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19 Cards in this Set

  • Front
  • Back

1. CHILDREN HAVE A STRONG SENSE OF IDENTITY
1.1 feel safe, secure, and supported

1.1.1 Build secure attachments with one and then more familiar educators
1.1.2 Use effective routines to help make predicted transitions smoothly
1.1.3 Sense and respond to a feeling of belonging
1.1.4 Communicate their needs for comfort and 
assistance
1.1.5 Establish and maintain respectful, trusting 
relationships with other children and 
educators

1.1.6 openly express their feelings and ideas in 
their interactions with others
1.1.7 respond to ideas and suggestions from 
others
1.1.8 initiate interactions and conversations with 
trusted educators
1.1.9 confidently explore and engage with 
social and physical environments through 
relationships and play
1.1.10 initiate and join in play
1.1.11 explore aspects of identity through role play

1. CHILDREN HAVE A STRONG SENSE OF IDENTITY
1.2 Children develop their emerging autonomy, inter-dependence, resilience and sense of agency

1.2.1 demonstrate increasing awareness of the needs and rights of others
1.2.2 be open to new challenges and discoveries
1.2.3 increasingly co-operate and work 
collaboratively with others
1.2.4 take considered risk in their decision-making 
and cope with the unexpected

1.2.5 recognise their individual achievements and 
the achievements of others
1.2.6 demonstrate an increasing capacity for 
self-regulation
1.2.7 approach new safe situations with confidence
1.2.8 begin to initiate negotiating and sharing 
behaviours
1.2.9 persist when faced with challenges and when 
first attempts are not successful

1. CHILDREN HAVE A STRONG SENSE OF IDENTITY
1.3 Children develop knowledgeable and confident self identities

1.3.1 feel recognised and respected for who they are
1.3.2 explore different identities and points of view in dramatic play
1.3.3 share aspects of their culture with the other children and educators
1.3.4 use their home language to construct meaning

1.3.5 develop strong foundations in both the 
culture and language/s of their family and of the broader community without compromising their cultural identities
1.3.6 develop their social and cultural heritage through engagement with Elders and community members
1.3.7 reach out and communicate for comfort, assistance and companionship
1.3.8 celebrate and share their contributions and achievements with others

1. CHILDREN HAVE A STRONG SENSE OF IDENTITY
1.4 Children learn to interact in relation to others with care, empathy and respect

1.4.1 show interest in other children and being part of a group
1.4.2 engage in and contribute to shared play experiences

1.4.3 express a wide range of emotions, thoughts and views constructively
1.4.4 empathise with and express concern for others
1.4.5 display awareness of and respect for others’ perspectives
1.4.6 reflect on their actions and consider consequences for others

2. CHILDREN ARE CONNECTED WITH AND CONTRIBUTE TO THEIR WORLD
2.1 Children develop a sense of belonging to groups and communities and an understanding of the reciprocal rights and responsibilities necessary for active community participation

2.1.1 begin to recognise that they have a right to belong to many communities
2.1.2 cooperate with others and negotiate roles and relationships in play episodes and group experiences
2.1.3 take action to assist other children to participate in social groups
2.1.4 broaden their understanding of the world in which they live

2.1.5 express an opinion in matters that affect them
2.1.6 build on their own social experiences to explore other ways of being
2.1.7 participate in reciprocal relationships
2.1.8 gradually learn to ‘read’ the behaviours of 
others and respond appropriately
2.1.9 understand different ways of contributing 
through play and projects
2.1.10 demonstrate a sense of belonging and 
comfort in their environments
2.1.11 are playful and respond positively to others, 
reaching out for company and friendship
2.1.12 contribute to fair decision-making about matters that affect them

2. CHILDREN ARE CONNECTED WITH AND CONTRIBUTE TO THEIR WORLD
2.2 Children respond to diversity with respect

2.2.1 begin to show concern for others
2.2.2 explore the diversity of culture, heritage, 
background and tradition and that diversity presents opportunities for choices and new understandings

2.2.3 become aware of connections, similarities and differences between people
2.2.4 listen to others’ ideas and respect different ways of being and doing
2.2.5 practise inclusive ways of achieving coexistence
2.2.6 notice and react in positive ways to similarities and differences among people

2. CHILDREN ARE CONNECTED WITH AND CONTRIBUTE TO THEIR WORLD
2.3 Children become aware of fairness

2.3.1 discover and explore some connections amongst people
2.3.2 become aware of ways in which people are included or excluded from physical and social environments
2.3.3 develop the ability to recognise unfairness and bias and the capacity to act with compassion and kindness

2.3.4 are empowered to make choices and problem solve to meet their needs in particular contexts
2.3.5 begin to think critically about fair and unfair behaviour
2.3.6 begin to understand and evaluate ways in which texts construct identities and create stereotypes

2. CHILDREN ARE CONNECTED WITH AND CONTRIBUTE TO THEIR WORLD
2.4 Children become socially responsible and show respect for the environment

