Being healthy and safe
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A child is strong in their physical wellbeing.
- gain control and strength for manipulating objects, tools and equipment with increasing complexity
- develop confidence, coordination and strength in large movement skills and challenges.
Educators focus on the following aspects of children’s learning:
- enthusiasm and enjoyment for physical play and activity
- skills for visual tracking and coordinating hands, eyes and feet to achieve physical movements and actions
- fundamental movement skills, including balancing, running, jumping, catching, hopping, skipping and kicking
- skills for demonstrating spatial awareness and orienting themselves and moving around and through their environments safely
- capabilities for exploring and responding to the environment with increasing integration and refinement
- delight in experimenting with space, balance, direction, form, rhythm and energy using music, dance and movement.
Educators intentionally promote this learning, for example, when they:
- build on the physical skills children have developed within the context of family and community, for example, expertise in community sport, traditional games, hunting, fishing, swimming, dance and crafts provide many opportunities for children to safely run, jump, climb, throw, kick, catch, bounce, dig, balance, swing, push, bend, stretch, roll, change direction
- provide free access to a large range of manipulative tools, mediums and materials (man-made and natural) on a daily basis, to cut, construct, sculpt, build, weave, hammer, carve, sew, thread, staple, fold, tear, draw, paint and approximate symbols
- model and demonstrate techniques for using tools, materials and equipment, for example, scissors, brushes, staplers
- label children’s movements, in Standard Australian English and first languages, for example, ‘That was a deadly kick’, ‘Look how far you can run’, ‘What a big stretch’, ‘How can we move this block?’
- create challenge in children’s physical activity, for example, ‘How can you get up there?’, ‘I wonder how high you can go?’, ‘That’s a small space, I wonder if you can fit?’
- encourage children to explore, share and model alternative ways to manipulate objects and move their body in space
- invite community experts and Elders to share culturally specific knowledge and skills that integrate and extend children’s physical capabilities
- design an environment that incorporates both quiet, private spaces and open, active spaces to develop children’s diverse physical competencies
- consult with families and communities to ensure that experiences incorporate local knowledge and skills, both contemporary and traditional, for example, traditional cookery, weaving, spear making
- provide many opportunities for children to use their hands to create and manipulate, for example, natural materials, blocks, puzzles, construction sets
- incorporate contemporary and traditional action rhymes, songs, finger plays and games, in Standard Australian English and first languages, that develop fine motor control and hand-eye coordination
- provide games or adapted sports, for example, soccer, rugby league, that develop whole body coordination
- integrate planned and spontaneous movement, dance and physical activity across all areas of the program both inside and outside
- provide props to support movement and creative expression — feathers, ribbons, bells, masks, materials, face paint, and contemporary and traditional musical instruments.
Educators look for evidence of children’s learning, for example:
In the familiar contexts of family and community when children:
In new and unfamiliar contexts of an early learning program when children:
In the familiar contexts of a culturally secure early learning program when children: