(EYLF) Children are aware of and develop strategies to support their own mental and physical health and personal safety

Children are aware of and develop strategies to support their own mental and physical health and personal safety.

This is evident when children, for example:

• recognise and communicate their body needs, (e.g. thirst, hunger, rest, comfort, physical activity) 
• are happy, healthy, safe and connected to others 
• show awareness of healthy lifestyles and good nutrition 
• show increasing independence and competence in personal hygiene 
• show care and safety for themselves and others 
• build strategies to calm the body and mind 
• have agency and exercise choice about their sleep, rest and relaxation 
• develop a sense of body autonomy and boundaries (e.g. my body belongs to me) 
• learn ways to ask for and provide consent during everyday play 
• distinguish safe and unsafe touches 
• notice and label feelings/emotions in themselves and others 
• learn how to tell or communicate to a trusted adult about things that upset them, make them uncomfortable or sad.

Educators promote this learning for all children when they, for example:

• actively support children to learn hygiene practices 
• promote continuity of children’s personal health and hygiene by sharing ownership of routines and schedules with children, families and the community 
• discuss health and safety issues with children and involve them in developing guidelines to keep the environment safe for all 
• encourage and teach children about personal safety including strategies to support children’s and families’ awareness of boundaries 
• engage children in experiences, conversations and routines that promote healthy lifestyles and good nutrition 
• create a safe environment for Aboriginal and Torres Strait Islander children to share about their history and culture, songs, language, food, ceremonies and dance, if they choose 
• consider the pace of the day within the context of the community 
• learn about e-safety for children and embed and model safe digital practices 
• discuss aspects of posture, and other health related age-appropriate digital practices with children 
• provide a range of active and restful experiences throughout the day and support children to make appropriate decisions regarding participation 
• provide ongoing opportunities for children to express their ideas, feelings and emotions through the creative arts 
• encourage all children to share their history and culture, which could include songs, language, food, ceremonies and dance 
• create culturally safe and appropriate learning experiences and spaces (e.g. reflect children’s cultures in the setting) 
• design indoor and outdoor spaces of calm to support self-soothing 
• talk with children about the benefits of sleep, rest and relaxation for the mind and body 
• use flexible approaches to sleep and rest, engaging children in decision-making about their own sleep and rest 
• assist children with the understanding that feelings can change over time 
• read age-appropriate children’s picture books with body autonomy and boundary themes, and offer these to families to read with their children 
• communicate to children that it is ok to say no to touch 
• listen carefully and take seriously when children talk about things that bother them 
• help children understand the concept of consent by modelling or demonstrating asking for and providing consent and provide opportunities for children to practice.