The Early Years Learning Framework (EYLF)

What is the EYLF?

The EYLF is an Early Childhood Curriculum framework, which our educators use as a guide in developing quality education programmes. The framework outlines principles, practice and outcomes to support and enhance young children's learning from birth to five years, as well as their transition to school.

What are the EYLF principles?

The following are five Principles that reflect contemporary theories and research evidence concerning children’s learning and early childhood pedagogy. The Principles underpin practice that is focused on assisting all children to make progress in relation to the Learning Outcomes.

1. SECURE, RESPECTFUL AND RECIPROCAL RELATIONSHIPS

Educators who are attuned to children’s thoughts and feelings, support the development of a strong sense of wellbeing. They positively interact with the young child in their learning. Research has shown that babies are both vulnerable and competent. Babies’ first attachments within their families and within other trusting relationships provide them with a secure base for exploration and learning. Through a widening network of secure relationships, children develop confidence and feel respected and valued. They become increasingly able to recognise and respect the feelings of others and to interact positively with them. Educators who give priority to nurturing relationships and providing children with consistent emotional support can assist children to develop the skills and understandings they need to interact positively with others. They also help children to learn about their responsibilities to others, to appreciate their connectedness and interdependence as learners, and to value collaboration and teamwork.

2. PARTNERSHIPS

Learning outcomes are most likely to be achieved when early childhood educators work in partnership with families. Educators recognise that families are children’s first and most influential teachers. They create a welcoming environment where all children and families are respected and actively encouraged to collaborate with educators about curriculum decisions in order to ensure that learning experiences are meaningful. Partnerships are based on the foundations of understanding each other’s expectations and attitudes, and build on the strength of each others’ knowledge. In genuine partnerships, families and early childhood educators: 

Value each other’s knowledge of each child

Value each other’s contributions to and roles in each child’s life

 Trust each other

Communicate freely and respectfully with each other

 Share insights and perspectives about each child and engage in shared decision-making

Partnerships also involve educators, families and support professionals working together to explore the learning potential in every day events, routines and play so that children with additional needs are provided with daily opportunities to learn from active participation and engagement in these experiences in the home and in early childhood or specialist settings.

3. HIGH EXPECTATIONS AND EQUITY

Early childhood educators who are committed to equity believe in all children’s capacities to succeed, regardless of diverse circumstances and abilities. Children progress well when they, their parents and educators hold high expectations for their achievement in learning.  Educators recognise and respond to barriers to children achieving educational success. In response they challenge practices that contribute to inequities and make curriculum decisions that promote inclusion and participation of all children. By developing their professional knowledge and skills, and working in partnership with children, families, communities, other services and agencies, they continually strive to find equitable and effective ways to ensure that all children have opportunities to achieve learning outcomes.

4. RESPECT FOR DIVERSITY

There are many ways of living, being and of knowing. Children are born belonging to a culture, which is not only influenced by traditional practices, heritage and ancestral knowledge, but also by the experiences, values and beliefs of individual families and communities. Respecting diversity means within the curriculum valuing and reflecting the practices, values and beliefs of families. Educators honour the histories, cultures, languages, traditions, child rearing practices and lifestyle choices of families. They value children’s different capacities and abilities and respect differences in families’ home lives. Educators recognise that diversity contributes to the richness of our society and provides a valid evidence base about ways of knowing. For Australia it also includes promoting greater understanding of Aboriginal and Torres Strait Islander ways of knowing and being. When early childhood educators respect the diversity of families and communities, and the aspirations they hold for children, they are able to foster children’s motivation to learn and reinforce their sense of themselves as competent learners. They make curriculum decisions that uphold all children’s rights to have their cultures, identities, abilities and strengths acknowledged and valued, and respond to the complexity of children’s and families’ lives. Educators think critically about opportunities and dilemmas that can arise from diversity and take action to redress unfairness. They provide opportunities to learn about similarities and difference and about interdependence and how we can learn to live together.

5. ONGOING LEARNING AND REFLECTIVE PRACTICE

Educators continually seek ways to build their professional knowledge and develop learning communities. They become co-learners with children, families and community, and value the continuity and richness of local knowledge shared by community members, including Aboriginal and Torres Strait Islander Elders. Reflective practice is a form of ongoing learning that involves engaging with questions of philosophy, ethics and practice. Its intention is to gather information and gain insights that support, inform and enrich decision-making about children’s learning. As professionals, early childhood educators examine what happens in their settings and reflect on what they might change. Critical reflection involves closely examining all aspects of events and experiences from different perspectives. Educators often frame their reflective practice within a set of overarching questions, developing more specific questions for particular areas of enquiry.

