Engaging Children In Activities Related To Safety

[Alexsa]

Hello,
This is my first post!
Children health and safety assessment
I was hoping for some help with:

In the FSAC it states that educators can facilitate “Children take increasing responsibility for their own health and physical wellbeing” by engaging children in what activities that relates to safety?

I have looked and looked over the reading material given to me and for the life of me still have no idea..I have looked on line and still drawing a blank...
Any help would be great to point me in the right direction

[Alexsa]

Evaluation for wellbeing and learning
Am i on the right track?
Educators gather knowledge about children‟s wellbeing and learning as they reflect and engage in processes such as
scanning, monitoring, gathering and analysing information about how children feel and what children know, can do
and understand. It is part of an ongoing cycle that includes planning, documenting and evaluating children‟s
wellbeing, development and learning.It is important because it enables educators in partnership with
children, families and other professionals to:
1. plan effectively for children‟s wellbeing
2. plan collaboratively with children
3. communicate about children‟s wellbeing and development
4. determine the extent to which all children are progressing toward realising outcomes and if not, what might be impeding their progress
5. identify children who may need additional support in order to achieve particular outcomes, providing that support or assisting families to access specialist help
6.evaluate the effectiveness of environments
and experiences offered and the approaches taken to nurture children‟s wellbeing and to enrich children‟s development
7. reflect on pedagogy that will suit the context and children.
Educators use a variety of strategies to collect, document, organise, synthesise and interpret the information that they gather about children‟s wellbeing and
enrichment to evaluate the effectiveness of their programs. They search for appropriate ways to collect rich and meaningful information that depicts children‟s wellbeing and development
in context, describes their progress and identifies their strengths, skills and understandings. When school age care educators and children collaborate about their wellbeing and experiences they use approaches that have become powerful ways to make the process visible to children and their families, educators and other professionals.The five Outcomes in this Framework, as outlined later, provide school age care educators with key reference points against which children‟s experiences can be identified, documented and communicated to children, families and other professionals. Educators can reflect on children‟s wellbeing and how children have developed, how they have engaged with increasingly complex ideas and participated in increasingly sophisticated experiences. All
children demonstrate their learning in different ways. Approaches to evaluation that are culturally and linguistically
Framework for School Age Care relevant and responsive to the social, physical and intellectual capabilities will acknowledge children‟s abilities and strengths, and allow them to demonstrate competence. Evaluation, when undertaken in collaboration with children can support and empower them to see themselves as capable and foster independence and initiative. When educators reflect on their role in children‟s lives they reflect on their own views and understandings of
theory, research and practice to focus on:

the experiences and environments they provide and how that links to the intended outcomes

the extent to which they know and value the culturally specific knowledge about children that is embedded within the community in which they are working

each child‟s opportunities in the context of their families, drawing family perspectives, understandings, experiences and expectations

the opportunities which build on what children already know and what they bring to the school age care setting

evidence that the experiences offered are inclusive of all children and culturally appropriate

not making assumptions about children‟s developmentor setting lower expectations for some children because of unacknowledged biases

incorporating pedagogical practices that reflect knowledge of diverse perspectives and contribute to children‟s wellbeing and successful learning

whether there are sufficiently challenging experiences for all children

the evidence that demonstrates children feel safe and secure, and are engaged

how they can expand the range of ways they debrief and reflect to make evaluation richer and more useful

[Lorina]

"Children take increasing responsibility for their own health and physical wellbeing" - Learning Outcome 3.2

This is evident when children:

recognise and communicate their bodily needs (for example, thirst, hunger, rest, comfort, physical activity).
are happy, healthy, safe and connected to others.
engage in increasingly complex sensory motor skills and movement patterns.
combine gross and fine motor movement and balance to achieve increasingly complex patterns of activity including dance, creative movement and drama.
use their sensory capabilities and dispositions with increasing integration, skill and purpose to explore and respond to their world.
demonstrate spatial awareness and orient themselves, moving around and through their environments confidently and safely.
manipulate equipment and manage tools with increasing competence and skill respond through movement to traditional and contemporary music, dance and storytelling.
show an increasing awareness of healthy lifestyles and good nutrition.
show increasing independence and competence in personal hygiene, care and safety for themselves and others.
show enthusiasm for participating in physical play and negotiate play spaces to ensure the safety and wellbeing of themselves and others.

Ref: How Children Can Achieve Outcomes

Educators promote this learning by:

plan for and participate in energetic physical activity with children, including dance, drama, movement and games.
draw on family and community experiences and expertise to include familiar games and physical activities in play.
provide a wide range of tools and materials to resource children’s fi ne and gross motor skills.
actively support children to learn hygiene practices.
promote continuity of children’s personal health and hygiene by sharing ownership of routines and schedules with children, families and the community.
discuss health and safety issues with children and involve them in developing guidelines to keep the environment safe for all.
engage children in experiences, conversations and routines that promote healthy lifestyles and good nutrition.
consider the pace of the day within the context of the community.
model and reinforce health, nutrition and personal hygiene practices with children.
provide a range of active and restful experiences throughout the day and support children to make appropriate decisions regarding participation.

Ref: Educators Promoting Outcomes

Hope this helps,

,
Lorina

[Alexsa]

Thank You Very Much
very appreciate it