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MTOP Learning Outcome 2: Children Are Connected With And Contribute To Their World

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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 MTOP Learning Outcome 2: Children Are Connected With And Contribute To Their World.

School-age children are increasingly involved in a wide range of communities. These might include families, schools, school-age care settings or local communities. As children participate in these communities they develop their capacity for independence and self-direction.

Learning Outcome 2: Children are connected with and contribute to their world

2.1 - Children develop a sense of belonging to groups and communities and an understanding of the reciprocal rights and responsibilities necessary for active community participation

This is evident when children:

  • recognise that they have a right to belong to many communities
  • cooperate with others and negotiate roles and relationships in play and leisure experiences
  • take action to assist other children to participate in social groups
  • broaden their understanding of the world in which they live
  • express an opinion in matters that affect them
  • build on their own social experiences to explore other ways of being
  • learn to ‘read’ the behaviours of others and respond appropriately
  • understand different ways of contributing through play and meaningful projects
  • respond positively to others, reaching out for company and friendship
  • contribute to fair decision-making about matters that affect them

Educators promote this learning by:

  • 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 to investigate ideas, complex concepts and ethical issues that are relevant to their lives and their local communities
  • model language and actions that children can use to express ideas, negotiate roles and collaborate to achieve goals
  • scaffold children’s opportunities to participate and contribute to group activities
  • plan opportunities for children to participate in significant ways in group discussions and shared decision-making about rules and expectations and activities

2.2 - Children respond to diversity with respect

This is evident when children:

  • use opportunities to develop understandings
  • about the diversity of culture, heritage,
  • background and tradition
  • demonstrate awareness of connections, similarities and differences between people and react in positive ways
  • listen to others’ ideas and respect different ways of being and doing
  • practise inclusive ways of achieving coexistence

Educators promote this learning by:

  • plan experiences and provide resources that broaden children’s perspectives and encourage appreciation of diversity
  • engage in interactions with children that promote respect for diversity and value distinctiveness
  • expose children to different languages and dialects and encourage appreciation of linguistic diversity
  • encourage children to listen to others and to respect diverse perspectives
  • demonstrate positive responses to diversity in their own behaviour
  • explore the culture, heritage, backgrounds and traditions of children within the context of their community

2.3 - Children become aware of fairness

This is evident when children:

  • become aware of the ways in which people are included or excluded from physical and social environments
  • develop the ability to recognise unfairness and bias and the capacity to act with compassion and kindness
  • are empowered to make choices and problem-solve to meet their needs in particular contexts
  • think critically about fair and unfair behaviour
  • understand and evaluate ways in which texts and media construct identities and create stereotypes

Educators promote this learning by:

  • notice and listen carefully to children’ concerns and discuss diverse perspectives on issues of inclusion and exclusion and fair and unfair behaviour
  • engage children in discussions about respectful and equal relations such as when a child dominates in the use of resources
  • analyse and discuss with children ways in which stereotypes are portrayed
  • draw children’s attention to issues of fairness relevant to them in the school-age care setting and community

2.4 - Children become socially responsible and show respect for the environment

This is evident when children:

  • demonstrate an increasing knowledge of, and respect for natural and constructed environments
  • demonstrate an awareness of the impact of human activity on environments and the interdependence of living things
  • participate with others to solve problems and contribute to group outcomes
  • explore, infer, predict and hypothesise in order to develop an increased understanding of the interdependence between land, people, plants and animals
  • show appreciation and care for natural and constructed environments
  • act with moral and ethical integrity
  • appreciate social, cultural, linguistic and religious diversity

Educators promote this learning by:

  • embed sustainability in daily routines and practices
  • 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 to show respect, care and appreciation for the natural environment
  • provide children with access to a range of natural materials in their environment
  • enable children to care for and learn from the land
  • discuss the nature of children’s connectedness to the land and demonstrate respect for community protocols

References:
MTOP Learning Outcomes, Aussie Childcare Network 
How Children Can Achieve MTOP Learning Outcomes, Aussie Childcare Network
How Educators Can Promote MTOP Learning Outcomes, Aussie Childcare Network 

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