individual outcome throughout the early childhood setting.

Outcome 1: Children And Young People Have A Strong Sense Of Identity

Children and young people feel safe, secure and supported

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

spend time interacting and conversing with children and young people, listening and responding sensitively as they express their ideas and needs support children and young people’s attachment through consistent and warm nurturing relationships
familiarise and involve themselves with the setting’s Reconciliation Action Plan
support children and young people in times of change and bridge the gap between the familiar and the unfamiliar
recognise that feelings of distress, fear or discomfort may take some time to resolve
acknowledge each child’s uniqueness in positive ways
refer to children and young people with the pronouns they would like to be identified by
provide books and other resources that depict diverse gender roles and identities respectfully
support diverse genders and cultures to share spaces and resources safely and equitably
support the development of children and young people’s friendships
acknowledge the importance of opportunities for children and young people to relax through play and leisure
trust and support children and young people to be successful and capable
establish mutual trust and respect between the families that attend the setting
provide a culturally safe place where Aboriginal and Torres Strait Islander children and young people and children and young people from culturally diverse backgrounds can share their
stories about history and culture
provide opportunities for Aboriginal and Torres Strait Islander educators to provide feedback and reflections on best practice
ensure the Aboriginal and Torres Strait Islander flags are displayed at the setting
acknowledge each child or young person’s uniqueness in positive ways
provide a culturally safe environment.

Children and young people develop their autonomy, interdependence, resilience and sense of agency

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

encourage children and young people to make choices and decisions
encourage children and young people to collaborate with peers and educators to plan programs
provide children and young people with strategies to make informed choices about their behaviours
promote children and young people’s sense of belonging, connectedness and wellbeing
maintain high expectations of each child’s capabilities
mediate and assist children and young people to negotiate their rights in relation to the rights of others
display encouragement and enthusiasm for children and young people’s attempts
motivate and encourage children and young people to succeed when they are faced with challenges
provide time and environment for children and young people to engage in both individual and collaborative pursuits
trust and support older children and young people to be autonomous and capable
apply a strength-based approach to practice to encourage confident learners
Share stories with families including Aboriginal and Torres Strait Islander families about their young person’s successes

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

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

listen to and learn about children and young people’s understandings of themselves, who they are and their connectedness to others – a shared identity as Australians
ensure all children and young people experience pride and confidence in their achievements
share children and young people’s successes with families
show respect for and a deep understanding of diversity, acknowledging and celebrating the varying approaches of children and young people, families, communities and cultures
acknowledge and understand that children and young people construct meaning in many ways
maintain and build on the knowledge, languages and understandings that children and young people bring
acknowledge each child and young person’s family, culture, language and uniqueness in positive ways
talk with children and young people in respectful ways about similarities and differences in people, identities and culture
provide rich and diverse resources that reflect children's and young people’s social worlds
actively support access to science and technology experiences
demonstrate inclusive communication practices, such as pronouncing each person’s name correctly and using preferred names, e.g. nicknames including gender pronouns
provide older children and young people with experiences that are challenging, engaging and reflect their diverse interests
provide opportunities for educators to develop knowledge and understanding of Aboriginal and Torres Strait Islander relationships and connections to Country and family including kinships systems
recognise disability as a form of diversity and demonstrate inclusive approaches in their interactions with children and young people
develop understanding and knowledge of approaches to support gifted and talented children and young people
create inclusive indoor and outdoor environments with awareness of barriers to participation.

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

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

organise environments and spaces in ways that promote small and large group interactions and play and leisure
model care, empathy and respect for children and young people, educators and families
initiate one-to-one interactions with children and young people
model explicit communication strategies to support children and young people to sustain productive relationships with other children and young people in play and social experiences
acknowledge children and young people’s complex relationships and sensitively intervene in ways that promote consideration of alternative perspectives and social inclusion
model care, empathy and respect for children and young people of diverse ages and capabilities
provide a culturally safe and secure environment for all
provide opportunities for children and young people and other educators to develop knowledge and understanding of Aboriginal and Torres Strait Islander history and culture
use a range of teaching strategies and multicultural resources to acknowledge and show respect for differences
provide opportunities for children and young people and other educators to develop knowledge and understanding of familial history and culture.

