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 3: Children Have A Strong Sense Of Wellbeing.
A strong sense of wellbeing provides children with confidence and optimism which maximise their potential. It encourages the development of children’s innate exploratory drive, a sense of agency and a desire to interact with responsive others.
Learning about healthy lifestyles, including nutrition, personal hygiene, physical fitness, relaxation, emotions and social relationships is integral to wellbeing and self-confidence and a core feature of the learning that occurs in school-age care settings.
Learning Outcome 3: Children Have A Strong Sense Of Wellbeing
3.1 Children become strong in their social and emotional wellbeing
This is evident, for example, when children:
- demonstrate trust and confidence
- share humour, happiness and satisfaction
- celebrate their own efforts and achievements and those of others
- increasingly co-operate and work collaboratively with others
- enjoy moments of solitude
- make choices, accept challenges, take considered risks, manage change and cope with frustrations
- show self-regulation and manage their emotions in ways that reflect the feelings and needs of others
- use moral reasoning to solve problems
- 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 and anticipate realistic consequences
Educators promote this learning by:
- show care, understanding and respect for all children
- collaborate with children to plan and document their achievements and share their successes with their families
- challenge and support children to engage and persevere
- build upon and extend children’s ideas
- maintain high expectations of each child’s capabilities
- affirm children’s decision-making and efforts
- welcome children and families, sharing aspects of their culture and spiritual lives
- discuss emotions, responses to events, emotional regulation and self-control
- collaborate with children to negotiate their rights in relation to the rights of others
- provide time and space for children to challenge and practice physical prowess
3.2 Children take increasing responsibility for their own health and physical wellbeing
This is evident, for example, when children:
- are happy, healthy, safe and connected to others
- regulate their emotions by concentrating, focussing and calming
- combine gross and fine motor movement and balance to achieve complex patterns of activity including dance, creative movement, drama, and sports
- manipulate equipment and management tools with increasing competence and skill
- show an increasing awareness of healthy lifestyles and good nutrition
- show enthusiasm for participating in physical play
- negotiate environments to ensure the safety and wellbeing of themselves and others
- seek out positive experiences
Educators promote this learning by:
- 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’s fine and gross motor skills
- engage children 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’s needs and interests
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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