Desirable Outcomes, Strengths, Abilities and Potential for Children

The following is our Philosophy regarding Desirable Outcomes, Strengths, Abilities and Potential for Children used to guide practice and helping to support children’s well-being, development and learning in our early childhood education and care service:

We Believe

  • Professionals and educators in our setting work with a sense of purpose.
  • Outcomes for children come from professionals’ and educators knowledge of development, their understanding of individual children and their strengths, interests, and potentials, the nature of our service in which they work and the provisions it can offer, and the wisdom, expectations and aspirations of parents and the community.

What follows is a general list of qualities desired for children within our framework in addition to the complying national legislated framework – EYLF.  These are the qualities that support living fully and contributing in a positive way to the community. They are listed under areas of development. Obviously, the achievement of these outcomes depends on age and developmental level. The wording of the outcomes below is stated in terms of a ‘process’ in which the child is engaged. For many of these, the process is life-long, and it would be expected of course that a child approaching five years of age would be further along in the process than a younger child.

Sense of Self

The child is developing:

  • An awareness of their uniqueness and what contributes to that;
  • A sense of curiosity, desire for challenge, and joy in learning and achieving;
  • A view of self as a competent, creative, and capable communicator;
  • Appreciation of his or her own strengths;
  • Feelings of belonging to and pride in their culture and their family;
  • Broad inclusive notions rather than restrictive ones of what it means to be male or female;
  • A view of self as powerful and effective;
  • Growing ability to assert him or herself appropriately and at the same time appreciation of the rights of others;
  • Confidence to ask questions and seek help;
  • A sense of belonging to the community and contributing to it;
  • An appreciation of what it means to be an Australian;
  • An ability to add to and alter the picture they and others have of themselves; by taking reasonable risks, meeting new challenges, and having new experiences and relationships;
  • Sufficient confidence and resilience to persevere in the face of obstacles and not be devastated by lack of success;

The Communicating Child

  • The ability to seek and understand information, express opinions, convey feelings effectively;
  • Skills to communicate freely and effectively with peers and adults in familiar situations;
  • An increasing ability to use and understand non-verbal communication;
  • Pleasure in playing with language through rhyming, making up words and sounds, telling stories;
  • Recognition and valuing of a range of kinds of literature;
  • An appreciation of literacy and numeracy as invaluable means of making meaning in the world;
  • Understanding and skills needed to learn to read and write;

The Thinking, Investigating, Exploring, Problem-Solving Child

The child is developing:

  • Increasing understanding of the world and pleasure in learning and problem solving;
  • An active approach to learning and problem solving;
  • Skills to use other people to support their learning;
  • Delight in self-discovery and exploration;

The Health, Active, Physical Child

The child is developing:

  • Confidence and skills in using their body;
  • Daily living habits, understandings and skills that support health and well-being;

The Social Child

The child is developing:

  • Familiarity with and a sense of belonging to the larger community;
  • Skills in interacting with adults and other children;
  • Appreciation of others and the benefits of collaboration;
  • The ability to function as a member of a group, including skills of negotiation, leading, following, conflict resolutions, appropriate assertiveness;
  • Increasing empathy, caring, a sense of justice, appreciation of the worth of people;
  • Comfort with diversity;
  • A sense of fairness, the courage to work to eradicate injustice and racism;
  • The capacity to control behaviour from within and to be motivated primarily by care and respect for self, others and the environment;

The Feeling Child

The child is developing:

  • The ability to recognise and accept their own feelings;
  • The ability to express feelings appropriately and to judge the impact of behaviour on others;
  • The ability to read other people’s feelings and situations;

The Creative Child

The child is developing:

  • The capacity to express ideas using a range of media;
  • Understanding that some problems do not have any easy solution;
  • Recognition that many problems have a number of good solutions;
  • Realisation that working creatively and collaboratively to find solutions is an enjoyable activity;

The Spiritual and Moral Child

The child is developing:

  • Respect for and enjoyment of the natural environment and living things;
  • Appreciation of beauty in its many manifestations.
Source: NSW Community Services, Office of Childcare, NSW Curriculum Framework, Practice of Relationships (Linked to evolving: Philosophies, EYLF (NQF), Aims, Documentation, Curriculum & Practice)