Physical Health and Mental Wellbeing in Early Childhood Education

Assignment Task

Introduction

This Module focuses on the physical health and mental wellbeing of children in our ECE services. Children's development is shaped by their genes and environment. Physical activity brings rewards for example, an infant reaching out to touch the pages of favourite picture book or being able to climb the steps then slide down a slippery slide. The levels of confidence and achievement that children reach are affected by their immediate environment, for example families who live in confined spaces in apartments compared to children growing up on rural and farm properties. Environments shape physical health and wellbeing. Research shows that children's mental well-being and physical health can be stifled in poor quality environments resulting in conditions such as failure to thrive, muscular atrophy, and inability to perform fine or gross motor tasks.

In ECE settings supporting the physical development, skills and abilities of children forms part of a daily program that provides children with diverse opportunities to develop fine motor skills such as threading, cutting and holding a paintbrush with their fingers; to gross motor activities such as running, climbing and throwing games that involves the movement of legs and arms. Outdoor environments in childcare services play a vital role in providing gross motor experiences. Activities to build these physical skills should be included in curriculum through play where the educator observes and plans meaningful and authentic play-based activities that emerge from children's interests and needs.

Across this Module we will look at a wide range of physical health concepts and investigate how children's confidence in exploring and trying out new experiences links their mental health and wellbeing to their physical development. Adventurous and risky play are discussed as a reminder that without practice and opportunity to try new out things, children lose the ability to gauge risks and for many living in urban environments, the chance to explore these types of play have lessened. 

Physical and Emotional Wellbeing and the curriculums

The Australian Curriculum:

The Australian Curriculum recognises physical and emotional wellbeing as a critical component of a holistic approach to education. The AC outlines key learning areas and general capabilities that address the development of students' physical and emotional health and wellbeing across different stages of schooling.

The learning area of Health and Physical Education (HPE) in the Australian Curriculum focuses on developing students' knowledge, understanding, and skills to support lifelong physical activity, healthy lifestyle choices, and positive mental health. It encompasses strands such as personal, social, and community health; movement and physical activity; and lifelong physical activity.

In the early childhood years, HPE focuses on fostering positive attitudes towards physical activity, promoting healthy lifestyle choices, and developing fundamental movement skills. Early childhood educators integrate opportunities for active play, movement exploration, and outdoor experiences to support children's physical development and wellbeing.

The EYLF

The EYLF recognises the significance of physical and emotional wellbeing in early childhood education, emphasising the interconnectedness of these domains and the critical role of educators in creating nurturing, responsive, and inclusive learning environments that support children's holistic development. Through intentional practices, meaningful relationships, and collaborative partnerships, early childhood educators contribute to children's overall health, happiness, and lifelong wellbeing. The EYLF values children as active participants in their learning and advocates for the promotion of independence, autonomy, and agency. Educators support children in developing self-regulation skills, coping strategies, and problem-solving abilities, empowering them to manage their emotions, make healthy choices, and navigate social interactions effectively. The EYLF is grounded in the principles of Belonging, Being, and Becoming, which highlight the significance of children feeling secure, connected, and supported in their learning environments. Within this framework, physical and emotional wellbeing is viewed as foundational to children's sense of belonging and overall development Educators are encouraged to create environments that support children's physical health through opportunities for active play, outdoor experiences, and nutritious food choices, while also nurturing children's emotional wellbeing through responsive caregiving, positive relationships, and opportunities for self-expression. 

Physical health under the EYLF

Learning Outcome (LO) 3 in the EYLF, relates specifically to children having a strong sense of wellbeing (DET, 2019), however one could say, all outcomes have direct impact on children mental wellbeing. Remember what the Learning Outcomes are:

• Children have a strong sense of identity
• Children are connected with and contribute to their world
• Children have a strong sense of wellbeing
• Children are confident and involved learners
• Children are effective communicators

The word 'wellbeing' is mentioned 112 times in the EYLF (2022) Open this document with ReadSpeaker docReaderto show the importance placed on this state for children. Here are some extracts from the document not part of Learning Outcome 3, to demonstrate this underying focus on wellbeing.

"Children’s learning is dynamic, complex and holistic. Physical, social, emotional, personal, spiritual, creative, cognitive and linguistic aspects of learning are all intricately interwoven and interrelated... Play ...stimulates a sense of wellbeing" (DET, 2019, p. 10).

 "Wellbeing and a strong sense of connection, optimism and engagement enable children to develop a positive attitude to learning" (DET, 2019, p. 10).

"Educators who are attuned to children’s thoughts and feelings, support the development of a strong sense of wellbeing. They positively interact with the young child in their learning" (DET, 2019, p. 13).

"Holistic approaches to teaching and learning recognise the connectedness of mind, body and spirit. When early childhood educators take a holistic approach they pay attention to children’s physical, personal, social, emotional and spiritual wellbeing as well as cognitive aspects of learning" (DET, 2019, p. 16).

"A sense of security and sound wellbeing gives children the confidence to experiment and explore and to try out new ideas, thus developing their competence and becoming active and involved participants in learning" (DET, 2019, p. 36).

There are two areas under LO3 are "Children become strong in their social and emotional wellbeing" and "Children take increasing responsibility for their own health and wellbeing" (DET, 2019, p. 34).

2.1 Health: Each child’s health and physical activity is supported and promoted.

• Wellbeing and comfort. Each child’s wellbeing and comfort is provided for, including appropriate opportunities to meet each child’s need for sleep, rest and relaxation.
• Health practices and procedures. Effective illness and injury management and hygiene practices are promoted and implemented.
• Healthy lifestyle. Healthy eating and physical activity are promoted and appropriate for each child.

