Understanding the Early Years Learning Framework.
Information sourced from the Department of Education, Employment and Workplace Relations [DEEWR], 2009
The Early Years Learning Framework (EYLF) is Australia's first national Framework for early childhood educators. The purpose of the EYLF is to extend and enrich children's learning from birth to five years, and through the transition to school. The Framework forms the foundation for ensuring that children in all early childhood education and care setting experience quality teaching and learning, through a specific emphasis on play-based learning and recognises the importance of communication and language, as well as social and emotional development. The Framework has been designed for use by early childhood educators and teachers working collaboratively with families, who we acknowledge and recognise as children's first and most influential teachers.
A vision for children's learning.
Fundamental to the Framework is a view of children's lives as characterised by belonging, being and becoming. From before birth, children are connected to family, community, culture and place. AS children participate in everyday life, they develop interests and construct their own identifies and understandings of their world.
Belonging acknowledges children's independence with others and the basis of relationships in defining identifies.
Being recognises the significance of the here and now in children's lives.
Becoming reflects the process of rapid and significant change that occurs in the early years as young children learn and grow.
Principles, Practices and Learning Outcomes.
The Framework puts children’s learning at the core and comprises three inter-related elements: Principles, Practices and Learning Outcomes, in which all three elements are fundamental to early childhood pedagogy and curriculum decision making.
The Framework reflects contemporary theories and research evidence concerning children’s leaning and early childhood pedagogy through the following five Principles:
- Secure, respectful and reciprocal relationships
- High expectations and equity
- Respect for diversity
- Ongoing learning and reflective practice
The principles of early childhood pedagogy underpin our practices, and educators draw on a rich repertoire of Pedagogical Practices to promote children’s learning by:
- Adopting holistic approaches
- Being responsive to children
- Planning and implementing learning through play
- Practicing intentional teaching
- Creating physical and social learning environments that have a positive impact on children’s learning
- Valuing the culture and social contexts of children and their families
- Providing for continuity in experiences and enabling children to have successful transitions
- Assessing and monitoring children’s learning to inform provision and to support children in achieving learning outcomes.
The Framework conveys the highest expectations for all children’s learning from birth to five years, and communicates these expectations through the following five Learning Outcomes:
- Children have a strong sense of identity
- Children are connected with and contribute to their world
- Children have a strong sense of wellbeing
- Children are confident and involved learners
- Children are effective communicators.