What are the EYLF practices?

The principles of early childhood pedagogy underpin practice. Educators draw on a rich repertoire of pedagogical practices to promote children’s learning by:

 ADOPTING HOLISTIC APPROACHES

Holistic approaches to teaching and learning recognise the connectedness of mind, body and spirit . When early childhood educators take a holistic approach they pay attention to children’s physical, personal, social, emotional and spiritual wellbeing as well as cognitive aspects of learning. While educators may plan or assess with a focus on a particular outcome or component of learning, they see children’s learning as integrated and interconnected. They recognise the connections between children, families and communities and the importance of reciprocal relationships and partnerships for learning. They see learning as a social activity and value collaborative learning and community participation. An integrated, holistic approach to teaching and learning also focuses on connections to the natural world. Educators foster children’s capacity to understand and respect the natural environment and the interdependence between people, plants, animals and the land.

RESPONSIVENESS TO CHILDREN

Educators are responsive to all children’s strengths, abilities and interests. They value and build on children’s strengths, skills and knowledge to ensure their motivation and engagement in learning. They respond to children’s expertise, cultural traditions and ways of knowing, the multiple languages spoken by some children, particularly Aboriginal and Torres Strait Islander children, and the strategies used by children with additional needs to negotiate their every day lives. Educators are also responsive to children’s ideas and play, which form an important basis for curriculum decision-making. In response to children’s evolving ideas and interests, educators assess, anticipate and extend children’s learning via open ended questioning, providing feedback, challenging their thinking and guiding their learning. They make use of spontaneous ‘teachable moments’ to scaffold children’s learning. Responsive learning relationships are strengthened as educators and children learn together and share decisions, respect and trust. Responsiveness enables educators to respectfully enter children’s play and ongoing projects, stimulate their thinking and enrich their learning. Examples of how educators can reflect on their practice can be found in the description of the Learning Outcomes. Scaffold: the educators’ decisions and actions that build on children’s existing knowledge and skills to enhance their learning.

LEARNING THROUGH PLAY

Play provides opportunities for children to learn as they discover, create, improvise and imagine. When children play with other children they create social groups, test out ideas, challenge each other’s thinking and build new understandings. Play provides a supportive environment where children can ask questions, solve problems and engage in critical thinking. Play can expand children’s thinking and enhance their desire to know and to learn. In these ways play can promote positive dispositions towards learning. Children’s immersion in their play illustrates how play enables them to simply enjoy being. Early childhood educators take on many roles in play with children and use a range of strategies to support learning. They engage in sustained shared conversations with children to extend their thinking5 .They provide a balance between child led, child initiated and educator supported learning. They create learning environments that encourage children to explore, solve problems, create and construct. Educators interact with babies and children to build attachment. They use routines and play experiences to do this. They also recognise spontaneous teachable moments as they occur, and use them to build on children’s learning. Early childhood educators work with young children to promote and model positive ways to relate to others. They actively support the inclusion of all children in play, help children to recognise when play is unfair and offer constructive ways to build a caring, fair and inclusive learning community. Intentional teaching: involves educators being deliberate, purposeful and thoughtful in their decisions and action. Intentional teaching is the opposite of teaching by rote or continuing with traditions simply because things have ‘always’ been done that way. 

INTENTIONAL TEACHING

Intentional teaching is deliberate, purposeful and thoughtful. Educators who engage in intentional teaching recognise that learning occurs in social contexts and that interactions and conversations are vitally important for learning. They actively promote children’s learning through worthwhile and challenging experiences and interactions that foster high-level thinking skills. They use strategies such as modelling and demonstrating, open questioning, speculating, explaining, engaging in shared thinking and problem solving to extend children’s thinking and learning. Educators move flexibly in and out of different roles and draw on different strategies as the context changes. They plan opportunities for intentional teaching and knowledge-building. They document and monitor children’s learning.

