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Creativity involves imagination, playfulness as well as trying and evaluating new ideas. To encourage creativity, educators should provide materials to the children to allow them to create something new. The materials can be ordinary and simple items or a piece of paper with pencils and crayons where the child can turn it into something meaningful to them. Imagination and playfulness can be achieved by using anything around them to represent something else, for example using a building block as a telephone and pretending to communicate through it. Creativity has no limits.
- Janelle

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Confidence is crucial for children to develop in every aspect of their lives. Confidence affects tasks including communication, along the motivation to crawl, walk and run. Confidence is built and maintained in the classroom by the educators who continually offer praise, encouragement, enthusiasm and motivation.
This is a skill that plays a big part in the development and progress of a child's life.
- Rebecca V

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-          Curiosity- ‘interest in the world and the capacity to analyse and to see things from different perspectives’ (taken from Rachel’s lecture notes)

-          Resilience- the ability to steer through... life(s) challenges and find ways to bounce back and thrive (Building Resilience in Young Children. Booklet for parents of children from birth to six years, Best Start: Ontario’s Maternal, Newborn and Early Child Development Resource Centre, 2012)

I love the idea of babies and toddlers using an Heurisic basket.

With learning dispositions in mind, there is so much learning potential for children playing with an Heurisitic basket.

Curiosity could most certainly be encouraged through the many and varied resources the basket contains, not to mention the surprise involved in pulling out and playing with the items.

An important part of resilience building is relationships. Learning how to be in relationship, asking for and offering help when needed. Relationship building may be supported by encouraging two or three babies to share their play with the basket.

Materials:

Large basket holding x3 of each of various items such as:

-          Unused, natural body loofah

-          Large shells, various shapes

-          Fresh, clean lemons

-          Egg cartons

-          Coasters

-          Metal spoons

-          Wooden spoons

-          Pastry brush’

-          Wooden bracelets

-          Etc...

The activity may be suitable for the participation of around three children (dependent on the size of the basket and the variety of items available).

One educator would be needed for this activity.
- Lisa

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Focus has been regarded as a catalyst for later study success. Thus it is important to help young children focus in their early year. In order for baby and toddler to stay focus in the activity. Educator should always observe their interests and plan corresponding learning activities to grab their attentions. E.g. A baby enjoys playing with phone that could make sound. He keeps pressing the buttons on the toy phone and start to listen to sounds. He smiles every time when he makes a sound. Based on observation the baby has so focused and spend almost half an hour playing with it. Educator could extend his interests to plan effective learning experience to foster his focus. This could be done by providing him with various musical instructions. The baby will not only enjoy making different sounds from the musical instruments. It provides a good opportunity for him to focus on making sounds without being interruption from the surrounding. Furthermore, it also helps baby practicing fine motor skills by banging and holding the musical tools.

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Persistence is regard as a critical component of success. Cultivate such disposition by encourage young children to keep up their efforts until they could achieve the possible success is vital. Children are full of imagination, they like to try new things and take the challenge. However, sometimes it could be frustrating when they could not receive pleasant results after several attempts. Importantly, educator should then offer possible scaffolding to leverage children’s success. We should provide a clear insight of what the child has already achieved and the potential achievement under the guidance from educator, this is called Zone of Proximal Development. E.g. A toddler is interested in building a big tower, based on observation he has a good construction skill by placing blocks on top of one anther to make a good balance. However, he did not realize that the chosen base for the tower should be bigger than the other pieces of block. Instead of telling him what went wrong, educator could print a picture of “Eiffel Tower” to display on the construction table to inspire the child. Moreover, educator could use inquiry based strategy to guide and support child’s thinking by prompting their understandings and awareness. Such as “would you like to try another piece instead?” Toddler will more likely to start using critical thinking for problem solving. Moreover, appropriate praise should be used while child’s block building from the trial and error.

