Fostering children's wellbeing

Security, self-worth, autonomy, self-competence, and joy

This program will support educators to understand how to identify and meet children’s needs, so

children achieve a sense of fulfilment and wellbeing. Educators will gain insight how un-met

needs influence children’s behavioural choices, and how to address these appropriately.

Educators will have a shared language to share with each other and parents, goals to pursue,

and be able to understand children’s behaviour which will excite and inspire them.

Course curriculum

    1. How to use this platform

      FREE PREVIEW

    2. Student walk through video

    3. Agreement

    4. About your facilitator - Elise Waghorn

      FREE PREVIEW

    1. Before we begin...

    2. Introducing The Phoenix Cups® Framework

    3. The Phoenix Cups Overview

      FREE PREVIEW

    4. The Phoenix Cups - An overview with Sandi Phoenix

      FREE PREVIEW

    1. What is the Safety Cup?

    2. Filling the Safety Cup Handout

    3. Recorded Webinar - Filling the Safety Cup

    4. Risk Benefit Analysis Template

    5. Safety Cup Mindmaps

    6. Resource Library

    7. Reflecting on the Safety Cup

    1. Introducing the Connection Cup

    2. Connection Cup Handout

    3. Recorded Webinar - Filling the Connection Cup

    4. The Connection Cup Mindmap

    5. Resource Library

    6. What did you learn about the Connection Cup?

    1. All about the Freedom Cup

    2. Freedom Cup Handout

    3. Recorded Webinar - Filling the Freedom Cup

    4. Freedom Cup Mindmap

    5. Resource Library

    6. Reflecting on the Freedom Cup

    1. The Mastery Cup: Explained

    2. Mastery Cup Handout

    3. Recorded Webinar - Filling the Mastery Cup

    4. The Mastery Cup Mind Map

    5. Resource Library

    6. A Reflection on the Mastery Cup

About this course

  • $298.00
  • 43 lessons
  • 3 hours of video content

Get started today

You can sign up today to access the resource library straight away. Access to the live webinar will be accessible through your login.

Sign me up!

Bonus material

  • Videos

    This course includes video content to provide further depth to your knowledge and understanding. Additionally, you will have several opportunities to join a live Q&A webinar with Elise.

  • Downloadable PDFs

    Downloadable resources that every educator needs for understanding how to support children to meet children's needs and foster psychological wellbeing.

  • Internet resources

    Web links to key learning material and helpful educator resources.

Research and evidence

This program is based on the following research, theories, and evidence

According to Noddings (2003), Needs are distinguishable from mere desires on the grounds that:

• they are innate;

• they are universal;

• their satisfaction is vital for our wellbeing (distress from non-fulfilment); and

• they lead to behaviour designed to satisfy them.

We are all motivated to choose behaviours to meet our Needs. In this course, we imagine those needs as five Cups, as determined by The Phoenix Cups framework (Phoenix, 2016). Using this analogy, every behaviour we choose is to fill a Cup. When our Cups are full (or filling), we have a strong sense of wellbeing. When they are emptying, we are driven to choose behaviours to fill them.

This program teaches educators how to confidently respond to these behaviours by understanding and responding to what need is attempting to be met, and increasing every child's sense of fulfillment.

Through this program educators will have the opportunity to thoroughly delve into how to foster security, self-worth, autonomy, self-competence and joy. Each workshop is supported by research, theory, and practical strategies to further support children’s holistic development.

This program aligns with Outcome 3, of the VEYLDF, in that children have a strong sense of wellbeing. A key role of each early childhood professional is to build children’s confidence, sense of wellbeing and security, and their motivation to engage actively in learning with others.

Our program has a strong theoretical underpinning using theories and frameworks around basic human needs, theories and principles of the Behaviour Guidance approach, and includes theorists such as Rogers and Maslow, Choice theory, guidance practitioners, and positive psychology.

Dr Louise Porter’s model of human needs, together with the Phoenix Cups framework (developed by Sandi Phoenix), further underpins the information presented throughout the course aimed to increase knowledge of children’s needs, which is paramount in shifting the educator(s) thinking about how we understand and relate to children, and how we interpret their behavioural choices as meeting a need.

This course is presented by Elise Waghorn (Masters of Education, PhD Candidate).


More information about this course

By implementing this course into a play-based setting, educators are going to be able to refine their skills and further develop their knowledge when working with young children.

Whilst all educators come from diverse disciplinary backgrounds, levels, and training experience, by completing this course, educators will have a common language to support children. When educators are working in partnership with each other they are working towards common goals and developing their communication across different discipline areas which will ultimately build a shared endeavour. Being a united team will support children and families within their community to embed rich practices that will then be reflected through children’s behavioural choices.

