(EYLF) Children become strong in their social, emotional and mental wellbeing

Children become strong in their social, emotional and mental wellbeing.

This is evident when children, for example:

• demonstrate trust and confidence in their interactions with others 
• remain accessible to others at times of distress, confusion and frustration 
• identify and seek out trusted people to communicate what upsets them, makes them uncomfortable or sad 
• communicate their physical and emotional needs, e.g. hunger or thirst 
• share humour, happiness and feelings of satisfaction 
• seek out and accept new challenges, make new discoveries, and celebrate their own efforts and achievements and those of others 
• increasingly cooperate and work collaboratively with others 
• enjoy moments of solitude 
• recognise their individual efforts and achievement 
• make choices, accept challenges, take considered risks, manage change and cope with frustrations and the unexpected 
• show an increasing capacity to understand, self-regulate and manage their emotions 
• appreciate the feelings and needs of others 
• experience and share personal successes in learning and initiate opportunities for new learning 
• acknowledge and accept affirmation of themselves by others 
• assert their capabilities and independence while demonstrating increasing awareness of the needs and rights of others 
• recognise the contributions they make to shared projects and experiences 
• share humour and laughter with others 
• initiate approaches and actions to interact with other children and form friendships 
• use positive self-talk when encountering difficulties or setbacks 
• recognise a range of emotions in themselves and others.

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

• show genuine affection, understanding and respect for all children 
• are aware and available to provide comfort for children in distress 
• support breastfeeding and respond to children’s cues for hunger and satiety or sense of fullness after eating 
• listen and respond empathically when children communicate their distress, fears or frustrations 
• collaborate with children to document their achievements and share their successes with their families 
• ensure that all children experience pride in their attempts and achievements 
• promote children’s sense of belonging, connectedness and wellbeing 
• challenge and support children to engage in and persevere at tasks and play 
• model positive self-talk to support self-regulation during times of stress 
• build upon and extend children’s ideas 
• maintain high expectations of each child’s capabilities 
• value children’s personal decision-making 
• welcome children and families sharing aspects of their culture and spiritual lives to create culturally safe environments 
• support families’ diverse parenting approaches 
• talk with children about their emotions and responses to events with a view to supporting their understandings of emotional regulation and self-control 
• acknowledge and affirm children’s effort and growth 
• assist children to develop strategies to foster positive mental wellbeing 
• investigate how physical movement, exercise and healthy lifestyles assist children with mental wellbeing 
• discuss unsafe situations that would need to be reported to educators and other adults, including signs of children at risk 
• promote body safety awareness with children and families 
• help children talk about negative emotions or potentially unsafe behaviours
• discuss and model appropriate use of digital technologies and discuss how to keep children safe online with children and families 
• update their own learning of digital and cyber safety for children 
• are playful and promote a sense of enjoyment 
• mediate and assist children to negotiate their rights in relation to the rights of others 
• create spaces for children to rest and engage in relaxation in indoor and outdoor spaces 
• support the development of friendships and engaging with peers.