4.13 A Closer Look at the Outcomes
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 4.13.1: Outcome 1 – Children Have a Strong Sense of Identity. Belonging, being and becoming are integral parts of identity.
PointsEducators facilitate this in their curriculum when they |
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Children feel safe, secure, and supported |
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Children develop their autonomy, inter-dependence, resilience and sense of agency |
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Children develop knowledgeable and confident self-identities |
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Children learn to interact in relation to others with care, empathy and respect |
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Table 4.13.2: Outcome 2 – Children Are Connected with and Contribute To Their World
Points |
Educators facilitate this in their curriculum when they |
Children develop a sense of belonging to groups and communities and an understanding of the reciprocal rights and responsibilities necessary for active community participation |
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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PointsEducators facilitate this in their curriculum when they |
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Children respond to diversity with respect |
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 |
Children become aware of fairness Children become socially responsible and show respect for the environment |
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 |
Table 4..13.3 Outcome 3 – Children Have A Strong Sense of Well-Being
PointsEducators 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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Children take increasing responsibility for their own health and physical well-being |
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Table 4.13.4: Outcome 4 – Children Are Confident and Involved Learners
PointsEducators 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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Children use a range of skills and processes such as problem solving, enquiry, experimentation, hypothesising, researching and investigating |
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Children transfer and adapt what they have learned from one context to another |
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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PointsEducators facilitate this in their curriculum when they |
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Children resource their own learning through connecting with people, place, technologies and natural and processed materials |
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 |
Table 4.13.5: Outcome 5 – Children Are Effective Communicators
PointsEducators facilitate this in their curriculum when they |
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Children interact verbally and non-verbally with others for a range of purposes |
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 |
Children engage with a range of texts and gain meaning from these texts |
provide opportunities for children to follow directions from everyday texts such as recipe books, instructions for craft, rules for sports or games.
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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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: A Closer Look at the Outcomes by Jennifer Paris, Kristin Beeve, & Clint Springer has no license indicated.