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all_early_childhoodTheir health is promoted

practises self-care during familiar routines with growing independence

Observe whether the child: practises self-care during familiar routines with growing independence.

What it looks like

Three ways this behaviour shows up as a child grows. Each level includes everyday moments to watch for.

Emerging

Just starting

The child responds to a model by trying one part of the behaviour. It is not yet flexible across people or materials.

What you might see

  • At kai, the child points to the drink bottle and accepts help opening it.
  • The child copies one step of wiping a face or nose after seeing it modelled.
  • After a reminder, the child reaches for soap and rubs hands for a few seconds before looking back for help.

Expected

On track

The child can care for body needs through a concrete routine in kai, rest, handwashing, dressing, or energetic play and keep the purpose visible across several turns. The response fits the situation rather than simply copying an adult.

What you might see

  • The child opens part of a lunchbox, chooses food, and puts rubbish or scraps in the agreed place.
  • The child pulls on a hat before going outside and checks that it stays on.
  • The child washes and dries hands before kai with only a brief cue about the next step.

Exceeding

Going further

The child notices a complication before an adult names it and changes course while preserving the shared purpose.

What you might see

  • The child says the room is too hot, chooses water, and moves to a cooler space.
  • The child prepares a simple care item, such as a tissue or cup, before an adult suggests it.
  • The child notices a younger peer cannot reach the towel and passes it over without taking over the routine.

Try this at home

Small everyday moments where you can notice this behaviour without setting up anything special.

  • Leave drink bottle within reach in a familiar kai, rest, handwashing, dressing, or energetic play moment. Watch for initiative, hesitation, help-seeking, or a changed plan.

  • Ask the child to choose what stays and what changes; look for ownership, persistence, comparison, or compromise.

Where this comes from

The dataset source and any supporting developmental research.

  • Ministry of Education. (2017). Te Whāriki: He whāriki mātauranga mō ngā mokopuna o Aotearoa: Early childhood curriculum.

    The bicultural early childhood curriculum of Aotearoa New Zealand. Te Tāhuhu o te Mātauranga (NZ Ministry of Education), 2017 revision.