EYLF: The Early Years Learning Framework Explained

Becoming

Becoming reflects the development of children in their environment and how they are shaped by this through their childhood.

There are significant and swift changes that occur within childhood.

Becoming encourages children to actively participate in society so their knowledge, capabilities, skills, and connections with others can be fully formed.

What are the EYLF Principles?

The EYLF Principles are as follows:

• Secure, respectful and reciprocal relationships
• Partnerships
• High expectations and equity
• Respect for diversity
• Ongoing learning and reflective practice

These principles have been built upon contemporary theories and research including:

• Socio-cultural theories emphasising families and cultural groups as central roles in children’s lives and fostering respectful relationships within these groups
• Developmental theories with a focus on the rapid changes children experience and their ability to hone learning skills
• Socio-behaviourist theories focusing on the experiences of the impact can have on shaping the behaviour of children
• Critical theories inviting early childhood educators to think critically about the curriculum itself, and how children can be affected by decisions
• Post-structuralist theories to contemplate power, equity and social justice in the varied early childhood settings

The principles are also designed around pedagogy. Pedagogy refers to specific methods or practices of teaching, and in these circumstances refers to the early childhood pedagogy of holistic education. The professional practice of EYLF involves building and fostering relationships not only between the educator and children but also between the educator and the families of the children.

As such, the Principles, in conjunction with pedagogical practices, offer children and their families a continuing connection to their learning and development; as well as the educators providing these experiences.

Principle 1: Secure, respectful and reciprocal relationships

Relationships help to support the development of a strong sense of wellbeing for children. When children have secure, reciprocal and respectful relationships with their families, educators and mentors, and peers, their wellbeing will be elevated and quality of life will increase.

Research has proven that babies generate their first attachments with their families, and also facilitating trusting relationships beyond the family unit further enhances the secure foundations required for learning and exploring.

When children have an extended network of trusted people in their lives, their confidence boosts and they experience more value and respect. They can acknowledge these feelings within themselves and others, leading to more positive interactions.

Principle 2: Partnerships

Families are the most influential teachers for children. They are their primary contacts and educators and carers need to work in partnership with the children’s families.

When this partnership exists, the early years learning framework learning outcomes are more likely to be achieved. Learning exists outside of the classroom and through positive partnerships, children have the opportunity to explore things in their everyday lives to further their learning.

Principle 3: High expectations and equity

Educators must recognise that all children deserve equity because they all have the capacity for success. Circumstances and abilities should not hinder a child’s ability to learn and grow, and educators need to address any barriers a child might be facing.

Through finding equitable avenues for alternate pathways, children can succeed in a way that is best suited to their needs.

Principle 4: Respect for diversity

Respecting other beliefs and practices, especially those of the children’s families, is very crucial for children’s success.

The educators should value the children’s home lives and their identities, including any cultural differences or family traditions. Diversity is positive for enriching communities and teaching children that there are many different examples of diversity within their everyday lives. 

Aboriginal and Torres Strait Islander beliefs and practices about knowing and being should be promoted to generate wider understanding, especially from a young age. The earlier children can learn to value diversity, the better the foundational building blocks for their relationships will be. 

Principle 5: Ongoing learning and reflective practice

Educators should constantly work on developing and improving their professional knowledge and skills to help facilitate a deeper learning connection with the children they work with.

Through reflective practices, educators can be informed more holistically about their educational practices and how they can better support the children’s learning. Questions for educators to reflect upon can include what they know about each child, what theories can assist their work, what challenges them, and what can be improved if the theories they use do not assist every child. 

What are the EYLF Practices?

The following practices support the learning outcomes, offering an enriched early childhood learning experience. 

Practice 1: Holistic Approaches 

• Recognises connectedness of mind, body and spirit 
• Educators aware of physical, personal, social, emotional and spiritual wellbeing in conjunction with their cognitive learning 
• Learning is interconnected and holistic approaches allow for integration 
• Learning is viewed as a social activity and collaborative learning is encouraged

Practice 2: Responsiveness to Children

• Being responsive to children’s strengths, abilities and interests
• Educators build upon existing strengths, abilities and interests shown by children 
• They develop these qualities and respond in ways that align with the children’s individual needs, including respecting family traditions and values 
• Open-ended questions are valued as they can provoke more ideas and interests to be expressed by children 
• Providing feedback and challenging thinking is also a component of responsiveness 

Practice 3: Learning through Play

• Planning and implementing learning through play
• Play is of utmost importance for children because they can be creative, engage in discoveries, use their imagination and improvise
• Social groups are formed through play 
• When children are immersed in play they are given the opportunity to simply be 
• During play, children can actively engage together with positive reinforcement from educators 

Practice 4: Intentional Teaching 

• Deliberate, purposeful and thoughtful teaching that grows the skills of the child or children
• Through social contexts learning can occur 
• Worthwhile and challenging experiences can foster high-level critical thinking skills 
• Educators plan for opportunities for intentional teaching 
• Knowledge-building using different strategies customised to different children’s needs 

Practice 5: Learning Environments

• Creating a variety of learning environments, both indoor and outdoor
• Spaces for learning should be welcoming, vibrant and flexible 
• Families should be able to contribute their ideas to these spaces if they wish 
• Outdoor learning spaces are important for connecting with nature and the wider learning environment
• Play spaces should include plants, trees, edible gardens, mud, water, rocks, sand and other natural elements 
• They invite open-ended interactions, discovery, opportunities for connection with nature and safe risk-taking 
• Outdoor learning creates a deeper appreciation for the natural world 

Practice 6: Cultural Competence

• Respecting other cultures is vital for children to learn 
• This is a two way process between the children’s families and their wider community
• Educators are committed to developing their own cultural competence as well as facilitating children’s 
• It is the ability to understand, communicate with, and effectively interact with individuals and groups of people from varied backgrounds 
• Having an awareness of your own world view and acknowledging others’
• Having positive attitudes regarding cultural differences, seeing it as beneficial to society

Practice 7: Continuity of Learning and Transitions 

• Recognising the learning transitions between different settings
• Transitions can be challenging but these are opportunities for growth 
• Children have an active role in preparing for transitions 
• Traditions, routines and practices of new settings can be taught 
• Educators and families can commit to sharing information about transitioning from different settings (e.g. preschool to Kindergarten) 
• Building on prior learning to facilitate further growth 

Practice 8: Assessment for Learning

• Assessing and evaluating children’s learning
• Analysing information and evidence to help understand where children are in their learning and development 
• Ongoing cycle of planning, testing, documenting and evaluating 
• Identifies where children need extra support 
• Allocating different resources to children to meet their varied learning needs 
• Reflections on pedagogy for early childhood learning and development 

What are the EYLF Learning Outcomes?

The Themes, Principles, and Practices are all designed to facilitate successful achievement of the Learning Outcomes.

The five EYLF learning outcomes are as follows:

Learning Outcome 1: 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

Learning Outcome 2: Connection to and contribution with 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

Learning Outcome 3: 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

Learning Outcome 4: 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 learning through connecting with people, place, technologies and natural and processed materials

Learning Outcome 5: 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