2.4.1 use play to investigate, project and explore new ideas
2.4.2 participate with others to solve problems and contribute to group outcomes
2.4.3 demonstrate an increasing knowledge of, and respect for natural and constructed environments

2.4.4 explore, infer, predict and hypothesise in order to develop an increased understanding of the interdependence between land, people, plants and animals
2.4.5 show growing appreciation and care for natural and constructed environments
2.4.6 explore relationships with other living and non-living things and observe, notice and respond to change
2.4.7 develop an awareness of the impact of human activity on environments and the interdependence of living things

3. CHILDREN HAVE A STRONG SENSE OF WELLBEING
3.1 Children become strong in their social and emotional wellbeing


3.1.1 demonstrate trust and confidence
3.1.2 remain accessible to others at times of 
distress, confusion and frustration
3.1.3 share humour, happiness and satisfaction
3.1.4 seek out and accept new challenges, make 
new discoveries, and celebrate their own 
efforts and achievements and those of others
3.1.5 increasingly co-operate and work 
collaboratively with others
3.1.6 enjoy moments of solitude
3.1.7 recognise their individual achievement
3.1.8 make choices, accept challenges, take 
considered risks, manage change and cope 
with frustrations and the unexpected

3.1.9 show an increasing capacity to understand, self-regulate and manage their emotions in 
ways that reflect the feelings and needs of 
others
3.1.10 experience and share personal successes in 
learning and initiate opportunities for new learning in their home languages or Standard Australian English
3.1.11 acknowledge and accept affirmation
3.1.12 assert their capabilities and independence 
while demonstrating increasing awareness of 
the needs and rights of others
3.1.13 recognise the contributions they make to 
shared projects and experiences

3. CHILDREN HAVE A STRONG SENSE OF WELLBEING
3.2 Children take increasing responsibility for their own health and physical wellbeing



3.2.1 recognise and communicate their bodily needs (for example, thirst, hunger, rest, comfort, physical activity)


3.2.2 are happy, healthy, safe and connected to others


3.2.3 engage in increasingly complex sensory- motor skills and movement patterns


3.2.4 combine gross and fine motor movement and balance to achieve increasingly complex patterns of activity including dance, creative movement and drama


3.2.5 use their sensory capabilities and dispositions with increasing integration,
skill and purpose to explore and respond
to their world

3.2.6 demonstrate spatial awareness and orient themselves, moving around and through their environments confidently and safely
3.2.7 manipulate equipment and manage tools with increasing competence and skill
3.2.8 respond through movement to traditional and contemporary music, dance and storytelling
3.2.9 show an increasing awareness of healthy lifestyles and good nutrition
3.2.10 show increasing independence and competence in personal hygiene, care and safety for themselves and others
3.2.11 show enthusiasm for participating in physical play and negotiate play spaces to ensure the safety and wellbeing of themselves and others

4. CHILDREN ARE CONFIDENT AND INVOLVED LEARNERS
4.1 Children develop dispositions for learning such as curiosity, cooperation, confidence, creativity, 
commitment, enthusiasm, persistence, imagination and reflexivity

4.1.1 express wonder and interest in their environments
4.1.2 are curious and enthusiastic participants in their learning
4.1.3 use play to investigate, imagine and explore ideas

4.1.4 follow and extend their own interests with enthusiasm, energy and concentration
4.1.5 initiate and contribute to play experiences emerging from their own ideas
4.1.6 participate in a variety of rich and meaningful inquiry-based experiences
4.1.7 persevere and experience the satisfaction of achievement
4.1.8 persist even when they find a task difficult

4. CHILDREN ARE CONFIDENT AND INVOLVED LEARNERS
4.2 Children develop a range of skills and processes such as problem solving, enquiry, experimentation, hypothesising, researching and investigating

4.2.1 apply a wide variety of thinking strategies to engage with situations and solve problems, and adapt these strategies to new situations
4.2.2 create and use representation to organise, record and communicate mathematical ideas and concepts

4.2.3 make predictions and generalisations about their daily activities, aspects of the natural world and environments, using patterns they generate or identify and communicate these using mathematical language and symbols
4.2.4 explore their environment
4.2.5 manipulate objects and experiment with 
cause and effect, trial and error, and motion
4.2.6 contribute constructively to mathematical 
discussions and arguments
4.2.7 use reflective thinking to consider why things 
happen and what can be learnt from these experiences

4. CHILDREN ARE CONFIDENT AND INVOLVED LEARNERS
4.3 Children transfer and adapt what they have learned from one context to another

4.3.1 engage with and co-construct learning
4.3.2 develop an ability to mirror, repeat and 
practice the actions of others, either 
immediately or later

4.3.3 make connections between experiences, 
concepts and processes
4.3.4 use the processes of play, reflection and 
investigation to solve problems
4.3.5 apply generalisations from one situation to 
another
4.3.6 try out strategies that were effective to solve 
problems in one situation in a new context
4.3.7 transfer knowledge from one setting to another

