Early Years Learning Framework
(the Framework)
Introduction / Summary
Emphasis
importance of communication and learning (including early literacy and numeracy)
social and emotional development
Play-based learning
United Nations Convention on the Rights of the Child
Early childhood educators guided by the Framework will reinforce in their daily practice the principles laid out in the United Nations Convention on the Rights of the Child (the Convention).
Melbourne Declaration on Education Goals for Young Australians
the Framework supports Goal 2: All young Australians become:
-Successful learners
-Confident and creative individuals
-Active and informed citizens
Definition:a context for learning through which children organise and make sense of their social worlds, as they engage actively with people, objects and representations.
Elements of the Framework
Children's lives characterised by:
Belonging
Being
Becoming
knowing where and with whom you belong
Childhood is a time to be, to seek and make meaning of the world
Children's identities, knowledge, understandings, capacities, skills and relationships change during childhood.
Three elements
Learning Outcomes
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
Definition: a skill, knowledge or disposition that educators can actively promote in early childhood settings, in collaboration with children and families
Children have a strong sense of identity
Principles
Practice
1. Secure, respectful and reciprocal relationships
2. Partnerships
Partnerships with family
families are children's first and most influential teachers
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
engage in shared decision-making
3. High expectations and equity
4. Respect for diversity
5. Ongoing learning and reflective practice
adopting 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.