(EYLF) Children become strong in their physical learning and mental wellbeing

Children become strong in their physical learning and mental wellbeing.

This is evident when children, for example:

• engage in increasingly complex coordination of body movements with sight, sounds and other sensory stimuli to engage with people and explore materials 
• develop movement patterns, mobility and gross motor skills to manage and explore the physical environment 
• combine gross and fine motor movement and balance to achieve increasingly complex patterns of activity, including dance, creative movement, drama and fundamental movement skills 
• build core strength, physical coordination and stamina 
• use their sensory perceptions, physical capabilities and dispositions with increasing integration, skill and purpose to explore and respond to their world, including finding new challenges and risks 
• demonstrate spatial awareness and orient themselves, moving around and through indoor and outdoor environments confidently and safely 
• manipulate equipment and manage tools with increasing competence and skill 
• respond through movement to traditional and contemporary music, dance and storytelling 
• move to the tempo and rhythm of music 
• participate in physical play, dance, drama 
• negotiate play spaces to ensure the safety and wellbeing of themselves and others.

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

• plan for and participate in energetic physical activity with children, including dance, drama, fundamental movement skills and games 
• draw on diverse family and community experiences and expertise to include familiar games and physical activities in play 
• use physically active play and games as opportunities for children to develop friendships and turn-taking skills 
• provide well-planned and challenging outdoor environments that encourage risk-taking and risky play experiences 
• are aware of and address personal preferences that may unintentionally impact best practice for promoting children’s physical activity and movement skills 
• provide a wide range of tools and materials to resource children’s fine and gross motor skills 
• provide ample opportunities and resources for gross motor and movement experiences in both indoor and outdoor learning environments 
• provide an environment with challenges for the abilities of children 
• explore ways of incorporating knowledge of how bodies function and personal safety 
• use the dramatic arts and role-play for supporting children’s exploration of feelings and opinions.