Early Years Learning Framework
The Framework forms the foundation for ensuring that children in all early childhood education and care
settings experience quality teaching and learning. It has a specific emphasis on
play-
recognises the importance of communication and language (including early literacy and numeracy) and
social and emotional development. The Framework has been designed for use by early childhood
educators working in partnership with families, children’s first and most influential educators. As children participate in everyday life, they develop interests and construct their own identities and understandings of the world.
The diversity in family life means that children experience belonging, being and becoming in many different ways. They bring their diverse experiences,
perspectives, expectations, knowledge and skills to their learning. Children’s learning is dynamic, complex and holistic. Physical, social, emotional, personal, spiritual, creative, cognitive and linguistic aspects of learning are all intricately interwoven and interrelated. Play is a context for learning that:
• allows for the expression of personality and uniqueness
• enhances dispositions such as curiosity and
creativity
• enables children to make connections between
prior experiences and new learning
• assists children to develop relationships
and concepts
• stimulates a sense of wellbeing.
Children actively construct their own understandings and contribute to others’ learning.
They recognise their agency, capacity to initiate and lead learning, and their rights
to participate in decisions that affect them, including their learning. Viewing children
as active participants and decision makers opens up possibilities for educators to
move beyond pre-
Educators’ practices and the relationships they form with children and families have a significant effect on children’s involvement and success in learning. Children thrive when families and educators work together in partnership to support young children’s learning. Children’s early learning influences their life chances. Wellbeing and a strong sense of connection, optimism and engagement enable children to develop a positive attitude to learning. The Learning Outcomes section of the Framework provides examples of evidence of children’s learning and the educator’s role.
To view the full EYLF document, click HERE.
BELONGING
Experiencing belonging – knowing where and with whom you belong – is integral to human existence. Children belong first to a family, a cultural group, a neighbourhood and a wider community. Belonging acknowledges children’s interdependence with others and the basis of relationships in defining identities. In early childhood, and throughout life, relationships are crucial to a sense of belonging. Belonging is central to being and becoming in that it shapes who children are and who they can become.
BEING
Childhood is a time to be, to seek and make meaning of the world. Being recognises the significance of the here and now in children’s lives. It is about the present and them knowing themselves, building and maintaining relationships with others, engaging with life’s joys and complexities, and meeting challenges in everyday life. The early childhood years are not solely preparation for the future but also about the present.
BECOMING
Children’s identities, knowledge, understandings, capacities, skills and relationships change during childhood. They are shaped by many different events and circumstances. Becoming reflects this process of rapid and significant change that occurs in the early years as young children learn and grow. It emphasises learning to participate fully and actively in society.
