(EYLF) Learning outcome 1

Children have a strong sense of identity

Belonging, being and becoming are integral parts of identity. 

A healthy identity is the cornerstone to children’s learning, development and wellbeing. Children learn about themselves and construct their own identity within the context of relationships with other children, their families and communities. This includes their relationships with people, places and things, and the actions and responses of others. Identity is not fixed and changes over time, shaped by experiences. Children can have multiple identities as they move from one setting to another. When children have positive experiences and can exercise agency, they develop an understanding of themselves as significant, respected and feel a sense of belonging. Feeling valued, successful and accepted enables all children to tackle new things, express themselves, work through differences and take calculated risks. Educators are culturally responsive in assisting all children to explore their cultural, social, gender and linguistic identities. Relationships are the foundations for the construction of identity – ‘Who I am’, ‘How I belong’ and ‘What is my influence?’ Relational pedagogy underpins the interactions between educators, families and children and is key to children building a positive sense of self-worth. Children come to know themselves, developing their identity through relationships and interactions with others, engaging in life’s complexities and joys, and learning how to meet challenges encountered in everyday life. 

In early childhood settings all children develop a sense of belonging when they feel accepted, develop secure relationships and trust those who care for them. As children are developing their sense of identity, they explore different aspects of it (physical, social, emotional, spiritual, cognitive) through their play and their relationships and friendships. 

When children feel safe, secure and supported they grow in confidence to explore and learn. Identity and confidence are also built when all children are offered genuine choices, time and opportunity to exercise agency, act on their own to increase autonomy, resilience and persistence, as well as interact with others with care, empathy and respect. The concept of being reminds educators to focus on children in the here and now, and of the importance of children’s right to be a child and experience the joy of childhood. Being involves children developing an awareness of their social, linguistic and cultural heritage, of gender and their significance in their world. For Aboriginal and Torres Strait Islander children, awareness of their kinship networks and connections to Country are important to development of identity. 

Becoming includes children building and shaping their identity through their evolving experiences and relationships which include change and transitions. Children are always learning about the impact of their personal beliefs and values. Children’s agency as well as guidance, care and teaching by families and educators shape children’s experiences of becoming.