MTOP Outcome 3: Children and young people have a strong sense of wellbeing

Understanding Outcome 3

Plan for social, emotional, mental and physical wellbeing through relationships, environments, routines, movement, rest, safety and growing self-knowledge.

MTOP outcomes are broad and observable. Educators contribute by shaping relationships, environments, routines and experiences, then noticing and responding to what children and young people actually do. A themed activity cannot guarantee an outcome, and a completed worksheet is not sufficient evidence by itself.

Read Outcome 3 in the official My Time, Our Place V2.0 framework and use ACECQA’s approved learning frameworks guidance when planning.

Five educator practices that can contribute

• Keep food, drink, rest and movement routines predictable and responsive.
• Offer different levels of sound, proximity, physical effort and social participation.
• Teach activity boundaries and safety strategies without using fear or shame.
• Notice environmental barriers before locating the problem inside a child.
• Respond to wellbeing or protection concerns through service policy and qualified support.

Plan from the child and the context

Begin with current knowledge: what children have said, chosen, avoided, continued, questioned or changed. Select one possible opportunity connected with Outcome 3, but keep the activity direction flexible. Decide what educators will do—not only what children will be given.

During the experience:

1. Make the entry point and available choices clear.
2. Observe before assuming what a response means.
3. Use a prompt, material or environmental change only when it helps extend participation or thinking.
4. Record exact words, actions, representations or decisions where appropriate.
5. Revisit the observation and decide what the program should offer next.

What educators might observe

Possible evidence includes children choosing rest or movement, communicating comfort or discomfort, using agreed safety strategies, adjusting participation and contributing ideas about environments or routines. Interpret this evidence with knowledge of the child, family, culture, community and program context. One observation may connect with several outcomes and practices; it does not need to be forced into a single box.

Themes that create useful contexts

• Calm Club
• Music Makers

Use the themes as menus. Choose a small number of experiences, retain child direction and adapt materials, movement, communication and group size.

Downloads to support the invitation

• Calm Club colouring pack
• Pass the Rhythm printable game

The printable is a tool, not the outcome. Look beyond completion to choices, questions, strategies, communication, relationships and revisions.

Document, respond and revisit

Write a brief sequence: observation → interpretation → educator response → what happened next. For example, name the child’s decision or strategy, why it may connect with Outcome 3, what changed in the environment or program, and whether that response opened a useful next step. Avoid copying outcome wording as if it were the observation.

Critical reflection

• Could children regulate participation without public explanation?
• Which environmental change supported comfort or movement?
• Are we documenting observable wellbeing rather than diagnosing?

Use the answers to choose one change to the environment, interaction, routine or next experience. Review whether the change contributed to richer participation and learning rather than simply producing more documentation.