Early Years Learning Framework
“Play is the highest form of research” – Albert Einstein
Practices
Practices relates to how we put our Principles into action by working together with children, their families and within our community. The Early Years Learning Framework promotes children’s learning by drawing upon a repertoire of pedagogical practices (using our skills and knowledge to enable us to help children to learn).
These include the following:
Holistic Approaches
Teaching and learning through recognition of the mind, body and spirit. Paying attention to a child’s physical, personal, social and emotional, cognitive and spiritual wellbeing aspects of learning. Foster and enhance children’s understanding of the natural environment and the connections between people, plants, animals and the land.
Relates to the process of gathering and analysing information as evidence about what children understand and their abilities. An ongoing cycle of planning, documenting and evaluating each child’s learning which enables us to support and extend children’s learning. It should include a variety of methods as all children demonstrate their learning in different ways.
Responsiveness to Children
Being aware and responding to each individual child’s strengths, abilities and emerging interests. Value and further develop children’s strengths, interests, skills, abilities and knowledge to further extend their learning.
Relates to the process of gathering and analysing information as evidence about what children understand and their abilities. An ongoing cycle of planning, documenting and evaluating each child’s learning which enables us to support and extend children’s learning. It should include a variety of methods as all children demonstrate their learning in different ways.
Learning Through Play
Provides an endless amount of opportunities for children to explore, discover, create and imagine. Play extends children’s thinking and promotes a hands on approach to learning. Create a learning environment which encourages children to build on children’s learning in positive ways.
Relates to the process of gathering and analysing information as evidence about what children understand and their abilities. An ongoing cycle of planning, documenting and evaluating each child’s learning which enables us to support and extend children’s learning. It should include a variety of methods as all children demonstrate their learning in different ways.
Intentional Teaching
Teaching that is deliberate, purposeful and thoughtful. Actively promote children’s learning through challenging experiences and interactions. Use strategies to extend on children’s problem solving and thinking such as demonstrating, explaining and questioning.
Relates to the process of gathering and analysing information as evidence about what children understand and their abilities. An ongoing cycle of planning, documenting and evaluating each child’s learning which enables us to support and extend children’s learning. It should include a variety of methods as all children demonstrate their learning in different ways.
Learning Environments
Respond to the interests and needs of the children. Both indoor and outdoor environments offer children and families to contribute ideas, questions, and interests and promote children’s understanding about their responsibility to care for their environment. Provide a range of opportunities for individual and shared experiences.
Relates to the process of gathering and analysing information as evidence about what children understand and their abilities. An ongoing cycle of planning, documenting and evaluating each child’s learning which enables us to support and extend children’s learning. It should include a variety of methods as all children demonstrate their learning in different ways.
Cultural Competence
Celebrates the benefits of diversity and has the ability to understand and acknowledge differences. Effectively communicate and interact with children, families and members of the community across cultures. Gain knowledge, understanding and a positive attitude towards cultural differences.
Relates to the process of gathering and analysing information as evidence about what children understand and their abilities. An ongoing cycle of planning, documenting and evaluating each child’s learning which enables us to support and extend children’s learning. It should include a variety of methods as all children demonstrate their learning in different ways.
Continuity of Learning and Transitions
Building on each child’s past and present experiences enables them to feel secure, confident and connected to people, events and situations that they are familiar with. Transitions between settings offer opportunities and challenges. Assist children in understanding the traditions, routines and practices of the settings to ease the transition process and to help deal with any changes that may occur.
Relates to the process of gathering and analysing information as evidence about what children understand and their abilities. An ongoing cycle of planning, documenting and evaluating each child’s learning which enables us to support and extend children’s learning. It should include a variety of methods as all children demonstrate their learning in different ways.
Early Years Learning Framework
Learning Outcome 1
Children have a strong sense of Identity
- Children feel safe, secure and supported
- Children develop their emerging autonomy, inter-dependence, resilience and agency
- Children develop knowledgeable, confident self-identities and a positive sense of self-worth
- Children learn to interact in relation to others with care, empathy and respect
Learning Outcome 2
Children are connected with and contribute to their world
- Children respond to diversity with respect
- Children become aware of fairness
- Children become socially responsible and show respect for the environment
Learning Outcome 3
Children have a strong sense of wellbeing
- Children become strong in their social, emotional and mental wellbeing
- Children are aware of and develop strategies to support their own mental and physical health and personal safety
- Children become socially responsible and show respect for the environment
Learning Outcome 4
Children are confident and involved learners
- Children develop a growth mindset and learning dispositions such as curiosity, cooperation, confidence, creativity, commitment, enthusiasm, persistence, imagination and reflexivity
- Children develop a range of learning and thinking skills and processes such as problem-solving, inquiry, experimentation, hypothesising, researching and investigating
- Children transfer and adapt what they have learned from one context to anotherChildren transfer and adapt what they have learned from one context to another
- Children resource their own learning through connecting with people, places, technologies and natural and processed materials
Learning 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 digital technologies and media to access information, investigate ideas and represent their thinking
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