Early Years Learning Framework (EYLF)
The following is extracted from www.mychild.gov.au.
What is the Early Years Learning Framework (EYLF)?
The EYLF is an early childhood curriculum framework, which will guide early childhood educators in developing quality, early childhood education programmes.
The framework describes the principles, practice and outcomes to support and enhance young children’s learning from birth to five years, as well as their transition to school. This will help ensure consistency in the delivery of learning programmes around Australia.
Why is the EYLF beneficial for the children?
The EYLF has been developed collaboratively by the Australian and state and territory governments with substantial input from the child care and early learning sector and early childhood academics. The framework included feedback from an extensive consultation process, including two national symposiums, national public consultation forums, focus groups, an online forum and case-study trials.
Parents can be confident that the framework supports early childhood educators to focus their practice on delivering quality learning opportunities for young children.
The EYLF underpins universal access to early childhood education and has been included in the National Quality Standard (NQS) to ensure delivery of nationally-consistent and quality early childhood programmes across the country.
What are the key elements of the framework?
The EYLF has a strong emphasis on play-based learning. The framework also recognises the importance of communication and language (including early literacy and numeracy) and social and emotional development. In addition, the framework has a focus on successful transition to formal schooling.
For families who would like to have more information about the framework, please refer to https://education.gov.au/early-years-learning-framework.
Play Based Learning
At Beecroft Long Day and Early Learning Centre we run a play-based and interest-based program. We strongly believe that play is the way in which children naturally learn. This does not mean that the children just do what they like all day. Play creates a brain that has increased ‘flexibility and improved potential for learning later in life’ (Lester & Russell, 2008, p. 9).
Many have the perception that children just come to day care to “play”. When in fact young children’s play allows them to explore, identify, negotiate, take risks and create meaning. Children who engage in quality play experiences are more likely to have well-developed memory skills, language development, and are able to regulate their behaviour, leading to enhanced school adjustment and academic learning (Bodrova & Leong, 2005).
We are committed to providing a curriculum that promotes best practices, is inclusive for all children and accessible by all families in the community, and which is supported by the Early Years Learning Framework (EYLF). EYLF provides a direction for educators to facilitate children’s learning expectations through 5 learning outcomes:
- Children have a strong sense of identity;
- Children are connected with and contribute to their world;
- Children have a strong sense of well-being;
- Children are confident and involved learners; and
- Children are effective communicators.
The programme includes all the interactions, experiences, activities, routines, and events planned and unplanned, occurring at the service, which foster the children’s learning and development.
All educators regularly attend training and professional development to keep themselves abreast of the current early childhood theories and best practices for developing the children’s programmes. New and innovative ideas are supported and encouraged.
Individual observations will be completed regularly and these will be documented on Storypark. Your child’s learning will also be included in a learning stories, documenting bigger group learning experiences and specific topics of interests.
We value family input and understand the importance to incorporate aspects of family life into our program. we strongly encourage you to have conversations with your child’s teacher on a regular basis to give feedback on the current program, share any ideas you may have and communicate your child’s current interests and needs.
Transition from Crabs (2-3) to Dolphins (3-6)
When it comes to the time where majority of the toddlers are at the age of 3 years, they may not be able to move up immediately into the preschool room due to the space and staff ratios. In this case, the toddler room leader will collaborate with the Early Childhood Teacher to create a joint learning program for all the 3 year olds. The toddlers will get the opportunity to join in the preschool class every Tuesday and Thursday mornings for 2 hours. We would like to reassure parents that their child will not miss out and that they get the opportunity to participate in more challenging experiences to ensure they have a smoother transition into the preschool room.
Bodrova, E. & Leong, D. J. (2005). Uniquely preschool: What research tells us about the ways young children learn. Educational Leadership,63(1), 44-47.
Lester, S. & Russell, S. (2008). Play for a change. Play policy and practice: A review of contemporary perspectives. Play England. Retrieved 21.6.2010 from http://www.worldleisure. org/pdfs/Copy%20of%20book_rev_play_for_change.pdf