QKLG 2024

Identity: Learning and development area (QKLG 2024)

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

Through these relationships and their play, children explore social, emotional, physical, cognitive and cultural aspects of identity. They develop a sense of belonging, confidence in themselves and others, and an awareness of their own culture. They gain confidence in their abilities, exercise a sense of agency in their decision-making and develop their independence and resilience as learners.

Kindergarten children who are becoming strong in their sense of identity are:

building a sense of security and trust
acting with independence and perseverance
building a confident self-identity.

Critically reflecting on Identity, teachers and educators may consider:

what supports children to feel secure and safe to take risk and try new experiences
strategies that support children to persist with challenges
how cultural identities of the kindergarten group and community are valued and included to enhance belonging.

Key focuses

Significant learnings	Emerging phase in familiar situations with explicit support	Exploring phase in familiar situations with occasional support	Extending phase in new situations with occasional prompting
shows confidence that others can provide support	accepts support from familiar people e.g. engages in established routines and rituals to go to a familiar adult when separating on arrival	shows comfort with familiar people and seeks support when required e.g. greets others on arrival and settles into a familiar play experience with a trusted adult or peer	shows confidence with familiar and unfamiliar people and seeks support when required e.g. communicates thoughts and seeks assistance from a new teacher with occasional encouragement from familiar people
shows willingness to engage in new learning experiences	approaches new learning experiences with teacher support e.g. attempts learning experiences when expectations are explicitly explained, taking time to engage briefly, observe and try again with encouragement	shows interest in exploring new learning experiences e.g. explores new learning experiences with intermittent modelling of strategies to respond to challenge and sustain focus	engages in new learning experiences e.g. shows willingness to engage in unfamiliar learning with intermittent prompts, acknowledging the strategies being used to sustain effort and focus

Intentional teaching strategies to promote learning include:

collaborating with children, parents/carers and family and community members to help them feel welcome and valued
listening attentively and responding respectfully in culturally safe ways
modelling how children can seek help and comfort
providing learning opportunities for children to engage in new experiences
providing choices about environments and spaces for children to feel calm and comforted.

Significant learnings	Emerging phase in familiar situations with explicit support	Exploring phase in familiar situations with occasional support	Extending phase in new situations with occasional prompting
organises self and belongings to manage routines	follows directions to organise self and belongings e.g. follows step-by-step instructions to complete handwashing and lunch routines	organises self and belongings in familiar routines e.g. follows familiar sequences to wash hands and set up for lunch with infrequent reminders	organises self and belongings to manage routines e.g. recalls and applies sequences in the lunchtime routine to wash hands, set a space at the table and organise food and utensils with an initial prompt
makes decisions about learning	shows a preference for revisiting the same learning experiences e.g. chooses to play with the same familiar puzzle each morning	chooses to join in a range of familiar learning experiences e.g. considers the learning experiences on offer with a peer and chooses a familiar experience in which they would like to engage	organises new experiences and builds onlearning e.g. plans a ball game with peers and, with prompting, organises the cones from aprevious game to support their new game
perseveres when trying challenges	attempts to persist with a familiar challenge e.g. works toward completing a puzzle they are interested in with step-by-step guidance to focus their attention and keep trying	persists with familiar challenges e.g. makes numerous attempts to complete a puzzle with support to focus attention and recall modelled strategies	persists with challenges e.g. tries several strategies to complete a new puzzle, demonstrating focused attention with infrequent prompting
works toward goals, recognising effort and success	works toward goals with positive reinforcement e.g. attempts to complete a puzzle and accepts recognition of their effort to identify the pieces needed	works toward goals and considers effort and success e.g. completes a puzzle, reflecting with an adult on the concentration and problem solving they used to be successful	works toward goals and recognises their effort and success e.g. perseveres to complete a challenging puzzle and shares how they persisted to succeed, with infrequent prompting

Intentional teaching strategies to promote learning include:

encouraging children to manage personal belongings and daily routines
using open-ended questioning to support children’s agency, active inquiry processes and decision-making practices
encouraging children verbally and nonverbally to persist with what they are doing
reflecting with children on their efforts and learning progress
scaffolding or differentiating learning experiences to enable children to participate, persevere and practise skills.

Significant learnings	Emerging phase in familiar situations with explicit support	Exploring phase in familiar situations with occasional support	Extending phase in new situations with occasional prompting
shares aspects of own cultural experiences	begins to share personal experiences e.g. shares information about an event ofpersonal significance with explicit support from family members	shares personal and cultural experiences,significant events or artefacts e.g. shares experiences of an eventthat is significant to their family with encouragement	initiates sharing of personal and cultural experiences, significant events and artefacts e.g. confidently shares own cultural experiences with others
recognises achievements and strengths and works to extend them	begins to recognise effort and success when identified by others e.g. pays attention as an adult positively reinforces and acknowledges their successes	shares own learning achievements e.g. expresses pride in something they have done and reflects with adults on their strengths	recognises and shares own learning achievements with others e.g. shares personal strengths that contributed to the success of their experience and builds on this by using their strengths to support others, with prompting

Intentional teaching strategies to promote learning include:

providing learning opportunities to share children’s own cultural experiences
encouraging children, parents/carers and family members to share images, artefacts, resources and stories that are culturally significant to them
identifying words and phrases that connect the children’s home languages and Standard Australian English (SAE)
reflecting with children on their efforts, learning and progress.

Last updated:: 31 July 2024

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QKLG 2024

Identity: Learning and development area (QKLG 2024)

Key focuses

QKLG 2024

QKLG 2024

Identity: Learning and development area (QKLG 2024)

Key focuses

Building a sense of security and trust

Acting with independence and perseverance

Building a confident self-identity

QKLG 2024