Strength-Based Approach

Strengths-based approaches are evident in early childhood education and care (ECEC) curriculum and policy documents such as the Early Years Learning Framework (Department of Education, Employment and Workplace Relations, DEEWR 2009), and the National Quality Framework (Department of Education 2013).

The Strength-Based Approach is reflected in the fundamental characteristics of the Early Years Learning Framework’s Belonging, Being and Becoming, and its view of children as competent and capable learners (Fenton. MacDonald. & McFarland. 2016). The EYLF states, "Viewing children as active participants and decision makers opens up possibilities for educators to move beyond pre-conceived expectations about what children can do and learn" (DEEWR 2009.

p.9). The Strengths Approach emphasises people’s ability to be their own agents of change and is applied by creating conditions for people to identify, value, and mobilise their strengths, capacities and resources (McCashen 2005).
Strength-based approach acknowledges families as valuable assets to children’s education and well-being
Using a strength approach offer a new perspective to look at challenging situations, that shift focus from what is wrong and not working to what ha a potential and what is working. From this perspective it is possible to think about solutions to a problem that build about what it is already working (Drolet., Paquin., & Soutyrine. 2007). The strengths approach creates opportunity for an individual's innate interests and abilities to be acknowledged. This has a powerful effect on engagement with learning, and the development of resilience and self-esteem. (Russell Carter. Chard. & Pool. 2009)

Using a strength approach consists of questioning strategies to identify what works for the child and how it works so that those strategies can be continued and developed to match the child’s abilities (McCashen, 2005). In other words, the strength-based approach is about assisting people (educators, children, families) to build a picture of what a child’s learning and development could look like in the future.

Using a strength approach in early childhood education encourages educators to work collaboratively with children and parents to identify strengths and resources that facilitate children’s learning (Fenton. MacDonald. & McFarland. 2016). Knowing children’s strength gives educators a more balanced understanding of each child, and to plan and implement a curriculum that respond to children’s interests and strengths.