This course supports the individual needs of children whilst nurturing children’s evolving capacity to learn and develop at their own pace regardless of their circumstances. It recognises that each child has a unique set of needs which will change depending on the day and environment. If educators become knowledgeable in being able to meet these needs, educators can identify and implement the level of support or intervention that the child requires. Educators will become committed to equity and engage in thoughtful conversations with sustained shared thinking, and this ensures that all children have equal access to resources.

Educators will also reflect on their partnerships with families, and how to listen and support differing circumstances. Educators need to be open, non-judgmental, and have an honest approach when responding to individual families. While this course focuses on meeting children’s needs, educators will have a holistic understanding of basic human life needs, and will be able to apply the same principles to all situations – resulting in fostering children’s sense of belonging to their family, community, and early years setting.

Become an expert at planning for the Safety Cup®

Learn how to confidently foster a child's sense of security by:

  • Responding to children's need for safety

  • Developing holistic wellbeing plans

  • Proactively plan for children's sense of security

  • Provide predictability to all children in your care

  • Understand and plan for differences in individual children’s needs for safety

Filling the Safety Cup®: Fostering Security

Theory, research and practical strategies for meeting children’s need for security.

Do you work with children who:

  • Are emotional;
  • Have separation anxiety;
  • Use a high pitched cry;
  • Bite excessively;
  • Are withdrawn; or
  • Are not settling during the day? 


Learn how to confidently respond to these behaviours by increasing every child's sense of security.

This chapter will enable you to have a deeper knowledge of how to support children to fill their Safety Cup® .

The Safety Cup is the drive to get our physiological needs met as well as the need for psychological safety. This Cup is filled by health, wellness, and other bodily needs (food, water, sleep, shelter, etc), as well as emotional safety such as trust, structure, order, and predictability.

This chapter will give you practical strategies and more confidence to plan for children's holistic wellbeing and ensure children in your care have a strong sense of security.

Link theory, research and evidence to your practice and planning (Full Description at bottom of page)

  • Maslow's Hierarchy of Needs
  • The Phoenix Cups®
  • Glasser's Choice Theory

Become an expert at planning for the Connection Cup®

Learn how to confidently foster a child's self-worth by:

  • Responding to children’s need for connection and belonging

  • Developing holistic wellbeing plans

  • Proactively plan for children’s self-worth

  • Have quality relationships with all children in your care

  • Understand and plan for differences in individual children’s needs for safety

The Connection Cup®: Fostering Self-Worth

Theory, research and practical strategies for meeting children’s need for self-worth.

Do  you work with children who:

  • Physically lash out at other children;
  • Will not follow directions (‘do not listen’ to staff);
  • Have difficulty including themselves with others in play;
  • Have low self-esteem;
  • Are experiencing separation anxiety;
  • Are clingy;
  • Not settling during the day?


Learn how to confidently respond to these behaviours by increasing every child's sense of self-worth.

This chapter will enable you to have a deeper knowledge of how to support children to fill their Connection Cup®.

The Connection Cup drives our need for belonging, acceptance and love. This Cup is filled by inclusion, communication, community, affection, loyalty, and participation.

This chapter will give you practical strategies and more confidence to plan for children's holistic wellbeing, increase positive connections and engagement with children, and ensure children in your care have a strong sense of self-worth.

Link theory, research and evidence to your practice and planning (Full Description at bottom of page)

  • Maslow's Hierarchy of Needs
  • The Phoenix Cups®
  • Glasser's Choice Theory
  • Positive Psychology
  • Guidance Approach

Become an expert at planning for the Mastery Cup®

Learn how to confidently foster a child's self-competence by:

  • Responding to children’s need for mastery

  • Developing holistic wellbeing plans

  • Proactively plan for children’s self-competence

  • Understand and plan for differences in individual children’s needs for mastery

  • Empowering them to succeed

  • Recognise their achievements

  • Encourage independence

  • Validate children’s thoughts and feelings

The Mastery Cup®: Fostering Self-Competence

Theory, research and practical strategies for meeting children’s need for self-competence.

Are you an early childhood educator working with children who:

  • Physically lash out at other children;
  • Will not follow directions (‘do not listen’ to staff);
  • Have low self-esteem;
  • Are strong willed;
  • Are a high achiever;
  • Want perfectionism;
  • Seem to need a lot of control;
  • Need to ‘get their own way’?

  

Learn how to confidently respond to these behaviours by increasing every child's sense of self-competence.

This chapter will enable you to have a deeper knowledge of how to support children to fill their Mastery Cup®.

