Wellbeing

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 wellbeing when they:

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FocusThis is evident, for example, when children:
Interact positively to form relationships and friendships
(connects to the Health and Physical Education Curriculum)
  • negotiate friendships and build and maintain respectful, trusting relationships with other children and teachers
  • demonstrate increasing awareness of the needs and rights of others
  • describe their contributions to shared projects and experiences
  • acknowledge and accept affirmation
Recognise simple emotions and build self-regulation
(connects to the Health and Physical Education Curriculum)
  • demonstrate an increasing capacity to self-regulate their feelings, emotions and behaviour, appropriate to the situation
  • recognise basic emotions
  • show an increasing capacity to act and speak appropriately when resolving conflict
  • share humour, happiness and satisfaction
  • demonstrate moments of solitude and reflection
  • make choices, accept challenges and take considered risks
FocusThis is evident, for example, when children:
Build knowledge, skills and positive attitudes to physical movement
(connects to the Health and Physical Education Curriculum)
  • move to tempo of music and develop motor movements to the rhythm of music, such as trot or gallop (connects to The Arts Curriculum)
  • demonstrate correct fundamental movement skills, such as running, hopping, jumping, catching, kicking, balancing, striking, dodging, galloping and leaping
  • move around the environment safely demonstrating spatial awareness
  • use small muscles to use implements such as pencils, scissor and paintbrushes with some control and coordination.
  • develop hand/eye and hand/foot coordination
  • develop perceptual motor skills, strength, flexibility and muscle tone
  • demonstrate a willingness to participate in energetic physical activity including dance, drama, movement and games
  • demonstrate positive attitudes to physical movement and exercise
  • combine gross and fine motor movement and balance to achieve increasingly complex patterns of activity including dance, creative movement and drama
  • respond through movement to traditional and contemporary music, dance and storytelling
Explore ways to promote own and others health and safety
(connects to the Health and Physical Education Curriculum)
  • suggest ways to keep themselves, others and their surroundings safe
  • suggest ways of getting help when they feel uncomfortable or unsafe
  • engage in experiences, conversations and routines that promote healthy lifestyles, good nutrition, safety and personal hygiene practices
  • demonstrate self-help skills and participate in health routines
Related Links

The Connecting with practice –EYLF and NQS series of twelve short service practice and training videos

Kindergarten educators may find the following video from the series particularly relevant to the Wellbeing learning and development area:

Rolling in a tyre