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| A quick guide to the EYLF |
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Head into any early childhood service or preschool environment and the phrase EYLF (Early Years Learning Framework) is sure to be found. But what exactly is it, and what does it mean for your child's early education?
What is the EYLF?
The EYLF is a framework for early childhood education that guides educators in developing quality, education programmes. Bringing consistency to the delivery of learning across the country, it is designed to enhance learning from birth to five, developing a foundation for learning as well as help in a child's transition into school. The EYLF is not a curriculum, so it doesn't provide centres with a detailed syllabus, instead it is a framework that consists of concepts, principles and outcomes.
The Concepts
With a strong emphasis on play-based learning, there are three basic concepts within the EYLF framework: Belonging, Being, and Becoming.
Belonging works around a child's understanding that they are part of a group – experiencing relationships and recognising family members. In the classroom, this might relate to how comfortable and confident a child is within the setting.
Being focuses on experiencing what is happening in the present and accepting diversity around them. When a child has a sense of being they can build and maintain relationships, show respect for other children, and face challenges. In the classroom this might mean understanding who they are, embracing culture, experiencing greetings and conversations.
Becoming relates to the importance of learning and reflecting in order to improve skills and gain knowledge. In the classroom this might mean reflecting on tasks, encouraging independence and building foundations for learning.
The Framework
The structure of the EYLF is provided by three key elements – Principles, Practices and Learning Outcomes.
Principles relate to values and beliefs and includes:
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Securing respectful and reciprocal relationships – supporting a child's sense of wellbeing and positively interacting with a child in their learning.
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Partnerships – working in partnership with families and collaborating with professionals to ensure learning experiences are meaningful.
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High expectations and equity – believing all children are able to succeed, regardless of ability and background.
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Respect for diversity – valuing and reflecting the values and beliefs of families.
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Ongoing learning and reflective practice – continually improving learning practices.
Practices relate to how those principles are put into practice by the educators and includes:
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Holistic approaches – paying attention to a child's physical, social, emotional and spiritual wellbeing, and fostering an understanding of the natural environment.
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Responsiveness to children – responding to individual child's strengths and interests to further extend their learning
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Learning through play – opportunities to explore, create and imagine in a positive learning environment.
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Intentional teaching – deliberate, purposeful teaching using strategies to extend problem solving and questioning.
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Learning environments – creating both indoor and outdoor environments that provide opportunity for individual and shared experiences.
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Cultural competence – celebrating diversity and effectively communicating with children and families.
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Continuity of learning and transitions – building on a child's experiences to assist in transitions and change.
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Assessment for learning – planning and evaluating each child's learning.
Learning Outcomes are used to reflect on children's learning, focusing on what a child can achieve rather than what they can't.
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Children have a strong sense of identity – where children feel safe, secure and supported, and can interact with empathy and respect.
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Children are connected with and contribute to their world – where children develop a sense of belonging, become aware of fairness, and show awareness for the environment.
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Children have a strong sense of wellbeing – where children take increasing responsibility for their own health and wellbeing.
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Children are confident and involved learners – where children develop dispositions for learning such as confidence, curiosity, commitment, enthusiasm, and cooperation.
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Children are effective communicators – where children interact verbally and non-verbally, they express ideas and understand how patterns work, and they use information and technologies to investigate ideas.
Followed successfully, the EYLF should enable children to begin formal schooling with a strong foundation for positive enquiry-led learning and to go on to become successful learners. However, as it is a framework, it is open to interpretation and each educator will have their own ideas when implementing the EYLF within their own environment. Therefore, as parents, it is important to understand the particular program and curriculum of each educator or centre.
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