2.2 Safety: Each child is protected.

• Supervision. At all times, reasonable precautions and adequate supervision ensure children are protected from harm and hazard.
• Incident and emergency management. Plans to effectively manage incidents and emergencies are developed in consultation with relevant authorities, practised and implemented.
• Child protection. Management, educators and staff are aware of their roles and responsibilities to identify and respond to every child at risk of abuse or neglect.

Using the two elements 2.1 and 2.2 describe one situation that might cause educators to feel conflicted of children's health and safety? Refer to the sub elements to justify your response.

Physical developmental progress

Physical development forms a significant component of the curriculum for young children, especially infants and toddlers. The growth in physical development both gross and fine motor over the first three years is staggering; consider a one month old and a one year old. One of the easiest areas to observe in an EC service is a child's physical development and it is often one that families feel quite concerned about in that there seems to be a universal race to have children compete for speed at which their development occurs. In saying this, many of the physical attributes' children develop in relation to their physical growth happen naturally, universally and progress systematically in a relative chronological order. The reading by McLachlan et al. (2013) interestingly points out cultural differences in setting goals for children's physical development (pp. 198-199) however outlines comprehensive reasons why supporting children's physical health and development are necessary.

Practice relates to assessing and monitoring children’s learning to inform provision and to support children in achieving learning outcomes. Assessment for children’s learning "refers to the process of gathering and analysing information as evidence about what children know, can do and understand. It is part of an ongoing cycle that includes planning, documenting and evaluating children’s learning" (DET, 2019, p. 19). We want to point this out here as your role as an educator can often be to focus on extending development along what is seen to be a normally functioning physical development trajectory. Many services use common checklist type physical assessments for use with young children, and these can make it clear when a child appears to have a delay. Many educators see these tools as a guide and helpful checklist to monitor children’s development. Caution needs to be taken when making definitive statements around children’s development as these tools are culturally nuanced and many children fall into a wide spectrum and there are many individual differences in children that need to be considered. Use development checklists as a general guide. Discussions with families can be very sensitive when related to children's development and it is important to refer families to visit their GP or a specialist if they have any concerns about their child's development. Educators should never diagnose children as they are not medically trained. If an educator has any concerns, it is best for them to discuss those with their supervisor and team to gain their advice first. Be very sensitive of the families' feelings and put yourself in their shoes and handle with care. 

This is a developmental checklist that can be used as a guide for educators. Pause here to download and save this to your desktop, this will be useful for your Immersion Placement, future Professional Experience placements, and future SCU units: developmental-milestonesDevelopmental Milestones and the EYLF and the NQS.pdf

What is risky play?

Risky play refers to a type of play behaviour observed in children where they engage in activities that involve some level of risk or uncertainty. These activities typically involve physical challenges, exploration, and pushing boundaries. Risky play can include activities such as climbing trees, jumping from heights, exploring unfamiliar environments, or engaging in rough-and-tumble play. While risky play involves some level of danger, it is important for adults to provide a safe environment for children to explore and take risks, ensuring that the risks are manageable and appropriate for the child's age and abilities. Encouraging risky play within safe boundaries allows children to learn and grow while minimising the likelihood of serious injury. 

Risky play has many holistic benefits including:

Physical Development: Risky play allows children to develop physical skills such as balance, coordination, and agility as they navigate challenging environments.

Emotional Development: Engaging in risky play helps children learn to assess and manage risks, build confidence, and develop resilience in the face of challenges.

Cognitive Development: Risky play encourages problem-solving and decision-making skills as children assess the risks and benefits of different actions.

Social Development: Risky play often involves collaboration and communication with peers, fostering social skills such as cooperation, negotiation, and empathy.

Theoretical and philosophical perspectives of wellbeing

Baker et a., (2017) highlight that "A focus on wellbeing in early childhood is neither new nor revolutionary. Curriculum and practice in preschool education across Europe, the UK, America and Australia has traditionally taken a holistic approach, with social and emotional development at the centre of pedagogy. This holistic view dictates that teaching should be developmentally appropriate (Elkind, 2015) and adapted to young children’s rapid maturation, abilities and interests. Founding ‘fathers’ of early childhood education, Rousseu, Froebel, Montessori, Steiner, and fundamental theorists such as Piaget, Freud and Erikson, saw children, their development and education as a whole. This philosophy naturally places wellbeing at the core."(p.3).

Miller (2019) claims that Reggio Emilia principles can enhance the wellbeing of students. Reggio Emilia educators view children as competent, curious, and capable individuals who deserve respect, care, and support in all aspects of their development. Wellbeing is seen as foundational to children's overall growth and learning, encompassing their physical health, emotional resilience, social connections, and cognitive exploration. Reggio Emilia-inspired learning environments are intentionally designed to be welcoming, engaging, and supportive of children's wellbeing. Classrooms are filled with natural materials, inviting spaces for exploration and play, and opportunities for meaningful interactions with peers and educators. Through aesthetically pleasing and emotionally nurturing environments, children feel valued, safe, and connected to their learning community. Relationships lie at the heart of the Reggio Emilia approach and educators cultivate strong, reciprocal relationships with children, families, and the wider community, recognising the importance of emotional bonds and social connections in fostering children's sense of security, belonging, and wellbeing. By nurturing trusting and respectful relationships, educators create a supportive context for children to explore, learn, and grow. Malaguzzi held a deep regard for the interconnectedness of individuals to enable their growth. Recognising the inseparable link between relationships and wellbeing, as well as children's connection to their environment and their emotional dependencies, Malaguzzi expressed poetically: , “You never come in an isolated way; you always come with pieces of the world attached to you” (1994, p. 53). 

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