Outcome 2: Children And Young People Are Connected With And Contribute To Their World

Children and young people develop a sense of belonging to groups and communities and an understanding of their reciprocal rights and responsibilities necessary as active and informed citizens

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

promote a sense of community within the school-age care setting
build connections between the school-age care setting, schools and the local community
provide opportunities for children and young people to investigate ideas, complex concepts and ethical issues that are relevant to their lives and their local communities
assist children and young people in their explorations of natural and constructed environments
investigate the interdependence between people, animals, plants, lands and waters
model language and actions that children and young people can use to express ideas, negotiate roles and collaborate to achieve goals
scaffold children and young people’s opportunities to participate and contribute to group activities
plan opportunities for children and young people to participate in significant ways in group discussions, shared decision-making about rules and expectations and activities
create opportunities for collaboration with adults of all ages
support children and young people to form their own groups
create a range of ways for children and young people to participate in programming decisions
create opportunities for open and authentic partnerships with families, communities and organisations including Aboriginal and Torres Strait Islander people and those from culturally diverse backgrounds
inform children and young people about the outcomes of decision-making processes they have been involved in
provide opportunities for diverse groups of children and young people to contribute to program planning
ensure partnerships with Aboriginal and Torres Strait Islander communities and organisations are genuine and sustainable
build children and young people’s awareness of the 7Rs of sustainability: reduce, reuse, recycle, respect, repair, reflect and refuse as part of economic sustainability
create opportunities to contribute to community well-being, e.g. food banks.

Children and young people respond to diversity with respect

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

plan experiences and provide resources that broaden children and young people’s perspectives and encourage appreciation of diversity
engage in interactions with children and young people that promote respect for diversity and value distinctiveness
expose children and young people to different languages and dialects and encourage appreciation of linguistic diversity including cultures
encourage children and young people to listen to others and to respect diverse identities and perspectives
demonstrate positive responses to diversity in their own behaviour
explore the culture, language, heritage, backgrounds and traditions of children and young people within the context of their family and community, e.g. Diwali, Easter, Chuseok, Harmony Day
provide resources with diverse representations of culture, heritage, tradition, capabilities and gender
practice Aboriginal and Torres Strait Islander ways of learning including storytelling, yarning and deep listening with children and young people, their families and communities
ensure that Aboriginal and Torres Strait Islander resources are genuine and appropriate
provide opportunities for Aboriginal and Torres Strait Islander children and young people to connect with their own community events and activities, e.g. NAIDOC, National Aboriginal and Torres Strait Islander Children and Young People’s Day, Sorry Business, Reconciliation Week
use creative forms of expression to explore diversity and emotions
recognise opportunities to use digital technologies to find answers to questions and document discoveries.

Children and young people become aware of fairness

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

notice and listen carefully to children and young people’s concerns and explore diverse perspectives on issues of inclusion and exclusion and fair and unfair behaviour
analyse and discuss with children and young people the ways in which stereotypes are portrayed
draw children and young people’s attention to issues of fairness relevant to them in the school-age care setting and community
provide all children and young people with opportunities to be seen as capable
build cultural partnerships in the local environment and community
seek guidance from Aboriginal and Torres Strait Islander Elders and community members about local processes and protocols, history and culture
provide equitable opportunities for children and young people including, Aboriginal and Torres Strait Islander children and young people who have diverse capabilities, to contribute positively to their world
provide materials, texts and resources that provide opportunities to analyse and challenge stereotypes associated with age, gender, ability, race and family and community background
provide clear, accessible information for families and communities about the service’s policies including child safety and wellbeing, Code of Conduct, record-keeping practices, and complaints and investigation processes.

