A strong sense of identity and connections to others

‘Children will have a strong sense of identity’ is one of the five major outcomes as identified in the Early Years Framework.

There is no doubt that effective learning is more likely to take place when learners are familiar and comfortable in their surroundings. Importantly, each learner needs to feel valued and recognised by others. The building of respectful, cooperative relationships is a steady emphasis in Campbell House with staff assisting each individual to relate well to others and to enjoy the feeling of connection with a group, all of which comes from sound relationships and understandings of others.

Family and School partner together to teach and model the essence of respect for self and others, as well as the need to negotiate, share, wait for a turn and listen to others, and to respect and care for ourselves.

There is great capacity for young people to feel positive about themselves and to forge a strong, health rapport with others – especially when the adult role models and influences are determined to provide the best guidance.

At the commencement of Term 3 this week, our young learners in Campbell house readily and happily reconnected with the routines and familiar, comfortable surroundings of their learning environment. Staff eagerly welcomed the children back to Term 3 and were warmly greeted with big smiles, happy chatter and many holiday stories and events to share.

Learning to share, negotiate and take turns

As children grow, their world becomes a wider place and they encounter numerous experiences with others. Influence through the behaviour and attitudes of others can be very strong and Campbell House staff work assiduously towards building a strong culture of positive self-management skills.

Positive attitudes towards self and others are always encouraged as is the need for children to become aware of the similarities between each of us as well as to appreciate the differences in others. At all times, empathy, respect, tolerance and the willingness to take turns are identified as skills which need well-articulated explanations and constant reference being made to them whilst children are at work or play.

Such skills are not necessarily easy for young children to master/learn as they are still in what is labelled as a very “egocentric” stage. However, through constant reference to the importance of such skills as well as the power of positive role modelling, young learners can indeed demonstrate much capacity in these areas. As children grow older, it is very evident to witness the progress which can be made in self-management and rapport with others. Today, in The Blue Ribbon, we feature examples through photographs and captions of learners in the Wattle Room engaged in meaningful ways in play and learning, and demonstrating the ways in which they are strengthening skills in the areas of sharing, taking turns, negotiation and cooperation.

Banksia Room children plan their day

As educators, we are always considering new ways of building upon the children’s strengths, abilities and interests to ensure their motivation and engagement in the learning continues. Last week in the Banksia Room, the children were introduced to the concept of a ‘Planning Board’. These laminated boards will encourage the children to write their own symbols, words and numbers to represent a plan for their day. The children are drawn to any opportunity where they can begin to use their own images and approximations of letters, words and numbers to convey meaning. This experience also connects the children to regular routines and supports their commitment to their learning.

Children develop their emerging autonomy, inter-dependence, resilience and sense of agency.

Early Years Learning Framework Outcome.

Ms Fiona Barker , ELC Coordinator


Mrs Alana Moor, Head of Junior School and ELC