Identity

The content presented is an illustrative list and provides a guide for teachers to use and/or modify in order to meet the needs of their learning community. As children grow and develop at different rates and come to Kindergarten with vastly different experiences, it is acknowledged that all children will achieve differently. Educators should be committed to equity and believe in children's capacity to succeed regardless of diverse circumstances and abilities.

Children in the Kindergarten year have a strong sense of identity when they:

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FocusThis is evident, for example, when children:
Build a sense of stability and trust
  • initiate interactions and conversations with peers, teachers and other adults in a range of contexts (connects to the English Curriculum)
  • form stable relationships within familiar environments
  • initiate and join in play with enjoyment and satisfaction
Build a sense of belonging
  • describe places they live in and belong to, such as their family, community and kindergarten community (connects to the Humanitites and Social Sciences Curriculum)
  • join in group activities, such as singing and dancing to songs
  • approach new situations with a positive attitude
FocusThis is evident, for example, when children:
Show resilience
  • persevere with tasks when faced with challenges (connects to the Health and Physical Education Curriculum)
  • make new discoveries and celebrate their own efforts and achievements and those of others
Make choices and decisions (by themselves and with others)
  • demonstrate an increasing capacity for self-regulation
  • show initiative by asking questions, negotiating and sharing (connects to the English Curriculum and Science Curriculum)
  • make decisions and choices and describe options
  • demonstrate simple goal-setting strategies with adult support
Manage routines, organise self and belongings
  • take increasing responsibility for their own actions and learning
  • manage and participate in setting routines and processes
  • organise and look after their own belongings
  • respond to ideas and suggestions from others (connects to the English Curriculum)
FocusThis is evident, for example, when children:
Show confidence in own learning and capabilities
  • show increasing confidence in their abilities, achievements, and ideas as learners
  • show curiosity, engagement and purpose for learning
  • participate in dramatic play, role play and learning experiences that explore aspects of identity and points of view
  • build positive relationships in their peer group and social circles (connects to the Health and Physical Education Curriculum)
  • celebrate achievement and share contributions with others
Display a positive image of self, their family and culture
  • build an understanding that there are other social and cultural heritages different from their own
  • use their home language at school (connects to the English Curriculum)
  • share aspects of their culture with others where appropriate (connects to Humanities and Social Sciences Curriculum)
  • engage with elders and cultural community members to explore their social and cultural heritage (connects to Humanities and Social Sciences Curriculum)
FocusThis is evident, for example, when children:
Participate positively as part of a group
  • participate appropriately in a social context
  • take turns in small group situations
  • empathise with and express concern for others
  • cooperate and contribute to play and small group experiences
Respond to others appropriately
  • listen to others' opinions and points of view
  • show respect for others, their views and property
  • apply simple strategies for conflict management and resolution with assistance
  • reflect on their actions and consider consequences