Learning and Thinking

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 are confident and involved learners when they:

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Focus This is evident, for example, when children:
Build enthusiasm, confidence, cooperation, commitment, persistence
  • express curiosity and wonder about events, experiences and interest in their environments (connects to the Science Curriculum)
  • follow and extend their own interests with enthusiasm, energy and concentration
  • persist even when a task is difficult, and experience satisfaction of achievement
Develop curiosity, resourcefulness and reflexivity
  • explore the properties of familiar objects (connects to the Science Curriculum)
  • build concentration and ability to focus on important aspects of learning experiences
  • actively engage in learning experiences, conversations and play experiences
  • ask questions about people, events, objects and the environment
Focus This is evident, for example, when children:
Develop problem solving, investigation and inquiry strategies
  • manipulate objects and experiment with cause and effect, trial and error and motion (connects to the Science Curriculum)
  • ask questions, develop own simple theories and test own theories, for example how objects might work or move (connects to the Science Curriculum)
  • inquire, investigate, attempt to solve problems (connects to the Science Curriculum)
  • adapt successful strategies and skills to new situations
  • create own improvisations in play (connects to The Arts Curriculum)
  • create and use simple representation to organise, record and communicate mathematical and scientific ideas and concepts (connects to the Mathematics and Science Curriculum)
Reflect on thinking and learning and transfer and adapt what they have learned
  • use skills of prediction, hypothesising, testing, experimenting and evaluating in play experiences (connects to the Science Curriculum)
  • respond to ideas and suggestions from others
  • use reflective thinking to consider why things happen and what can be learnt from these experiences
  • apply a range of thinking strategies to engage with situations and solve problems and adapt these strategies to new situations
Make choices and organise self for learning
  • make simple plans and carry them out to complete a task
  • organise self and simple resources to carry out a task or participate in an activity
Focus This is evident, for example, when children:
Use imagination and innovation
(connects to the Arts Curriculum)
  • explore and experiment with form, shape, colour, line, texture, contrast, patterns in art works
  • explore ideas, theories using imagination and dramatic play
  • explore different ways of creating models and doing things
Represent ideas, feelings and experiences in creative ways
(connects to the Arts Curriculum)
  • engage in music-making and create simple compositions
  • combine singing, dancing and drama in play
  • respond, express and communicate ideas, feelings in a variety of ways to a range of stimuli, for example, music and artworks (connects to the English Curriculum)
  • engage in dramatic, fantasy and role play
  • use simple tools and materials to investigate, take apart, assemble, invent, construct, change and represent ideas (connects to the Science Curriculum and Technologies Curriculum)
  • create simple stories, act them out using voice, movement and space
Focus This is evident, for example, when children:
Develop knowledge of number and algebra
(connects to the Mathematics Curriculum)
  • name the last number in the count that represents how many in the set (cardinal value)
  • count objects by using one to one correspondence
  • know that numbers always happen in a conventional order (stable order)
  • begin to understand that the starting point and order in which you count them does not affect how many (order irrelevance)
  • begin to understand that the arrangement, size or differences of the objects doesn't affect how many (abstraction)
  • recite number names in order, initially to 5, then to 10 consistently
  • recall what number is missing in a number line 1 to 10
  • recognise numerals initially to 5 and then to 10 and begin to order them
  • partition small numbers (part, part, whole)
  • subitise small quantities of objects or standard patterns on a die
  • compare collections of objects and describe whether there is more, less, the same or not the same
  • copy and create simple two part patterns
Develop knowledge of measurement and geometry
(connects to the Mathematics Curriculum)
  • use the appropriate language of measurement to describe, compare and order: length, size, mass, height
  • describe the sequence of familiar events and routines and use the everyday language of time such as morning, afternoon, daytime
  • use language words to describe duration and relative duration, such as quick, slow, fast, it takes a long time
  • use positional language, such as on, under, behind, between
  • recognise names, sort and match basic two-dimensional shapes such as square, triangle and circle
Develop knowledge of statistics and probability
(connects to the Mathematics Curriculum)
  • sort, classify and match objects according to attributes, for example colours, sizes and shapes
  • order objects according to one attribute
  • answer simple questions to collect information, such as using yes/no and group items in response to questions such as favourite pets