Child as Capable and Competent
With the mentality that every child is capable and competent, teachers can aim for a strong basis for learning and developing new knowledge and experiences among children. Educators can help children become capable and competent by focusing on their needs and strengths, exploring their surroundings, and encouraging them to provide suggestions and opinions (Learn and laugh, 2021). Children are more likely to learn when they are interested in learning; when educators follow the teaching as per the child's interest, it shows more effective results (Papavlasopoulou S et al., 2019). Children develop professional learning and a strong sense of identity when allowed to perform basic activities like putting their shoes on, serving their meals, and looking after their belongings. Being capable and competent in children does not mean forcing a child to be independent, and it aims to increase children's capabilities and decision-making ability (Lew-Levy et al., 2020). It provides the opportunity for the children to face challenging activities and complete the task on their own, all while having the option of asking for help if needed (Learn and laugh, 2021).
When working with young children, the critical element is to view every child as a competent and capable learner (Raban et al., 2010). Engage young children in positive risk-taking is one of the essential parts of a children's learning and development; this makes the child capable of learning safety issues and become more aware of risk-taking. Children's safety is essential, but being overly cautious and restricting children's play because of unnecessary fear of risk can limit children's life opportunities (Wyver et al., 2010). Adults should adapt to nature to be as safe as needed instead of as safe as possible (Mecham, 2010). According to ACECQA's Guide to the National Quality Standard, children must be encouraged to learn appropriate risk-taking (ACECQA, 2013, p. 41). Assessors may plan a learning environment along with the suitable level of challenges of outdoor and indoor environments (ACECQA, 2013, p. 84).
Children more likely to be involved in active learning can take accountability for their education and influence the communal atmosphere. Active involvement increases the child's ability to creative thinking and enhances the need for life-long learning. When children are allowed to face new creative situations, they learn new problem-solving methods and begin to think of different strategies to involve themselves with the condition (Aussie Children Network, 2022). Educators can promote children's learning by applying new ways of learning, talking, sharing knowledge, and encouraging children to reflect on their thinking and ideas. Encourage children to use language and signs to express their feelings, ideas, concepts, and thinking's (Aussie Children Network, 2022). Both educators and children can be capable and competent if adults get less cautious and allow the children to engage in risk-taking experiences. This enables the children to adapt to new learning outcomes and the ability to get succeed and become an empowered individuals (Learn and laugh, 2021). If educators are able to make a child capable and competent since childhood then it will surely help the children in their future growth and development, supporting education.
Aussie Children Network. 2022.EYLF learning outcomes 4: Children are confident and involved learners. Accessed on 04.08.2022. Available at https://aussiechildcarenetwork.com.au/articles/childcare-programming/learning-outcome-4-children-are-confident-and-involved-learners
Australian Children’s Education and Care Quality Authority (ACECQA). 2013. Guide to the National Quality Standard . Accessed on 04.08.2022. Available at https://www.acecqa.gov.au/sites/default/files/acecqa/files/National-Quality-Framework-Resources-Kit/NQF-Resource-03-Guide-to-NQS.pdf
Learn and laugh. 2021. Children are capable and competent. Accessed on 04.08.2022. Available at https://learnandlaugh.com.au/children-are-capable-and-competent/
Lew-Levy, S., Kissler, S.M., Boyette, A.H., Crittenden, A.N., Mabulla, I.A. and Hewlett, B.S., 2020. Who teaches children to forage? Exploring the primacy of child-to-child teaching among Hadza and BaYaka Hunter-Gatherers of Tanzania and Congo. Evolution and Human Behavior , 41 (1), pp.12-22. https://doi.org/10.1016/j.evolhumbehav.2019.07.003
Mecham, N.A., 2010. A place to grow. YC Young Children , 65 (6), p.38. https://www.proquest.com/openview/a55a03720616792b0cb0823f39568094/1?pq-origsite=gscholar&cbl=27755
Papavlasopoulou, S., Giannakos, M.N. and Jaccheri, L., 2019. I am exploring children's learning experience in constructionism-based coding activities through design-based research. Computers in Human Behavior , 99 , pp.415-427. https://doi.org/10.1016/j.chb.2019.01.008
Raban-Bisby, B. and Margetts, K., 2012. The Early Years Learning Framework in Practice: A Handbook for Educators and Families . Teaching Solutions , Australia: National Library of Australia.
Wyver, S., Tranter, P., Naughton, G., Little, H., Sandseter, E.B.H. and Bundy, A., 2010. Ten ways to restrict children's freedom to play: The problem of surplus safety. Contemporary Issues in Early Childhood , 11 (3), pp.263-277. https://doi.org/10.2304%2Fciec.2010.11.3.263
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