QKLG

Identity: QKLG learning and development area

Children build a strong sense of identity through connections with their families, peers, teachers and communities. Identity is not static — it changes over time and is influenced by an individual’s cultural identity and relationships.

Through these relationships, children develop a sense of belonging, confidence in others and in themselves, and an awareness of their own culture. They gain confidence in their abilities, a sense of agency in their decision-making and develop their independence.

Key focus: Building a sense of security and trust

Teachers use intentional teaching practices such as:

collaborating with children and their families to make them feel welcome and valued
modelling how children can seek help and comfort
providing learning opportunities for children to explore and engage with new experiences
providing choices about environments, and spaces for children to feel calm and comforted.

Significant learning knowledge, skills and dispositions	Emerging phase In familiar situations with explicit support	Exploring phase in familiar situations with occasional support	Extending phase in new situations with occasional prompting
Feeling safe, accepted and supported
confidence that others can provide support	accepts support from familiar people when required goes to a familar adult when separating on arrival	is comfortable with familiar people and seeks support when required greets others on arrival and settles into play	is comfortable and confident with familar and unfamiliar people initiates conversation with visitors
Developing a sense of belonging and confidence in others
willingness to engage in new learning experiences	approaches new experiences with encouragement engages cautiously with new experiences with support	engages in new experiences seeks assistance from others when trying new experiences	independently explores new experiences engages confidently in kindergarten learning experiences

Key focus: Acting with independence and perseverance

Teachers use intentional teaching practices such as:

encouraging children to manage personal belongings and daily routines
using open-ended questioning to support children’s agency and decision-making
encouraging children verbally and non-verbally to continue with what they are doing
reflecting with children on their learning progress
scaffolding or making adjustments to learning experiences to enable children to make attempts and practise skills.

Significant learning knowledge, skills and dispositions	Emerging phase In familiar situations with explicit support	Exploring phase in familiar situations with occasional support	Extending phase in new situations with occasional prompting
Managing routines
able to organise self and belongings	follows directions to organise self and belongings needs support for each part of routine, e.g. washing hands, getting lunchbox	is able to follow and engage with routines follows simple sequences, e.g. washing hands, collecting lunchbox, packing up	knows, understands and applies routines follows complete routines, e.g. washing hands, collecting lunchbox, eating, packing up and putting away lunchbox
Developing agency in decision-making
makes decisions about learning	chooses preferred learning experiences revisits familiar learning, e.g. starting each day with a puzzle	joins in familiar learning experiences chooses familiar learning experiences, e.g. when playing with blocks includes other resources	organises new experiences and builds on learning selects, plans and engages in new learning, e.g. organises a soccer game with cones and ball
Being willing to keep trying
perseveres when trying challenges	attempts familiar challenges needs support to start an experience, e.g. adult demonstrates using a paintbrush	persists when faced with challenges tries new challenges before asking for help, e.g. a new type of puzzle	persists with new challenges problem-solves to reach a solution, e.g. continues to place tape on paper until the two pieces stick together
works towards goals, recognises effort and success	works toward goals with encouragement and praise attempts a puzzle and accepts encouragement to complete	works towards goals and talks about effort and success completes a puzzle, shows others, and subsequently attempts more complex puzzles	independently works towards goals and talks about effort, success and next steps perseveres to complete a challenging puzzle, and shares their success with others

Key focus: Building a confident self-identity

Teachers use intentional teaching practices such as:

providing learning opportunities to raise awareness of children’s own culture/s
encouraging children and families to share images, objects and resources that reflect their culture/s
identifying words and phrases that connect the children’s home languages and Standard Australian English (SAE)
reflecting with children on their learning progress
making connections to learning by displaying images or artefacts that represent children’s identities.

Significant learning knowledge, skills and dispositions	Emerging phase In familiar situations with explicit support	Exploring phase in familiar situations with occasional support	Extending phase in new situations with occasional prompting
Developing awareness of own culture/s
shares aspects of own culture/s	shares personal artefacts when invited, shares information about aspects of their own culture	shares personal cultural experiences, significant events or artefacts shows interest in and shares own culture, e.g. talking about food their family eats	confidently shares personal and family cultural experiences, significant events and artefacts confidently shares own culture, e.g. uses home language to greet others and explains meaning
Recognising individual strengths and achievements
recognising strengths and working to extend them	recognises learning achievements when identified by others recognise their successes, with prompting and positive reinforcement	shares own learning achievements uses skills to help others, e.g. offers to help a friend use the sticky tape dispenser	shares own learning achievements with others confidently shares and explains their learning experience or play project

Resources

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Intentional teaching: Identity

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Last updated:: 30 November 2023

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QKLG

Identity: QKLG learning and development area

Key focus: Building a sense of security and trust

Key focus: Acting with independence and perseverance

Key focus: Building a confident self-identity

Resources

QKLG