Early Years Learning Framework

The Australian Government has a long list of policy agenda’s and as a result the Education system within Australia is getting a revamp. This is just one of the documents that is being implemented nationwide to ensure a more unified schooling system within Australia. This document is to ensure that all children are receiving high quality care and is working towards providing better teachers to provide this care.

The Early Years Learning Framework (EYLF) will be used within child care based settings providing care from birth to five years . Within Victoria it is being implemented across birth to eight years (K-2). It is not a syllabus document; it does not dictate how to teach or what to teach children, it is a document that ensures that the children within these prior to school settings are developing a holistic sense of themselves, their community and the bigger world around them. It replaces the other curriculum documents that were in place in each state and aims to ensure that children are being given the highest quality early childhood education.

“Belonging, Being & Becoming” is the title of the document and details the learning that takes place in early childhood.

Belonging acknowledges that each child’s identity is moulded from their family and cultural background, the wider community and the formation of these relationships.
Being recognises that learning needs to be within the present, and that the teachers and children need to be co-constructing their knowledge, skills and attitudes.
Becoming acknowledges during early childhood children learn and develop quickly as they develop new understandings, skills and information through life experiences.

The document is then looked at through practice, learning outcomes and principles. Which then show how the principles support the practice which guides and assists children in making progress towards the learning outcomes.

Current early childhood theories are reflected within the principles. They include:
:: Having secure, respectful and reciprocal relationships
:: Developing partnerships with families
:: Having high expectations and wanting children to succeed and being equitable to all children
:: Respecting diversity
:: Early childhood professionals engaging in ongoing learning and reflective practice
(Taken from EYLF, p.12)

The use of teaching techniques is where the practice is implemented. Some of the techniques that the EYLF details are:
:: Having holistic approaches
:: Being responsive to children
:: Planning and implementing learning through play
:: Intentional teaching
:: Creating physical and social learning environments that have a positive impact on children’s learning
:: Valuing the cultural and social contexts of children and their families
:: Providing for continuity in experiences and enabling children to have successful transition
:: Assessing and monitoring children’s learning to inform provision and to support children in achieving learning outcomes
(Taken from EYLF, p.14)

The five learning outcomes are highlighting the integrated and complex learning and development that takes place from birth to five years. The outcomes are:
:: 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
(Taken from EYLF, p.19)

As this is a new document, it is still being rolled out within early childhood settings across Australia and is used in conjunction with the other practices currently in place and will work with the new developments that are being developed.

Is your prior to school setting implementing this document {that you work in or that your children attend?}

{NOTE: This post is my own information and my own opinion. I also wrote this post for www.familyactivities.com.au.}