Children and young people become socially responsible and show respect for the environment

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

embed social, economic and environmental sustainability in daily routines and practices, e.g. inclusion, sharing of resources and reducing waste
discuss the ways the life and health of living things are interconnected
collaborate to develop daily routines and practices that embrace sustainability
work together with children and young people to show respect, care and appreciation for the natural environment
provide children and young people with access to a range of natural materials in their environment
enable children and young people to care for and learn from the land
discuss the nature of children and young people’s connectedness to the land and demonstrate respect for community protocols
visibly and verbally acknowledge the connection of language and culture to Country and Traditional Owners
provide experiences for children and young people to care for the Country and connect with, animals, plants, lands and waterways in the local community
provide opportunities for children and young people to learn about the interconnected dimensions of sustainability, e.g. recycling bottles and donating funds to local charities and community groups.

Outcome 3: Children And Young People Have A Strong Sense Of Wellbeing

Children and young people become strong in their social, emotional and mental wellbeing

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

show care, understanding and respect for all children and young people
listen and respond empathically when children and young people communicate their distress, fears or frustrations
collaborate with children and young people to plan and document their achievements and share their successes with their families
challenge and support children and young people to engage and persevere
build upon and extend children's and young people’s ideas
maintain high expectations of each child’s capabilities
affirm children and young people’s decision-making and efforts
welcome children and young people and families, sharing aspects of their culture and spiritual lives
discuss emotions, responses to events, emotional regulation and self-control
collaborate with children and young people to negotiate their rights in relation to the rights of others
provide time and space for children and young people to challenge and practice physical prowess
provide children and young people with a range of challenging and motivating play and leisure experiences
adjust play and leisure offerings to reflect children and young people’s interests and curiosities as they respond to changes in time, weather and other contextual factors
support families’ diverse parenting approaches
use strategies that can help to bring balance and safety to the experience of children who have been impacted by trauma or disrupted attachment, and enable them to move from survival to learning
set high expectations for Aboriginal and Torres Strait Islander children and young people and challenge them to do their best work
create opportunities to have more Aboriginal and Torres Strait Islander educators visible in the setting
provide culturally safe spaces that are welcoming for Aboriginal and Torres Strait Islander children and young people and their families
use trauma-aware approaches
investigate how physical movement, exercise and healthy lifestyles assist children and young people’s mental wellbeing
discuss unsafe situations that would need to be reported to educators and other adults, including
signs of children and young people at risk
promote body safety awareness among children and young people
use appropriate language and strategies to empower children with a basic understanding of the stress response and how they can learn to calm themselves when they notice they are becoming dysregulated.

Children and young people become strong in their physical learning and wellbeing

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

create physical environments that test and challenge but are inclusive of children and young people’s physical capabilities
assist children and young people with opportunities to be physical and use both gross and fine motor muscles
develop shared notions of ‘risky’ play with children and young people and other educators
use musical instruments, bean bags, balls, bats, and hoops to develop hand/eye coordination
provide loose parts of various sizes for individual and collaborative play
teach children protective behaviours such as telling others to stop doing something that makes them feel unhappy or unsafe
encourage children and young people to make responsible choices and protect themselves from harm
design indoor and outdoor spaces where children can retreat for calming or peaceful self-soothing (passive leisure)
use the dramatic arts for supporting children and young people’s exploration of feelings and opinions
draw on diverse families and community experiences and expertise to include familiar games and physical activities in play
draw on diverse families and community experiences and expertise to include various forms of dance, e.g. Khon, Bharatanatyam, Bollywood, Shaku, Hip-Hop, and Irish dance.