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Young children to gain courage as a disposition is learned through modelled behaviours of primary and secondary care givers. Hand in hand with confidence, by allowing the child to carry out tasks of independence leads to having courage. Encouraging children and aiding in allowing them to discover the answers for themselves builds up the courage and confidence.
Activity -
When a child tries something new, praise and encourage that they did well to try,  builds the confidence and courage to try more and more new activities
- chelsea

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For a small child to take a risk, discover they can actually do something they hadn't done before, and develop skills, they need to trust their environment, and have support and encouragement. Trust in their environment includes both the relationship with the educator with them, as well as the physical environment (having that subconscious knowledge that they have been provided with a safe environment to explore). A log or low balance beam laying between two play activities can be climbed up on and walked across, instead of walking alongside it. Putting a little hand out to let the ladybird walk across the back of the hand, or letting the butterfly land is a risk to a little person who isn't sure if it will hurt or what it will feel like, but they will stick their hand out and try when supported and encouraged by a trusted adult.
Sharon

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For children to develop their confidence they need to know that they have people around them who support them in their learning. Educators need to encourage questions from children, and support them in finding the answers themselves. Confidence is developed through a safe environment where children can take these risks, with the knowledge that someone is there to help them should they need it. Educators need to allow children to take these risks, to build their confidence in their abilities. Confidence can be seen when children are willing to take challenges and try new ideas.

- Alisha

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Resilience, creativity and confidence building are all great examples posted. However, I would stick to cooperation. I like very much this disposition because it amazes me the capacity children have to work together as little as they are when we still struggle as adults with team working in the workplace!

It is beautiful to see how a group of children is challenged with setting up building blocks. They help each other very naturally, exchanging ideas and using problem solving skills to improve the work or just making it different.

Educators have more than one strategy to help children being cooperative. They can set the scene to promote children’s interest in that particular play where cooperation is to be developed. They also can invite children who are not involved in the play, encouraging them to help with the building and – as a result – stimulating interaction and cooperation among them. As the play evolves educators can make it more complex, adding different toys or materials that challenge their imagination and ability to continue cooperating.

Results are fabulous and funny!

Lara

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Resilience is a positive disposition, as it’s the ability to “bounce back” after a setback or event which results in an undesirable outcome to the child. Without resilience, children may not try new tasks and this can lead to poor mental development which may carry on through to later years. As teachers in Early Childhood, it’s incredibly important to create tasks and experiences which encourage inclusion, and allow for risk taking that may not go as well as the child planned. With encouragement and a warm and welcoming environment, making sure that the children feel valued and respected at all times, they will be more likely to attempt the task again and again until they are able to complete it, or to not be shattered by their current inability.

Laura Eldar

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IndependenceIndependence is paramount to many learning dispositions such as curiosity and creativity.  Each of these skills relies on an element of independence.One method of encouraging independence is to give choice.  In setting up a craft activity, allow the child access to a range of materials.  The child can exercise choice and independence in choosing what materials they would like to use and how they would like to use them.  A maximum of two children at a time could do this activity, so as to allow space and time for decision-making without feeling rushed or pressures.Another method of fostering independence is to have a child assist in lunch preparation.  They could set out the cups at each place and straighten the chairs.  These are grown up jobs that will not only foster a sense of independence, but also a sense of achievement.   One child each day could help in this special activity.-Rachel

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IndependenceIndependence is paramount to many learning dispositions such as curiosity and creativity.  Each of these skills relies on an element of independence.One method of encouraging independence is to give choice.  In setting up a craft activity, allow the child access to a range of materials.  The child can exercise choice and independence in choosing what materials they would like to use and how they would like to use them.  A maximum of two children at a time could do this activity, so as to allow space and time for decision-making without feeling rushed or pressures.Another method of fostering independence is to have a child assist in lunch preparation.  They could set out the cups at each place and straighten the chairs.  These are grown up jobs that will not only foster a sense of independence, but also a sense of achievement.   One child each day could help in this special activity.-Rachel

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A lot of the time exploration and critical thinking work side by side. A child is motivated to explore an activity/ setting/ objects in order to find something that fits with their current knowledge and understandings about the world. Through thinking critically they then try to make the new situation fit into or expand on their existing knowledge.
Activity- Have a board (no smaller than A4 that is covered in Velcro (loop side), this can be mounted on wall with a few things velured on. Underneath or next to the velcro board put a basket or box of items like: velcro items, cotton wool, sticks, feathers, wool, spoons, toys.
One staff member would be able to guide or offer reflection by asking questions like: what does the board feel like?
What is stuck on the board? I wonder how it sticks? What else do you think would stick to the board?
Depending on how many boards you had or the size of the board, would depend on how many children it would be suitable for.

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Use and promotion of a child's imagination is vital in learning development. It allows for an understanding of the surrounding world and exploration of creativity in play. Where a child may explore the movement of a toy cars wheels, asking or suggesting possible sounds or incorporating other aspects such as an imaginary road will encourage learning and allow the child to connect their imagination to reality. -Raime

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It can be frustrating for a child to not achieve a task straight away and they could react by crying or moving away from the task. Allowing simple step by step tasks for the original task that will allowing the child to achieve it. Also encouraging the child while they are attempting the task can help them build up their persistence.

