The design and development of the curriculum is guided by the Belonging, Being and Becoming: Early Years Learning Framework for Australia (2009),known as Early Years Learning Framework.
Early Years Learning Framework
The Early Years Learning Framework is the mandatory framework for NSW and other states in Australia. I has been developed to ensure your child receives the highest quality education programs in their early childhood setting. Early Childhood is a vital time for them to learn and develop and our service strives to provide the highest quality education and care from birth through to our Preschool Rooms.The Framework‘s vision is for all children to experience play-based learning that is engaging and builds success for life.
Educators’ use the Framework in partnership with families, children’s first and most influential educators, to develop learning programs responsive to children’s ideas, interests, culture, strengths and abilities, and recognise that children learn through their play.
The Early Years Learning Framework describes childhood as a time of belonging, being and becoming.
- Belonging is the basis for living a fulfilling life. Children feel they belong because of the relationships they have with their family, community, culture and place.
- Being is about living here and now. Childhood is a special time in life and children need time to just ‘be’—time to play, try new things and have fun.
- Becoming is about the learning and development that young children experience. Children start to form their sense of identity from an early age, which shapes the type of adult they will become.
Play is Learning
Play is very important for children. Through play babies and young children explore and learn to understand the world around them as they come to communicate, discover, imagine and create.
When children play they are showing what they have learned and what they are trying to understand. This is why play is one of the foundations of the Early Years Learning Framework.
By using this Framework educators will guide your child’s play by carefully designing learning activities and stimulating indoor and outdoor learning environments.
Relationships are Key
It is well known that children learn best when they have secure relationships with caring adults. When children from a very early age develop trusting relationships they feel more confident and able to explore and learn.
In early childhood settings, when children feel emotionally secure they learn through play to develop the skills and understandings they need to interact positively with others and gradually learn to take responsibility.
How will it Work?
The Framework focuses on your child’s learning. Educators will work with you in order to get to know your child well. They will create a learning program that builds on your child’s interests and abilities, and keep you in touch with your child’s progress.
Through the Framework’s five learning goals educators will assist your child to develop
- a strong sense of their identity
- connections with their world
- a strong sense of wellbeing
- confidence and involvement in their learning
- effective communication skills
The EYLF describes a learning outcome as a skill, knowledge or disposition educators can actively promote in early childhood settings in collaboration with children and families.
The following learning outcomes are from the EYLF. These outcomes are constantly promoted in our care and education with children everyday in routines, planned and spontaneous learning opportunities. Educators plan for children’s learning with the outcomes in mind.
Educators continually plan routines, learning experiences and environments coupled with meaningful interactions to guide children’s learning on a daily basis with these five outcomes in mind. Your input as a parent is paramount to development a stimulating curriculum for your child and we welcome family input .The most significant reflections of the child’s daily learning will be documented on curriculum planning sheets across the week in your child’s room. Some learning may be continue on the next day, week or for weeks while others many not. Assessment samples and reflections of leaning will be collected for your child’s learning book.
Outcome 1: Children have a strong sense of identity
- Children feel safe, secure, and supported
- Children develop their emerging autonomy, inter-dependence, resilience and sense of agency
- Children develop knowledgeable and confident self identities
- Children learn to interact in relation to others with care, empathy and respect
Outcome 2: Children are connected with and contribute to their world
- Children develop a sense of belonging to groups and communities and an understanding of the
reciprocal rights and responsibilities necessary for active community participation
- Children respond to diversity with respect
- Children become aware of fairness
- Children become socially responsible and show respect for the environment
Outcome 3: Children have a strong sense of wellbeing
- Children become strong in their social and emotional wellbeing
- Children take increasing responsibility for their own health and physical wellbeing
Outcome 4: Children are confident and involved learners
- Children develop dispositions for learning such as curiosity, cooperation, confidence, creativity, commitment, enthusiasm, persistence, imagination and reflexivity
- Children develop a range of skills and processes such as problem solving, enquiry, experimentation, hypothesising, researching and investigating
- Children transfer and adapt what they have learned from one context to another
- Children resource their own learning through connecting with people, place, technologies and natural and processed materials
Outcome 5: Children are effective communicators
- Children interact verbally and non-verbally with others for a range of purposes
- Children engage with a range of texts and gain meaning from these texts
- Children express ideas and make meaning using a range of media
- Children begin to understand how symbols and pattern systems work
- Children use information and communication technologies to access information, investigate ideas and represent their thinking
Your Child’s Progress
We encourage you to keep in touch with your child’s educator regularly to discuss your child’s progress. Educators may use photos or keep a learning book of your child’s work to show what your child is learning, how they are developing and what particular learning interests them.
Educators document children’s learning toward each of the learning outcomes in each child’s file. You are welcome to view these record at any time. Please ask your child’s educator to provide
Before your child starts school educators are happy to assist your child’s new teacher with information about your child’s learning and development. This will help ensure that your child’s new school is well prepared to continue your child’s learning.
By working together parents and educators can enhance a child’s learning and wellbeing. As the most important person in your child’s life you can make a difference by talking regularly with your child’s early childhood educator and asking about their learning. Information (family input) you provide allows educators to link your child’s experiences at home with the time they spend together in the early childhood setting.
Find out more
To find out more or to access translations visit education.gov.au/early-childhood-and-child-care or ask your child’s early childhood educator.
Adapted from publication produced by the Australian Government Department of Education, Employment and Workplace Relations for the Council of Australian Governments.