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

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

collaborate to plan energetic physical activities, including dance, drama, movement, sports and games
draw on family and community experiences and expertise to include familiar games and physical activities
provide a wide range of resources to develop and consolidate children and young people’s fine and gross motor skills
encourage healthy eating and an active lifestyle amongst children and young people
engage children and young people in experiences, conversations and routines that promote safety, healthy lifestyles and nutrition
provide a range of active and relaxing experiences throughout the day
adjust transition and routines to take into account children and young people’s capabilities, interests and curiosities
learn about e-safety for children and young people and embed and model safe and healthy digital practices
discuss aspects of posture and other health related age-appropriate digital practices with children and young people
promote all children and young people’s rights for challenging and energetic play to all stakeholders
develop their own awareness of Indigenous issues around the world
create culturally appropriate learning experiences for all children and young people where their culture is reflected in the setting
provide spaces and strategies such as relaxation techniques and self-calming for children and young people to manage strong emotions
communicate to children and young people that it is ok to say no to touch
listen carefully and take seriously when children and young people talk about things that bother them
support children to understand how the brain works
support children who are feeling anxious to approach indoor and outdoor experiences and routines
develop their understanding and knowledge of personal safety including appropriate strategies to support children, young people and families’ awareness of boundaries
identify the role of risk factors and protective factors on children and young people’s development.

Outcome 4: Children And Young People Are Confident And Involved Learners

Children and young people develop a growth mindset and learning dispositions such as curiosity, cooperation, confidence, creativity, commitment, enthusiasm, persistence, imagination and reflexivity

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

discuss how the brain develops and is linked to self-regulation
recognise and value children and young people’s involvement in a variety of play and leisure experiences
provide environments that are flexible and open-ended
respond to children and young people’s dispositions by commenting on them and providing encouragement and additional ideas
encourage children and young people to engage in both individual and collaborative explorative and reflective processes
listen carefully to children and young people’s ideas and discuss with them how these ideas might be developed
model inquiry processes, including observation, curiosity and imagination, try new ideas and take on challenges
explore the diversity of cultures and social identities
critically reflect on personal responses to all kinds of diversity
assist children and young people to explore Aboriginal and Torres Strait Islander ways of knowing, being and doing, e.g. explore the 8 Aboriginal Ways of Learning
create a responsive environment to support children and young people’s sustained investigations
include a growth mindset model in their everyday activities
develop their skills in talking to children about how their brains work and how it grows as they learn.

Children and young people develop a range of learning and thinking skills and processes such as problem-solving, inquiry, experimentation, hypothesising, researching and investigating

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

plan environments with appropriate levels of challenge for all ages, interests and capabilities, where children and young people are encouraged to explore, experiment and take appropriate risks
provide experiences that encourage children and young people to investigate ideas, solve problems and use complex concepts and thinking, reasoning and hypothesising
encourage children and young people to communicate and make visible their own ideas and theories
collaborate with children and young people and model reasoning, predicting and reflecting processes and language
provide opportunities for children and young people of different ages, interests and capabilities to initiate and lead activities and experiences
provide opportunities for Aboriginal and Torres Strait Islander educators to provide feedback and reflect on everyday practices within their setting
ensure documentation of learning is visible to encourage the revisiting of ideas and concepts
support children and young people’s extended investigations with flexible schedules to allow for multiple solutions and ways of thinking to be explored
use digital technologies and media as a means of promoting children's and young people’s
well-being, learning and development
demonstrate how to use the internet and search engines safely
use cooking experiences to support mathematical and scientific skills such as observation, reasoning, hypothesising and measurement
use sand and water play to support mathematical and scientific skills such as observation, reasoning, hypothesising and measurement.

Children and young people transfer and adapt what they have learned from one context to another

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

support children and young people to apply their learning in new ways and talk about this with them in ways that grow their understanding
support children and young people to construct multiple solutions to problems and use diverse ways of thinking
plan for time and space where children and young people discuss and reflect to see similarities and connections between existing and new ideas
share and transfer knowledge about children and young people’s understandings from one setting to another, by exchanging information with families and with professionals in other settings
understand that competence is not tied to any particular language, dialect or culture
create opportunities for all children and young people, including Aboriginal and Torres Strait Islander children and young people and those from culturally diverse backgrounds, to explore and celebrate diversity and culture at school and at home
provide opportunities for all educators to participate in acknowledging the Country and how this can be used in different settings
scaffold children and young people’s understanding of how skills and ideas can be transferred to other activities through conversation and questions.