LEARNING ENVIRONMENTS

Learning environments are welcoming spaces when they reflect and enrich the lives and identities of children and families participating in the setting and respond to their interests and needs. Environments that support learning are vibrant and flexible spaces that are responsive to the interests and abilities of each child. They cater for different learning capacities and learning styles and invite children and families to contribute ideas, interests and questions. Outdoor learning spaces are a feature of Australian learning environments. They offer a vast array of possibilities not available indoors. Play spaces in natural environments include plants, trees, edible gardens, sand, rocks, mud, water and other elements from nature. These spaces invite open-ended interactions, spontaneity, risk-taking, exploration, discovery and connection with nature. They foster an appreciation of the natural environment, develop environmental awareness and provide a platform for ongoing environmental education. Indoor and outdoor environments support all aspects of children’s learning and invite conversations between children, early childhood educators, families and the broader community. They promote opportunities for sustained shared thinking and collaborative learning. Materials enhance learning when they reflect what is natural and familiar and also introduce novelty to provoke interest and more complex and increasingly abstract thinking. For example, digital technologies can enable children to access global connections and resources, and encourage new ways of thinking. Environments and resources can also highlight our responsibilities for a sustainable future and promote children’s understanding about their responsibility to care for the environment. They can foster hope, wonder and knowledge about the natural world. Educators can encourage children and families to contribute ideas, interests and questions to the learning environment. They can support engagement by allowing time for meaningful interactions, by providing a range of opportunities for individual and shared experiences, and by finding opportunities for children to go into and contribute to their local community.

 

 CULTURAL COMPETENCE

Educators who are culturally competent respect multiple cultural ways of knowing, seeing and living, celebrate the benefits of diversity and have an ability to understand and honour differences. This is evident in everyday practice when educators demonstrate an ongoing commitment to developing their own cultural competence in a two way process with families and communities. Educators view culture and the context of family as central to children’s sense of being and belonging, and to success in lifelong learning. Educators also seek to promote children’s cultural competence.  Cultural competence is much more than awareness of cultural differences. It is the ability to understand, communicate with, and effectively interact with people across cultures. Cultural competence encompasses:

 being aware of one’s own world view

developing positive attitudes towards cultural differences

gaining knowledge of different cultural practices and world views

developing skills for communication and interaction across cultures.

CONTINUITY OF LEARNING AND TRANSITIONS

Children bring family and community ways of being, belonging and becoming to their early childhood settings. By building on these experiences educators help all children to feel secure, confident and included and to experience continuity in how to be and how to learn. Transitions, including from home to early childhood settings, between settings, and from early childhood settings to school, offer opportunities and challenges. Different places and spaces have their own purposes, expectations and ways of doing things. Building on children’s prior and current experiences helps them to feel secure, confident and connected to familiar people, places, events and understandings. Children, families and early childhood educators all contribute to successful transitions between settings. In partnership with families, early childhood educators ensure that children have an active role in preparing for transitions. They assist children to understand the traditions, routines and practices of the settings to which they are moving and to feel comfortable with the process of change. Early childhood educators also help children to negotiate changes in their status or identities, especially when they begin full-time school. As children make transitions to new settings (including school) educators from early childhood settings and schools commit to sharing information about each child’s knowledge and skills so learning can build on foundations of earlier learning. Educators work collaboratively with each child’s new educator and other professionals to ensure a successful transition.

ASSESSMENT FOR LEARNING

Assessment for children’s learning refers to the process of gathering and analysing information as evidence about what children know, can do and understand. It is part of an ongoing cycle that includes planning, documenting and evaluating children’s learning. It is important because it enables educators in partnership with families, children and other professionals to:

plan effectively for children’s current and future learning

 communicate about children’s learning and progress

 determine the extent to which all children are progressing toward realising learning outcomes and if not, what might be impeding their progress

 identify children who may need additional support in order to achieve particular learning outcomes, providing that support or assisting families to access specialist help 

 evaluate the effectiveness of learning opportunities, environments and experiences offered and the approaches taken to enable children’s learning

reflect on pedagogy that will suit this context and these children. 

Educators use a variety of strategies to collect, document, organise, synthesise and interpret the information that they gather to assess children’s learning. They search for appropriate ways to collect rich and meaningful information that depicts children’s learning in context, describes their progress and identifies their strengths, skills and understandings. More recent approaches to assessment also examine the learning strategies that children use and reflect ways in which learning is co-constructed through interactions between the educator and each child. Used effectively, these approaches to assessment become powerful ways to make the process of learning visible to children and their families, educators and other professionals.

