MTOP Outcome 2: Children And Young People Are Connected With And Contribute To Their World V2.0

The following lists the sub-outcomes, examples of evidence of when children can achieve each sub-outcome and how educators can promote and help children to MTOP Outcome 2: Children And Young People Are Connected With And Contribute To Their World V2.0.

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 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

This is evident when children and young people, for example:

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 children and young people to participate in social groups
broaden their understanding of the world in which they live
express an opinion and contribute to fair decision-making in matters that affect them
build on their own social, cultural and family experiences to explore other ways of being
learn to ‘read’ the behaviours of others and respond appropriately
understand diverse ways of contributing through play and meaningful projects
respond positively to others, reaching out for company and friendship
contribute to decision-making and action-taking about matters that affect them
make decisions about who they engage in play and leisure with
understand how their ideas and contributions have been used in decision-making
work in partnership with educators to plan play and leisure experiences
advocate for their own rights with the adults who care for them
become aware and use the 7Rs of sustainability: reduce, reuse, recycle, respect, repair, reflect and refuse as part of economic sustainability
engage in conversations with older adults about topics of mutual interest.

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 and 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

This is evident when children and young people, for example:

use opportunities to participate in and develop an understanding of diverse cultures, heritages backgrounds, traditions and family structures
demonstrate awareness of connections, similarities and differences between people and react in positive ways
listen to others’ ideas and respect diverse ways of being and doing
practise inclusive ways of achieving coexistence
interact respectfully with diverse gender and cultural identities
have access to resources with diverse representations of culture, heritage, tradition, capabilities and gender
explore kinships systems, their relationships, and connections that they have built with their own community
become aware of different linguistic and cultural events, e.g. Diwali, Easter, Chuseok, Harmony Day
Aboriginal and Torres Strait Islander children and young people connect with their own community events and activities, e.g. NAIDOC, Sorry Business, Reconciliation Week
explore local Aboriginal and Torres Strait Islander people’s cultures and connections with local places and people (past and present).

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

plan experiences and provide resources that broaden children's 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. NAIDOCC, 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

This is evident when children and young people, for example:

become aware of 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
understand what it means to be treated fairly and to treat others fairly
think critically about fair and unfair behaviour
understand and evaluate ways in which texts and media construct identities and create stereotypes
develop appreciation and respect for different ways of knowing, being and doing
engage in recapitulative play
investigate the cultural and linguistic diversity represented in their community through a range of creative expressions
engage with concepts of citizenship, social justice and equity, e.g. taking action to help communities in distress following fires, floods and drought.

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

This is evident when children and young people, for example:

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
connect through language and culture with Aboriginal and Torres Strait Islander Country
provide opportunities for children and young people to care for Country and connect with land and waterways
recognise they are part of ecosystems and care for local biodiversity and explore how Aboriginal and Torres Strait Islander people traditionally cared for and sustained the land
learn and use Aboriginal and/or Torres Strait Islander names for local plants and animals.

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 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.