Children and young people resource their own learning through connecting with people, places, technologies and natural and processed materials

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

provide opportunities for choice and collaboration
involve children and young people in the broader community beyond the school-age care setting
create possibilities for peer scaffolding
introduce appropriate tools, digital technologies and media and provide the skills, knowledge and techniques
develop their own confidence with technologies available to children and young people in the setting
design environments that are flexible and provide resources that encourage children and young people to use their imagination and represent their thinking
promote children and young people’s rights to explore a range of digital technologies
create opportunities to discuss and embed Aboriginal and Torres Strait Islander perspectives into everyday practice
listen intently to children and young people’s ideas and discuss with them how these ideas may be developed.

Outcome 5: Children And Young People Are Effective Communicators

Children and young people interact verbally and non-verbally with others for a range of purposes

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

respond sensitively and appropriately to children and young people’s conversations
value children and young people’s linguistic heritage and with family and community members encourage the use of and acquisition of home languages and Standard Australian English
collaborate about routines and procedures
model language and encourage children and young people to express themselves through language in a range of contexts and for a range of purposes including leading and following directions
engage in sustained communication with children and young people about ideas and experiences
include real-life experiences and resources to promote children and young people’s use of literacy and numeracy
allow children and young people to direct their own play experiences with their peers
provide children and young people with opportunities to participate in program decisionmaking
using a range of communication methods
critically reflect on how they embed Aboriginal and Torres Strait Islander perspectives into everyday practice
provide opportunities for Aboriginal and Torres Strait Islander educators to share ideas about practice when embedding Aboriginal and Torres Strait Islander perspectives into everyday practices
recognise the importance of respecting multiple
communication styles and varying cultural communication norms.

Children and young people engage with and gain meaning from a range of visual images and texts

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

provide opportunities for children and young people to follow directions from everyday texts such as recipe books, instructions for crafts, rules for sports or games
read and share a range of books, magazines and newspapers with children and young people
provide a literacy-enriched environment including display print in home languages and Standard Australian English
incorporate familiar family and community texts and tell stories
encourage children and young people to share their interests in music and discuss lyrics
engage children and young people in discussions about books and other texts that promote consideration of diverse perspectives
seek Aboriginal and Torres Strait Islander guidance to ensure that the authentic voices of Traditional Owners, Elders and community members are highlighted in experiences
provide books, digital media and resources that appeal to a range of ages and literacy capabilities
provide children and young people with opportunities to participate in documentation and assessment of well-being, learning and development
have opportunities to engage in Aboriginal and Torres Strait Islander-led professional development about Aboriginal and Torres Strait Islander ways of learning, e.g. 8 Ways and Both Ways pedagogy
provide opportunities for children and young people to use languages other than English
provide opportunities for visual communication such as signing.

Children and young people collaborate with others, express ideas and make meaning using a range of digital technologies and media and communication technologies

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

build on children and young people’s family and community experiences with creative and expressive arts
provide a range of resources that enable children and young people to express meaning through photography, visual arts, dance, drama, music and construction
join in children and young people’s play and leisure activities and co-construct materials, e.g. signs, posters and journals that extend and support literacy learning
collaborate with children and young people to record the shared experiences
provide digital media and communication technologies for learning, play and leisure
encourage children and young people to use technologies with each other and educators
integrate technologies into children and young people’s play and leisure experiences, projects and routines
talk about health and safety protocols in the use of technology, digital games and media
facilitate the use of the internet as a network that children and young people use to generate, store, retrieve and share information
develop protocols about the use of digital technologies safely in partnership with children and young people
critically reflect on how they are embedding Aboriginal and Torres Strait Islander perspectives into every part of their planning and their setting
provide Aboriginal and Torres Strait Islander children and young people opportunities to communicate how they are feeling through writing, the arts and construction.