16.6: A Closer Look at the Outcomes
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The five outcomes are designed to capture the integrated and complex well-being, development and learning of all children. They:
- Are broad and observable
- Acknowledge children in care have choices and opportunities to collaborate with other children and educators
- Recognize that children lean in a variety of ways and vary in their capabilities and pace of learning
- Respect that children engage with increasingly complex ideas and learning experiences, which are transferable to other situations
- Are influenced by
- Each child
- Educators’ practices
- The environment
- Engagement with the family and community (including the school)
- Are achieved in different and equally meaningful ways
- Provide for collaboration between children educators
Let’s look more closely at each outcome and ways that educators may support this outcome through their curriculum planning.
Table 16.1: Outcome 1 - Children Have a Strong Sense of Identity. Belonging, being and becoming are integral parts of identity.
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Educators facilitate this in their curriculum when they
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Children feel safe, secure, and supported
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- spend time interacting and conversing with children, listening and responding sensitively as they express their ideas and needs
- acknowledge the importance of opportunities for children to relax through play and recreational
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Children develop their autonomy, inter-dependence, resilience and sense of agency
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- encourage children to make choices and decisions
- maintain high expectations of each child’s capabilities
- motivate and encourage children to succeed when they are faced with challenges
- provide time and environment for children to engage in both individual and collaborative pursuits
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Children develop knowledgeable and confident self-identities
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- acknowledge and understand that children construct meaning in many different ways
- maintain and build on the knowledge, languages and understandings that children bring
- share children’s successes with families
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Children learn to interact in relation to others with care, empathy and respect
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- organize environments and spaces in ways that promote small and large group interactions and meaningful play and recreational
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Table 16.2: Outcome 2 - Children Are Connected with and Contribute To Their World
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Educators facilitate this in their curriculum when they
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Children develop a sense of belonging to groups and communities and an understanding of the reciprocal rights and responsibilities necessary for active community participation
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- provide opportunities for children to investigate ideas, complex concepts and ethical issues that are relevant to their lives and their local communities
- 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
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Children respond to diversity with respect
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- plan experiences and provide resources that broaden children’s perspectives and encourage appreciation of diversity
- explore the culture, heritage, backgrounds and traditions of children within the context of their community
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Children become aware of fairness
Children become socially responsible and show respect for the environment
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- analyse and discuss with children ways in which stereotypes are portrayed
- provide children with access to a range of natural materials in their environment
- embed sustainability in daily routines and practices
- discuss the ways the life and health of living things are interconnected
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Table 16.3: Outcome 3 - Children Have A Strong Sense of Well-Being
Points
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Educators facilitate this in their curriculum when they
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Children become strong in their social and emotional well-being
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- provide time and space for children to challenge and practice physical prowess
- collaborate with children to plan and document their achievements and share their successes with their families
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Children take increasing responsibility for their own health and physical well-being
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- collaborate to plan energetic physical activities, including dance, drama, movement, sports and games
- provide a range of active and relaxing experiences throughout the day
- adjust transition and routines to take into account children’s needs and interests
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Table 16.4: Outcome 4 - Children Are Confident and Involved Learners
Points
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Educators facilitate this in their curriculum when they
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Children develop dispositions such as curiosity, cooperation, confidence, creativity, commitment, enthusiasm, persistence, imagination and reflexivity
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- provide environments that are flexible and open-ended
- encourage children to engage in both individual and collaborative explorative and reflective processes
- model inquiry processes, including observation, curiosity and imagination, try new ideas and take on challenges
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Children use a range of skills and processes such as problem solving, enquiry, experimentation, hypothesising, researching and investigating
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- plan environments with appropriate levels of challenge where children are encouraged to explore, experiment and take appropriate risks
- provide experiences that encourage children to investigate ideas, solve problems and use complex concepts and thinking, reasoning and hypothesizing
- encourage children to communicate and make visible their own ideas and theories
- collaborate with children and model reasoning, predicting and reflecting processes and language
- provide opportunities for children to initiate and lead activities and experiences
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Children transfer and adapt what they have learned from one context to another
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- support children applying their learning in new ways and talk about this with them in ways that grow their understanding
- support children to construct multiple solutions to problems and use different ways of thinking
- plan for time and space where children discuss and reflect to see similarities and connections between existing and new ideas
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Children resource their own learning through connecting with people, place, technologies and natural and processed materials
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- provide opportunities for choice and collaboration
- create possibilities for peer scaffolding
- introduce appropriate tools, technologies and media and provide the skills, knowledge and techniques
- provide resources that encourage children to represent their thinking
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Table 16.5: Outcome 5 - Children Are Effective Communicators
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Educators facilitate this in their curriculum when they
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Children interact verbally and non-verbally with others for a range of purposes
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- include real-life experiences and resources to promote children’s use of literacy and numeracy
- allow children to direct their own play experiences with their peers
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Children engage with a range of texts and gain meaning from these texts
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- provide opportunities for children to follow directions from everyday texts such as recipe books, instructions for craft, rules for sports or games.
- read and share a range of books, magazines and newspapers with children
- provide a literacy-enriched environment including display print in home languages and English
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Children collaborate with others, express ideas and make meaning using a range of media and communication technologies
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- build on children’s family and community experiences with creative and expressive arts
- provide a range of resources that enable children to express meaning using photography, visual arts, dance, drama and music
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