Bank of quotes

Learning through play

CHILDREN HAVE A STRONG SENSE OF IDENTITY
“openly express their feelings and ideas in their interactions with others” (EYLF, pg 21)

“initiate and join in play” (EYLF, pg 21)

“explore aspects of identity through role play” (EYLF, pg 21)

“recognise their individual achievements and the achievements of others” (EYLF, pg 22)

“persist when faced with challenges and when first attempts are not successful” (EYLF, pg 22)

“share aspects of their culture with the other children and educators” (EYLF, pg 23)

“reach out and communicate for comfort, assistance and companionship” (EYLF, pg 23)

“empathise with and express concern for others” (EYLF, pg 24)

“show interest in other children and being part of a group.” (EYLF, pg. 24)

“engage in and contribute to shared play experiences.” (EYLF, pg.24)

CHILDREN ARE CONNECTED WITH AND CONTRIBUTE TO THEIR WORLD
“cooperate with others and negotiate roles and relationships in play episodes and group experiences.” (EYLF, pg.26)

“contribute to fair decision-making about matters that affect them.” (EYLF, pg.26)

“take action to assist other children to participate in social groups.” (EYLF, pg.26)

“contribute to fair decision-making about matters that affect them.” (EYLF, pg.26)

“cooperate with others and negotiate roles and relationships in play episodes and group experiences” (EYLF, pg 26)

“listen to others’ ideas and respect different ways of being and doing.” (EYLF, pg.27)

“begin to show concern for others” (EYLF, pg 27)

“use play to investigate, project and explore new ideas” (EYLF, pg 28)

“demonstrate an increasing knowledge of, and respect for natural and constructed environments” (EYLF, pg 29)

“explore relationships with other living and non-living things and observe, notice and respond to change” (EYLF, pg 29)
CHILDREN HAVE A STRONG SENSE OF WELLBEING

“share humour, happiness and satisfaction” (EYLF, pg 30)

“enjoy moments of solitude” (EYLF, pg 31)

“experience and share personal successes in learning and initiate opportunities for new learning in their home languages or Standard Australian English” (EYLF, pg 31)

“recognise and communicate their bodily needs (for example, thirst, hunger, rest, comfort, physical activity” (EYLF, pg 32)

“use their sensory capabilities and dispositions with increasing integration, skill and purpose to explore and respond to their world” (EYLF, pg 32)

“respond through movement to traditional and contemporary music, dance and storytelling” (EYLF, pg 32)

CHILDREN ARE CONFIDENT AND INVOLVED LEARNERS

“use play to investigate, imagine and explore ideas” (EYLF, pg 34)

“persist even when they find a task difficult” (EYLF, pg 34)

“manipulate objects and experiment with cause and effect, trial and error, and motion” (EYLF, pg 35)

“use reflective thinking to consider why things happen and what can be learnt from these experiences” (EYLF, pg 35)

“develop an ability to mirror, repeat and practice the actions of others, either immediately or later” (EYLF, pg 36)

“manipulate resources to investigate, take apart, assemble, invent and construct” (EYLF, pg 37)

CHILDREN ARE EFFECTIVE COMMUNICATORS
“Children interact verbally and non-verbally with others for a range of purposes” (EYLF, pg 39)

“engage in enjoyable interactions using verbal and non-verbal language” (EYLF, pg 40)

“respond verbally and non-verbally to what they see, hear, touch, feel and taste” (EYLF, pg 40)

“convey and construct messages with purpose and confidence, building on literacies of home/family and the broader community” (EYLF, pg 40)

“demonstrate an increasing understanding of measurement and number using vocabulary to describe size, length, volume, capacity and names of numbers” (EYLF, pg 40)

“listen and respond to sounds and patterns in speech, stories and rhymes in context” (EYLF, pg 41)

“begin to understand key literacy and numeracy concepts and processes, such as the sounds of language, letter-sound relationships, concepts of print and the ways that texts are structured” (EYLF, pg 41)

“sing and chant rhymes, jingles and songs” (EYLF, pg 41)

“use language and engage in play to imagine and create roles, scripts and ideas” (EYLF, pg 42)

“use the creative arts such as drawing, painting, sculpture, drama, dance, movement, music and storytelling to express ideas and make meaning” (EYLF, pg 42)

“notice and predict the patterns of regular routines and the passing of time” (EYLF, pg 43)

“identify the uses of technologies in everyday life and use real or imaginary technologies as props in their play” (EYLF, pg 44)