![]() ![]() transfer knowledge from one setting to another.try out strategies that were effective to solve problems in one situation in a new context.apply generalizations from one situation to another.use the processes of play, reflection and investigation to solve problems.make connections between experiences, concepts and processes. ![]() develop an ability to mirror, repeat and practice the actions of others, either immediately or later.listen carefully to children’s attempts to hypothesize and expand on their thinking through conversation and questioning.Ĥ.3 Children transfer and adapt what they have learned from one context to another.intentionally scaffold children’s understandings.join in children’s play and model reasoning, predicting and reflecting processes and language.model mathematical and scientific language and language associated with the arts.encourage children to make their ideas and theories visible to others. ![]() provide opportunities for involvement in experiences that support the investigation of ideas, complex concepts and thinking, reasoning and hypothesising.encourage children to use language to describe and explain their ideas.provide experiences that encourage children to investigate and solve problems.provide babies and toddlers with resources that offer challenge, intrigue and surprise, support their investigations and share their enjoyment.recognize mathematical understandings that children bring to learning and build on these in ways that are relevant to each Child.plan learning environments with appropriate levels of challenge where children are encouraged to explore, experiment and take appropriate risks in their learning.use reflective thinking to consider why things happen and what can be learnt from this experience.contribute constructively to mathematical discussions and arguments.manipulate objects and experiment with cause and effect, trial and error, and motion.make predictions and generalizations about their daily activities, aspects of the natural world and environments, using patterns they generate or identify and communicate these using mathematical language and symbols.create and use representation to organize, record and communicate mathematical ideas and concepts.apply a wide variety of thinking strategies to engage with situations and solve problems, and adapt these strategies to new situations.reflect with children on what and how they have learned.Ĥ.2 Children develop a range of skills and processes such as problem solving, inquiry, experimentation, hypothesising, researching and investigating.model inquiry processes, including wonder, curiosity and imagination, try new ideas and take on challenges.provide opportunities for children to revisit their ideas and extend their thinking.listen carefully to children’s ideas and discuss with them how these ideas might be developed.encourage children to engage in both individual and collaborative explorative learning processes.respond to children’s displays of learning dispositions by commenting on them and providing encouragement and additional ideas.provide learning environments that are flexible and open-ended.recognize and value children’s involvement in learning.persist even when they find a task difficult.persevere and experience the satisfaction of achievement.participate in a variety of rich and meaningful inquiry-based experiences.initiate and contribute to play experiences emerging from their own ideas.follow and extend their own interests with enthusiasm, energy and concentration.use play to investigate, imagine and explore ideas.are curious and enthusiastic participants in their learning.express wonder and interest in their environments. ![]() Learning Outcome 4: Children Are Confident And Involved LearnersĤ.1 Children develop dispositions for learning such as curiosity, cooperation, confidence, creativity, commitment, enthusiasm, persistence, imagination and reflexivity. Connections and continuity between learning experiences in different settings make learning more meaningful and increase children’s feelings of belonging. In a supportive active learning environment, children who are confident and involved learners are increasingly able to take responsibility for their own learning, personal regulation and contribution to the social environment. This assists them to make connections and to make sense of new experiences. Children are more likely to be confident and involved learners when their family and community experiences and understandings are recognised and included in the early childhood setting. ![]()
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