The Mastery Cup drives our need for efficacy, visibility, and self-competence. This Cup is filled by challenge, control, validation, growth, achievement, and success.

This chapter will give you practical strategies and more confidence to plan for children's holistic wellbeing, increase children’s opportunities to experience mastery, and ensure children in your care have a strong sense of self-competence.

Link theory, research and evidence to your practice and planning (Full Description at bottom of page)

  • Maslow's Hierarchy of Needs
  • The Phoenix Cups®
  • Glasser's Choice Theory
  • Positive Psychology
  • Guidance Approach

Become an expert at planning for the Fun Cup®

Learn how to confidently foster a child's sense of joy by:

  • Responding to children’s need for playfulness

  • Developing holistic wellbeing plans

  • Slowing down to enjoy pleasurable moments

  • Bringing STEAM into the classroom to stimulate learning

  • Support schematic play

  • Understand and plan for differences in individual children’s needs for fun

Filling the Fun Cup®: Fostering Joy

Theory, research and practical strategies for meeting children’s need for security.

Are you an early childhood educator working with children who:

  • Seem bored or under stimulated;
  • ‘Break rules’ while they laugh;
  • Seem to ‘push buttons’ and enjoy the reaction;
  • Need constant stimulation and entertainment;
  • Value humour but have yet to learn boundaries around ‘teasing’; or
  • Will not follow directions (‘do not listen’ to staff). 


Learn how to confidently respond to these behaviours by increasing every child's sense of joy within your program.

This chapter will enable you to have a deeper knowledge of how to support children to fill their Fun Cup®.

The Fun Cup drives our need for joy. This Cup is filled by play, humour, stimulation, novelty, and celebration.

This chapter will give you practical strategies and more confidence to plan for children's holistic wellbeing, increase a sense of fun and playfulness within you program, and ensure children in your care have a strong sense of joy.

Link theory, research and evidence to your practice and planning (Full Description at bottom of page)

  • The Phoenix Cups®
  • Glasser's Choice Theory
  • Schematic Play
  • Positive Psychology

Become an expert at planning for the Freedom Cup®

Learn how to confidently foster a child's sense of autonomy by:

  • Responding to children’s need for freedom and agency

  • Developing holistic wellbeing plans

  • Proactively plan for children’s autonomy

  • Advocating for their rights

  • Encouraging self-expression

  • Flourishing children’s creativity

  • Understand and plan for differences in individual children’s needs for freedom

The Freedom Cup®

Theory, research and practical strategies for meeting children’s need for autonomy.

Do you work with children who:

  • Are spirited;
  • Seem to be always ‘on the go’;
  • Need to make their own decisions;
  • Are strong willed;
  • Will not follow directions (‘do not listen’ to staff); or
  • Abscond or escape.

 

Learn how to confidently respond to these behaviours by increasing every child's sense of autonomy.

This chapter will enable you to have a deeper knowledge of how to support children to fill their Freedom Cup®.

The Freedom Cup is our ability to be independent, self sufficient, and freewheeling. 

This chapter will give you practical strategies and more confidence to plan for children’s autonomy needs and agency.

Link theory, research and evidence to your practice and planning (Full Description at bottom of page)

  • Maslow's Hierarchy of Needs
  • The Phoenix Cups®
  • Glasser's Choice Theory
  • Guidance Approach

Link theory, research, and evidence to your practice and planning

  • Maslow's hierarchy of needs

    In his famous 1943 paper, A Theory of Human Motivation, Maslow said that when a person has met their physiological and safety needs, their behaviour is motivated by the need for belongingness and love. He places the need for Belonging as one of the most important basic human life needs. The Connection Cup considers the middle of Maslow's hierarchy, Belongingness and Love needs.

  • The Phoenix Cups®

    A shared language, an approach, a revolutionary framework. The Phoenix Cups is a philosophical framework that your team can use to share ideas, language, and understandings about human behaviour. This course looks specifically at one of The Phoenix Cups - The Connection Cup.

  • Positive Psychology

    The PERMA model proposes that there are five elements essential to human well-being. The R in this model refers to Relationships. Humans are social animals. We have a need for connection, love, and physical and emotional contact with others. We enhance our own well-being by building strong networks. This course considers this research and the fact that children start filling their Connection Cup with relationships in this way as soon as they’re born.

  • Guidance Approach

    The guidance approached is centred on the idea that children’s behaviours are driven by an attempt to meet a need. Dan Gartrell stresses that an effective learning community is relationship rich, ensuring children’s needs for love, belonging, acceptance, and connection are met.

  • Glasser's Choice Theory

    Dr William Glasser said that we are wired through our genes toward love and belonging. In this course, this is called the Will to Fill the Connection Cup.

