(EYLF) Learning outcome 3

Children have a strong sense of wellbeing

Wellbeing incorporates both physical and psychological aspects and is central to belonging, being and becoming. A strong sense of wellbeing strengthens a sense of belonging and encourages children to trust others and feel confident in being. Wellbeing incorporates feelings of happiness and the motivation to optimistically engage in experiences that contribute to becoming. Wellbeing includes physical health, fitness, activity and leisure, nutrition, sleep and rest, feelings of satisfaction and successful social functioning. It influences the way children interact in their environments. A strong sense of wellbeing provides all children with confidence and optimism which maximise their learning potential. Children’s positive mental health is assisted and supported by educators and monitored particularly when children are dealing with adversity or trauma. 

Wellbeing is related to resilience, providing children with the capacity to cope with day-to-day stress and challenges. Managing emotions, developing self-regulation and building perseverance and persistence are all parts of developing executive function which are higher order cognitive functioning processes in the brain. Children’s wellbeing is linked to executive function. The readiness to persevere when faced with unfamiliar and challenging learning situations creates the opportunity for success and achievement. 

The connections between children’s sensory, physical and motor systems are evident in the early purposeful activities of very young children who coordinate physical, sensory and cognitive actions to explore and learn about their world. Children’s growing active physical play promotes strength, coordination and stamina, cooperation and teamwork, confidence, leadership and self-esteem. For children with disabilities, reasonable adjustments may be required. Children’s wellbeing can be affected by all their experiences within and outside of their early childhood settings. Educators are uniquely positioned to observe children’s development, interactions and behaviour, to identify any issues of concern, and to take action to support all children’s safety and wellbeing. They adopt trauma-informed practices to enhance the safety and wellbeing of children who have experienced adversity. They teach children about body safety awareness using strategies that are age appropriate, respectful of children’s cultural backgrounds, and accessible for all children, including those who have already experienced adversity. To fulfil this role, educators adopt a holistic approach to teaching and learning enabling child voice and agency. Educators attend to all children’s wellbeing by developing warm, trusting relationships, and providing predictable and child safe environments, affirmation and respect for all aspects of their physical, emotional, social, cognitive, linguistic, creative and spiritual being. 

By acknowledging each child’s cultural and social identity, and responding sensitively to their emotional states, educators build children’s confidence, sense of wellbeing and willingness to engage in learning and interact with others. Responsive connections and the building of relationships and friendships with others are important aspects of wellbeing. Children’s developing abilities and taking increasing responsibility for self-help and basic health routines, promote a sense of independence and confidence. Children are aware of the importance of living and learning interdependently with others. 

Learning about healthy lifestyles, including nutrition, sleep and rest, personal hygiene, physical fitness, emotions, safe and healthy digital technology use and social relationships, is integral to wellbeing and self-confidence. Physical wellbeing contributes to children’s ability to concentrate, cooperate and learn. As children become more independent, they can take greater responsibility for their health, hygiene and personal care and become mindful of their own and others’ safety. Routines and rituals provide opportunities for all children to learn about health and safety. Good nutrition is essential to healthy living and enables children to be active participants in learning. Early childhood settings provide many opportunities for children to experience a range of healthy foods and to learn about food choices from educators and other children. Physically active play and attention to fine, gross motor, and fundamental movement skills provide all children with the foundations for their growing independence, physical skill, and satisfaction in being able to do things for themselves.