See below some (not all) of the potential links our material has with Australian educational standards and framework

Early Years Learning Framework 2.0 Outcomes

1. Children Have a Strong Sense of Identity

   children feel safe, secure, and supported: by knowing that their readiness for eating certain foods will be respected

   children develop their emerging autonomy, inter-dependence, resilience and sense of agency: by understanding that their educators have a role to play regarding their feeding and that they have their own role to play regarding their eating

   children develop knowledgeable, confident self-identities and a positive sense of self-worth: by being supported in their food exploration and learning

   children learn to interact in relation to others with care, empathy and respect: by practicing their social manners at mealtimes

2. Children Are Connected With and Contribute to Their World

   children develop a sense of connectedness to groups and communities and an understanding of their reciprocal rights and responsibilities as active and informed citizens: by being allowed to exercise their cultural eating practices as well as experiencing others’.

   children respond to diversity with respect: by understanding different people have different likes and dislikes regarding the foods they eat

   children become aware of fairness: by learning to share food

   children become socially responsible and show respect for the environment: by learning how food is produced, how it is prepared, and how to dispose of scraps in a sustainable way

3. Children Have a Strong Sense of Wellbeing

   children become strong in their social and emotional wellbeing: by waiting for their turn to be served

   children become strong in their physical learning and wellbeing: by learning how to handle cooking utensils safely

   children are aware of and develop strategies to support their own mental and physical health and personal safety: by taking control of their food intake

4. Children Are Confident and Involved Learners

   children become confident and involved learners when they are supported and encouraged to take part in food growing, preparation, storage and disposal, as well as taking part in setting/cleaning up meals areas as these activities allow for a wide range of opportunities for developing curiosity, cooperation, confidence, creativity, commitment, enthusiasm, persistence, imagination and reflexivity, also problem solving, inquiry, experimentation, hypothesising, researching and investigating, by transferring and adapting their previous learning, and by learning to be resourceful

5. Children Are Effective Communicators

   children are supported to express verbally and non-verbally their appetite and likes/dislikes regarding food

   children learn to interpret recipes and menus, as well as packaged food labels

National Quality Standard Areas

QA1: Learn responsive ways to support each child at their own step of the food education journey, making the most of each opportunity to enhance and extend their relationship with food.

QA2: Learn practical ways to promote healthy eating behaviour throughout the service.

QA3: Discuss adaptations to the current environment to maximise children’s appropriate and inclusive food exposure.

QA4: Improve professional skills amongst staff (educators and others) with potential to show quick results in the daily routine with the children and increase satisfaction.

QA5: Build confidence to maximise trust and respect between educators and children regarding children’s ability to self-regulate their appetite and food choices.

QA6: Learn ways to promote healthy eating behaviour that doesn’t conflict, but respects and supports families’ expertise, culture, values and beliefs.

QA7: Provide opportunities for professional development and enrich quality improvement plan.