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Allowing for a child access to various, interesting objects and concepts. Provide scaffolding to unique and trivial ideas e.g. putting a teething ring on their head, to create a new experience and provide further scaffolding to encourage creativity.
-Pauline N

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consistency in routine and rituals helps child predict what's going to happen next which help them feel belonging and secure.

-Nirmesha

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A resilient child is one that has the ability to bounce back when faced with adverse conditions. Resilience is an desirable disposition because without it children develop mental health issues which can manifest themselves into serious conditions which can carry through to later years in not addressed.  Teachers in the early childhood sector are crucial because of what we know about brain development and the impact adverse environments have on longitudinal outcomes for children.  Good teachers are observant, knowledgeable, creative and resourceful.  They create a warm, caring and accepting environment for children. They have clear expectations on behaviour and work toward helping children to feel valued and accepted.

Jo

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If a child is frustrated they may react to a set back in a physical or vocal way towards their peers. A teacher may implement small tasks to encourage inclusion such as: handing out items for a group activity such as paper and pencils - communicating by encouraging and praising the efforts made, This shows toddlers ways they can contribute in a positive way building blocks so they also feel included, secure and relaxed in their learning environment. Working with the family to implement similar strategies at home may help build resilience  so they can "bounce back" and continue learning.
-Charlotte

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It can be frustrating when we are unable to achieve something. Some children will give up and return to it later but others keep trying and might get very upset after a few unsuccessful attempts. We can calmly approach and offer options without doing it for them and compliment them on their effort.
Marta

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Boxes with lids that contain different but related items for toddlers to explore, open small baskets with lots of sensory objects for the infants eg.  whole lemon, soft cloth, a shaker, small book of colours.....
Evie

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we could develop this by having different learning areas focused upon a particular theme in each area of the room. In doing this the child may put one item down in the area but still has plenty of related items in the area encouraging them to further their interest of the first item. Also by having an educator nearby to help them to discover new ways of interacting with an item they first found interesting. And by positively reinforcing the childs curiosity of materials through positive tone of voice and approval/interest.

Megan

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We can help children with critical thinking by providing them with experiences that are open ended which will enable them to explore and investigate and learn to make sense of their world around them. By asking questions about what children are experiencing allows them to be reflective of their learning and opens up the channels of critical thinking. -Kelly

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Excellent examples for far everyone! I've appreciated reading your insights and really impressed with your examples. Great job!

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Excellent examples for far everyone! I've appreciated reading your insights and really impressed with your examples. Great job!

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Confidence can be a challenging skill to develop for some, but appears to be more natural to others. As a primary teacher, we complete units of study with students to help develop their confidence. The best way to do this is to model your own confidence, or lack of in certain areas. Show the students that you can attempt something, even though it may not go right, but at least you're having a go. Asking others questions about how things work and how they had success is also an important element of developing confidence. Encourage the students to praise the teacher! Then encourage children to have a go and ask questions of others themselves, ensuring to provide positive feedback and encouragement to the students. If students aren't confident to try something, they can watch, perhaps next time they would like to have a go.

Stephanie Van Hoof.

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Courage is a positive learning disposition that will lead to a sense of wellbeing. When a child feels safe and trusts their caregiver, we can provide an opportunity that will challenge and allow the child to take risks. For example, a low climbing frame with a ladder and beam will allow a toddler to develop balance and gross motor skills, while presenting an stage appropriate challenge.
- Penny

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We can foster children's independence by encouraging and supporting them in everyday tasks. By observing a child we can see what they are capable of and when they need us to intervene with help or support for them to complete the activity on their own. By providing tools and equipment that is size appropriate for children we foster their independence, (Eg. sinks that children can reach, shelving that is the right height to allow children to choose their own activities from or kitchen utensils that are the right so size so children can manipulate them.)  Also involving children in everyday routine tasks fosters their independence, eg taking own shoes off, serving their own food, scraping own bowls, pouring their own drinks to name a few)
- Belinda

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We can foster children's curiosity by providing open-ended and investigative learning experiences for children.  Implementing activities that link with children's interests will engage children to explore the activity and again foster their curiosity.
-Anna K

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We can build concentration in babies and toddlers by
allowing them enough time that is uninterrupted to explore the materials and the environment around them.