4. CHILDREN ARE CONFIDENT AND INVOLVED LEARNERS
4.4 Children resource their own learning through connecting with people, place, technologies and natural and processed materials

4.4.1 engage in learning relationships
4.4.2 use their senses to explore natural and built 
environments
4.4.3 experience the benefits and pleasures of 
shared learning exploration
4.4.4 explore the purpose and function of a range 
of tools, media, sounds and graphics

4.4.5 manipulate resources to investigate, take 
apart, assemble, invent and construct
4.4.6 experiment with different technologies
4.4.7 use information and communication 
technologies (ICT) to investigate and 
problem solve
4.4.8 explore ideas and theories using imagination, 
creativity and play
4.4.9 use feedback from themselves and others to
4.4.10 revise and build on an idea

5.CHILDREN ARE EFFECTIVE COMMUNICATORS
5.1 Children interact verbally and non-verbally with others for a range of purposes

5.1.1 engage in enjoyable interactions using verbal and non-verbal language
5.1.2 convey and construct messages with purpose and confidence, building on home/family and community literacies
5.1.3 respond verbally and non-verbally to what they see, hear, touch, feel and taste
5.1.4 use language and representations from play, music and art to share and project meaning
5.1.5 contribute their ideas and experiences in play, small and large group discussions
5.1.6 attend and give cultural cues that they are listening to and understanding what is said to them
5.1.7 are independent communicators who initiate Standard Australian English and home language conversations and demonstrate the ability to meet the listeners’ needs

5.1.8 interact with others to explore ideas and concepts, clarify and challenge thinking, negotiate and share new understandings
5.1.9 convey and construct messages with purpose and confidence, building on literacies of home/family and the broader community
5.1.10 exchange ideas, feelings and understandings using language and representations in play
5.1.11 demonstrate an increasing understanding of measurement and number using vocabulary to describe size, length, volume, capacity and names of numbers
5.1.12 express ideas and feelings and understand and respect the perspectives of others
5.1.13 use language to communicate thinking about quantities to describe attributes of objects and collections, and to explain mathematical ideas
5.1.14 show increasing knowledge, understanding and skill in conveying meaning in at least one language

5.CHILDREN ARE EFFECTIVE COMMUNICATORS
5.2 Children engage with a range of texts and gain meaning from these texts

5.2.1 listen and respond to sounds and patterns in speech, stories and rhymes in context
5.2.2 view and listen to printed, visual and multimedia texts and respond with relevant gestures, actions, comments and/or questions
5.2.3 sing and chant rhymes, jingles and songs
5.2.4 take on roles of literacy and numeracy users 
in their play

5.2.5 begin to understand key literacy and 
numeracy concepts and processes, such
as the sounds of language, letter-sound relationships, concepts of print and the ways that texts are structured
5.2.6 explore texts from a range of different perspectives and begin to analyse the meanings
5.2.7 actively use, engage with and share the enjoyment of language and texts in a range of ways
5.2.8 recognise and engage with written and oral culturally constructed texts

5.CHILDREN ARE EFFECTIVE COMMUNICATORS
5.3 Children express ideas and make meaning using a range of media

5.3.1 use language and engage in play to imagine and create roles, scripts and ideas
5.3.2 share the stories and symbols of their own culture and re-enact well-known stories

5.3.3 use the creative arts such as drawing, painting, sculpture, drama, dance, movement, music and storytelling to express ideas and make meaning
5.3.4 experiment with ways of expressing ideas and meaning using a range of media
5.3.5 begin to use images and approximations of letters and words to convey meaning

5.CHILDREN ARE EFFECTIVE COMMUNICATORS
5.4 Children begin to understand how symbols and pattern systems work

5.4.1 use symbols in play to represent and make meaning
5.4.2 begin to make connections between and see patterns in their feelings, ideas, words and actions and those of others
5.4.3 notice and predict the patterns of regular routines and the passing of time
5.4.4 develop an understanding that symbols are a powerful means of communication and that ideas, thoughts and concepts can be represented through them

5.4.5 begin to be aware of the relationships between oral, written and visual representations
5.4.6 begin to recognise patterns and relationships and the connections between them
5.4.7 begin to sort, categorise, order and compare collections and events and attributes of objects and materials, in their social and natural worlds
5.4.8 listen and respond to sounds and patterns in speech, stories and rhyme
5.4.9 draw on memory of a sequence to complete a task
5.4.10 draw on their experiences in constructing meaning using symbols

5.CHILDREN ARE EFFECTIVE COMMUNICATORS
5.5 Children use information and communication technologies to access information, investigate ideas and represent their thinking

5.5.1 identify the uses of technologies in everyday life and use real or imaginary technologies as props in their play

5.5.2 use information and communication technologies to access images and information, explore diverse perspectives and make sense of their world
5.5.3 use information and communication technologies as tools for designing, drawing, editing, reflecting and composing
5.5.4 engage with technology for fun and to make meaning