  • Schematic Play

    Piaget discovered that working with schemas helps us build learning around children's understanding of their world, effectively scaffolding upon previous learning to expand children's concepts and ideas. Chris Athey and Cathy Nutbrown’s subsequent research and readings around schema are articulated in this course.


This program aligns to the priority area of WELLBEING.

When children have a strong sense of wellbeing, their needs of security, self-worth, self-competence, autonomy, and joy are meet. It is being able to recognise that wellbeing incorporates physical and mental health, whilst also developing positive relationships, and children having strong attachments. As children grow, they are learning to navigate a range of different emotions and needs, yet they are not yet skilled in how to appropriately meet these needs without impacting others. This course will support educators in meeting children’s individual needs so that they have holistic wellbeing, where they can engage in healthy lifestyle practices. When these needs are meet, children will develop a strong sense of wellbeing which will enable them to engage with other children and develop their social skills and dispositions.

When educators are responding appropriately to children, by meeting their needs, and not ‘managing’ the behaviour, children are going to feel secure and respected within the relationships. Educators will develop skills to appropriately respond in a warm and supportive manner to further support children to navigate their emotions.

This five-part course will build educators capacity to recognise and respond to children’s individual needs. Educators will be responsive to children through warm and receptive interactions which will enable them to support children in all areas of their wellbeing, including physical, emotional, and social. Educators will build their abilities in developing strong relationships with children so that they can assist them in being able to communicate their feelings such as joy, sadness, frustration, and fear. This will enable them to feel confident in their abilities to identify children’s needs and respond to them appropriately. Educators will develop a range of practical strategies that they can embed into their practice, so they do not feel like they are constantly managing children’s behaviour, instead they are in partnership with children through their open collaboration. Through ongoing positive relationships with children, educators will develop a deeper understanding of the importance of positive

interactions and how this relates to a child’s health and wellbeing.

Facilitator

Phoenix Support for Educators

Facilitator, Education and Care Mentor Elise Waghorn

Elise is a huge advocate for giving children a voice in things that directly affect them. She has a passion for play-based learning and uses a strength-based approach with coaching and mentoring. Elise believes she gets the best out of educators by recognising their individual strengths and making sure they can be incorporated within their practice. Elise is the person you want in your corner! She recognises and empathises the challenging (and wonderful) job that educators have, having worked in services previously. Elise joined Phoenix Support for educators in 2016 bringing with her a wealth of knowledge and experience in education and care. In fact, Elise has taught over 21 units in The Bachelor of Early Childhood and Primary and Masters of Early Childhood and Masters of Education. In addition to her coaching and mentoring with Phoenix support for educators Elise is a collective mentor to students in the graduate program at the University of Melbourne. She is also a PhD candidate, and her studies explore scholarly Habitus in children's lifeworld's by exploring high stakes testing and educational capital. All her workshops are theory-based, as Elise heavily researches the literature to provide as much current and peer-reviewed information as possible. Elise currently delivers a number of courses and workshops including the Holistic Infant and Toddler Development series, the Fostering Children’s Wellbeing series, the Protecting Children’s Rights educator training bundle, the Educators' Toolkit for Behaviour workshop, and the Documenting to Discover workshop. She loves developing content-specific information for individual services to meet their needs.

FAQ

  • How long do I have access to this course?

    You have access to this course for 12 weeks. We estimate it will take you about 3 hours to complete each individual chapter.

  • Where will I find the webinar link?

    To join the Q&A webinars, just log in, click on the corresponding chapter and scroll down to the lesson called 'Live webinar'. Once you find the lesson all you will need to do is press the button in the centre of the page.

  • Will the webinar be recorded?

    Yes! This webinar will be recorded and uploaded to the course under the lesson titled Recorded Webinar. This will be done 24-48 hours after the live.

  • How do I get my certificates?

    To receive your certificate, you must click on 'Complete & Continue' on every page. Once you've done this your certificate download button should come up in the top left corner of your course, where the progress bar is.

What educators are saying about this course:

5 star rating

Fostering wellbeing, security, self worth, autonomy, self...

Mary Tsourekis

Great information - food for thought. The information is current and applicable to all. It is well presented and very informative. It is broken down simply u...

Read More

Great information - food for thought. The information is current and applicable to all. It is well presented and very informative. It is broken down simply under headings making it easy to follow. Great course, all educators should take it.

Read Less
5 star rating

Informative

Georgia Gertos

Quite a good course to get started with and begin to think about changes that can be made to support the children to feel safe and secure.

Quite a good course to get started with and begin to think about changes that can be made to support the children to feel safe and secure.

Read Less