What are the EYLF Outcomes?

The five Learning Outcomes are designed to capture the integrated and complex learning and development of all children across the birth to five age range. The outcomes are:

OUTCOME 1: CHILDREN HAVE A STRONG SENSE OF IDENTITY

Belonging, being and becoming are integral parts of identity. Children learn about themselves and construct their own identity within the context of their families and communities. This includes their relationships with people, places and things and the actions and responses of others. Identity is not fixed. It is shaped by experiences. When children have positive experiences they develop an understanding of themselves as significant and respected, and feel a sense of belonging. Relationships are the foundations for the construction of identity – ‘who I am’, ‘how I belong’ and ‘what is my influence?’ In early childhood settings children develop a sense of belonging when they feel accepted, develop attachments and trust those that care for them. As children are developing their sense of identity, they explore different aspects of it (physical, social, emotional, spiritual, cognitive), through their play and their relationships. When children feel safe, secure and supported they grow in confidence to explore and learn. The concept of being reminds educators to focus on children in the here and now, and of the importance of children’s right to be a child and experience the joy of childhood. Being involves children developing an awareness of their social and cultural heritage, of gender and their significance in their world. Becoming includes children building and shaping their identity through their evolving experiences and relationships which include change and transitions. Children are always learning about the impact of their personal beliefs and values. Children’s agency, as well as guidance, care and teaching by families and educators shape children’s experiences of becoming.

OUTCOME 2: CHILDREN ARE CONNECTED WITH AND CONTRIBUTE TO THEIR WORLD

 

Experiences of relationships and participation in communities contribute to children’s belonging, being and becoming. From birth children experience living and learning with others in a range of communities. These might include families, local communities or early childhood settings. Having a positive sense of identity and experiencing respectful, responsive relationships strengthens children’s interest and skills in being and becoming active contributors to their world. As children move into early childhood settings they broaden their experiences as participants in different relationships and communities. Over time the variety and complexity of ways in which children connect and participate with others increases. Babies participate through smiling, crying, imitating, and making sounds to show their level of interest in relating to or participating with others. Toddlers participate and connect with other toddlers through such gestures as offering their teddy to a distressed child or welcoming a new child enthusiastically. Older children show interest in how others regard them and understandings about friendships. They develop understandings that their actions or responses affect how others feel or experience belonging. When educators create environments in which children experience mutually enjoyable, caring and respectful relationships with people and the environment, children respond accordingly. When children participate collaboratively in everyday routines, events and experiences and have opportunities to contribute to decisions, they learn to live interdependently. Children’s connectedness and different ways of belonging with people, country and communities helps them to learn ways of being which reflect the values, traditions and practices of their families and communities. Over time this learning transforms the ways they interact with others.

OUTCOME 3: CHILDREN HAVE A STRONG SENSE OF WELLBEING

 

Wellbeing incorporates both physical and psychological aspects and is central to belonging, being and becoming. Without a strong sense of wellbeing it is difficult to have a sense of belonging, to trust others and feel confident in being, and to optimistically engage in experiences that contribute to becoming. Wellbeing includes good physical health, feelings of happiness, satisfaction and successful social functioning. It influences the way children interact in their environments. A strong sense of wellbeing provides children with confidence and optimism which maximise their learning potential. It encourages the development of children’s innate exploratory drive, a sense of agency and a desire to interact with responsive others. Wellbeing is correlated with resilience, providing children with the capacity to cope with day-to day stress and challenges. The readiness to persevere when faced with unfamiliar and challenging learning situations creates the opportunity for success and achievement. Children’s learning and physical development is evident through their movement patterns from physical dependence and reflex actions at birth, to the integration of sensory, motor and cognitive systems for organised, controlled physical activity for both purpose and enjoyment. Children’s wellbeing can be affected by all their experiences within and outside of their early childhood settings. To support children’s learning, it is essential that educators attend to children’s wellbeing by providing warm, trusting relationships, predictable and safe environments, affirmation and respect for all aspects of their physical, emotional, social, cognitive, linguistic, creative and spiritual being. By acknowledging each child’s cultural and social identity, and responding sensitively to their emotional states, educators build children’s confidence, sense of wellbeing and willingness to engage in learning. Children’s developing resilience and their ability to take increasing responsibility for self-help and basic health routines promote a sense of independence and confidence. As they experience being cared for by educators and others, they become aware of the importance of living and learning interdependently with others. Learning about healthy lifestyles, including nutrition, personal hygiene, physical fitness, emotions and social relationships is integral to wellbeing and self-confidence. Physical wellbeing contributes to children’s ability to concentrate, cooperate and learn. As children become more independent they can take greater responsibility for their health, hygiene and personal care and become mindful of their own and others’ safety. Routines provide opportunities for children to learn about health and safety. Good nutrition is essential to healthy living and enables children to be active participants in play. Early childhood settings provide many opportunities for children to experience a range of healthy foods and to learn about food choices from educators and other children. Physical activity and attention to fine and gross motor skills provide children with the foundations for their growing independence and satisfaction in being able to do things for themselves.

