MTOP Outcome 3 - Children And Young People Have A Strong Sense Of Wellbeing V2.0

The following lists the sub outcomes, examples of evidence that 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 V2.0.

A strong sense of well-being provides children with confidence and optimism which maximises 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 well-being and self-confidence and a core feature of the learning that occurs in school-age care settings.

Learning 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

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

demonstrate trust and confidence
share humour, happiness and satisfaction
celebrate their own efforts and achievements and those of others
increasingly cooperate 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
are able to make same-age and cross-age friendships
are able to engage in relaxation and downtime, as well as more active forms of play and leisure
recognise and have opportunities to access positive Aboriginal and Torres Strait Islander role models
Share humour, happiness and satisfaction with others (verbally and non-verbally)
use positive self-talk when encountering difficulties or setbacks
identify and seek out trusted people to communicate what upsets them, makes them uncomfortable or sad
talk about negative emotions or potentially unsafe behaviours.

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

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

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
regulate their emotions by concentrating, focusing and calming
demonstrate correct fundamental movement skills when running, hopping, jumping, catching kicking or balancing
move around the environment safely demonstrating spatial awareness
build core strength
develop hand/eye and hand/foot coordination
join in dance and drama, and move their body in creative ways
show an awareness of their own feelings and those of others
display emotions in acceptable ways.

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

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

are happy, healthy, safe and connected to others
show an increasing awareness of healthy lifestyles and good nutrition
show enthusiasm for participating in physical play
negotiate environments to ensure the safety and well-being of themselves and others
seek out positive experiences
Aboriginal and Torres Strait Islander children and young people are comfortable sharing their history and culture, songs, language, food, ceremonies and dance
talk about self and capacities positively
develop an understanding that feelings change over time (e.g. stress, loss or grief are normal emotions that everyone goes through at some stage)
hold a positive outlook
use strategies to calm the body and mind when needed
learn ways to ask for and provide consent during everyday play
distinguish safe and unsafe touches
discuss and understand how their brain works
learn how to tell a trusted adult about things that upset them, make them uncomfortable or sad
learn to use strategies that calm and soothe the stress response and physiological dysregulation.

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.