Belonging

Experiencing belonging – knowing where and with whom you belong – is integral to human existence. Children belong first to a family, a cultural group, a neighbourhood and a wider community. Belonging acknowledges children’s interdependence with others and the basis of relationships in defining identities. In early childhood, and throughout life, relationships are crucial to a sense of belonging. Belonging is central to being and becoming in that it shapes who children are and who they can become.

Principles (relevant)

Secure, Respectful and Reciprocal Relationships

Through a widening network of secure relationships, children develop confidence and feel respected and valued. They become increasingly able to recognise and respect the feelings of others and to interact positively with them.

Educators who give priority to nurturing relationships and providing children with consistent emotional support can assist children to develop the skills and understandings they need to interact positively with others. They also help children to learn about their responsibilities to others, to appreciate their connectedness and interdependence as learners, and to value collaboration and teamwork.

Respect for Diversity

Children are born belonging to a culture, which is not only influenced by traditional practices, heritage and ancestral knowledge, but also by the experiences, values and beliefs of individual families and communities. Respecting diversity means within the curriculum valuing and reflecting the practices, values and beliefs of families.

Educators recognise that diversity contributes to the richness of our society and provides a valid evidence base about ways of knowing. When early childhood educators respect the diversity of families and communities, and the aspirations they hold for children, they are able to foster children’s motivation to learn and reinforce their sense of themselves as competent learners. They provide opportunities to learn about similarities and difference and about interdependence and how we can learn to live together.

Practices – Intergenerational Learning Program meets all practices

The principles of early childhood pedagogy underpin practice.

Educators draw on a rich repertoire of pedagogical practices to promote children’s learning by:

• adopting holistic approaches
• being responsive to children
• planning and implementing learning through play
• intentional teaching
• creating physical and social learning environments that have a positive impact on children’s learning
• valuing the cultural and social contexts of children and their families
• providing for continuity in experiences and enabling children to have successful transition
• assessing and monitoring children’s learning to inform provision and to support children in achieving learning outcomes.