OUTCOME 4: CHILDREN ARE CONFIDENT AND INVOLVED LEARNERS

 

A sense of security and sound wellbeing gives children the confidence to experiment and explore and to try out new ideas, thus developing their competence and becoming active and involved participants in learning. Children are more likely to be confident and involved learners when their family and community experiences and understandings are recognised and included in the early childhood setting. This assists them to make connections and to make sense of new experiences. Children use processes such as exploration, collaboration and problem solving across all aspects of curriculum. Developing dispositions such as curiosity, persistence and creativity enables children to participate in and gain from learning. Effective learners are also able to transfer and adapt what they have learned from one context to another and to locate and use resources for learning. In a supportive active learning environment, children who are confident and involved learners are increasingly able to take responsibility for their own learning, personal regulation and contribution to the social environment. Connections and continuity between learning experiences in different settings make learning more meaningful and increase children’s feelings of belonging. Children develop understandings of themselves and their world through active, hands-on investigation. A supportive active learning environment encourages children’s engagement in learning which can be recognised as deep concentration and complete focus on what captures their interests. Children bring their being to their learning. They have many ways of seeing the world, different processes of learning and their own preferred learning styles. Active involvement in learning builds children’s understandings of concepts and the creative thinking and inquiry processes that are necessary for lifelong learning. They can challenge and extend their own thinking, and that of others, and create new knowledge in collaborative interactions and negotiations. Children’s active involvement changes what they know, can do, value and transforms their learning. Educators’ knowledge of individual children is crucial to providing an environment and experiences that will optimise children’s learning.

OUTCOME 5: CHILDREN ARE EFFECTIVE COMMUNICATORS

 

Communication is crucial to belonging, being and becoming. From birth children communicate with others using gestures, sounds, language and assisted communication. They are social beings who are intrinsically motivated to exchange ideas, thoughts, questions and feelings, and to use a range of tools and media, including music, dance and drama, to express themselves, connect with others and extend their learning. Children’s use of their home languages underpins their sense of identity and their conceptual development. Children feel a sense of belonging when their language, interaction styles and ways of communicating are valued. They have the right to be continuing users of their home language as well as to develop competency in Standard Australian English. Literacy and numeracy capabilities are important aspects of communication and are vital for successful learning across the curriculum. Literacy is the capacity, confidence and disposition to use language in all its forms. Literacy incorporates a range of modes of communication including music, movement, dance, story telling, visual arts, media and drama, as well as talking, listening, viewing, reading and writing. Contemporary texts include electronic and print based media. In an increasingly technological world, the ability to critically analyse texts is a key component of literacy. Children benefit from opportunities to explore their world using technologies and to develop confidence in using digital media. Numeracy is the capacity, confidence and disposition to use mathematics in daily life. Children bring new mathematical understandings through engaging with problem solving. It is essential that the mathematical ideas with which young children interact are relevant and meaningful in the context of their current lives. Educators require a rich mathematical vocabulary to accurately describe and explain children’s mathematical ideas and to support numeracy development. Spatial sense, structure and pattern, number, measurement, data argumentation, connections and exploring the world mathematically are the powerful mathematical ideas children need to become numerate. Experiences in early childhood settings build on the range of experiences with language, literacy and numeracy that children have within their families and communities. Positive attitudes and competencies in literacy and numeracy are essential for children’s successful learning. The foundations for these competencies are built in early childhood.

This information has been derived from Australian Government's Department of education and Training https://docs.education.gov.au/node/2632

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