The EYLF is a guide made up of Principles, Practices and 5 Key Learning Results together with each of its sub-results, based on Identity, Community, Well-being, Learning and Communication. Learning outcomes should be used to reflect on children's learning and focus on what a child can achieve rather than what she cannot. The Early Childhood Learning Framework enables child care workers, educators, and educators in an early childhood setting to expand and enrich children's learning, empower children to develop a foundation for learning, and help children to become successful learners.
PS: We have a variety of EYLF models available on this page for LDC, FDC, and OOSH configurations. You can use our templates to learn stories, observations, family contributions, lesson plans, daily reflections, and much more. Each of these models reflects and provides clear links to the EYLF, and we update them regularly. Remember to consult them in this link here:EYLF models
What is EYLF?
The EYLF is an abbreviation for "Early Years Learning Framework" in Australia. EYLF is a framework, it is not a program, it is not a program to follow, it is not a program. It is a foundation of principles, practices, and learning outcomes to help educators design curriculum, use learning outcomes as goals for children to achieve, and use the principles and practices to reflect on education, care, and early childhood learning.
Understand the structure of the early years.
As for the programming and documentation methods that can be used in EYLF, there is no specific documentation format, but it does provide us with a basis for planning, contributing to, and evaluating children's learning. It is open to interpretation and each educator will have their own views and ideas when implementing the EYLF in an early childhood setting.
Identify and reflect on what you are already doing that supports the referenced learning foundation across the EYLF and what more you can do to provide more opportunities.
Early childhood settings are most likely already implementing many of the ideas within the framework, such as: For example, providing play-based learning environments, assessing daily experiences through journals, documenting the children's learning through observation, expand children's interests and much more. If that's the case, you don't need to change much within the hub.
Learning framework of the early years of the Konzepte des
Belonging, Being and Becoming
Within the Early Childhood Learning Framework, there are three basic concepts that shape children's lives. They are belonging, being and becoming. This refers to how a child is connected to family, community, culture, and place even before birth. It is through these relationships that the child's development and learning take place, as he begins to explore, develop interests, create her own identity, and make sense of the world around him. The three concepts of belonging, being and becoming represent life and living and are constantly mentioned throughout the MEJF.
Understanding that you are part of a group, feeling part of a family. Feel connected to others and experience meaningful relationships. A child's sense of belonging may be related to her relationships with family members: recognizing the mother, father, siblings, grandparents, etc. membership has confidence and security in childcare professionals. When a child has a sense of belonging, he is more confident, feels more secure, is more creative, and is more likely to explore the world of learning.
Strategies to include ownership:
- Be respectful and accept diversity.
- show mutual respect
- Be aware of the families within the center.
- Ensure positive and caring relationships.
- Interact with children and interact with them
- Making families feel welcome
- Value children for their individuality.
- Create meaningful learning in the environment.
- Be sensitive to the needs of each child
- Give a sense of security
To experience what is happening now, life in the present. So that children understand that they are accepted for who they are and know that others care about them. In early childhood, a child's sense of self can be related to how educators show respect to individual children through greetings, conversations, and actions. When a child has a sense of self, he forms and nurtures relationships with others, he participates in life's journey and faces the challenges of daily life.
Strategies to include being:
- appreciate skills
- Provide children with opportunities to explore and learn.
- Meet the interests of children.
- embrace culture
- support for individual children
- Treat children and families with respect.
- Understand the uniqueness and individuality of children.
- Recognize the values and abilities of each child
- Allow children to express themselves
- Celebrate children's successes
Experiencing change through various events and circumstances in one's life. A child's sense of transformation refers to the changes she experiences as she grows, learns, and develops. In early childhood, a child's sense of self changes over time as he gains knowledge, broadens his understanding, builds relationships, and develops skills. As a result, a child can learn to participate actively in today's society.
Strategies to become:
- achieve school readiness
- promoting independence
- Focus on the positive sides of the child.
- give children confidence
- Reflecting on individual growth.
- other applicants
- recognize yourself
- Maintain and develop relationships
- create the foundation for learning
- expand skills
Principles, practices and learning outcomes
The Early Childhood Learning Framework has a structure consisting of three main elements: Principles, Practices and Learning Outcomes. It helps us reflect on our work, plan our programs appropriately for children, and guide us in how we work with children, their families, and our community.
The principles are related to our beliefs and values. The Early Childhood Learning Framework provides us with principles to guide our work with children and focuses on helping each individual child make progress toward learning outcomes. The five principles are as follows:
- Safe, respectful and reciprocal relationships– Understand and be aware of children's thoughts and feelings. Positively interact with each child as they learn and support the development of child well-being.
- associations– Work collaboratively with families in early childhood. Create a warm and welcoming environment for all children and their families. Work with the children's caregivers, parents, and people in the community to ensure that learning experiences are meaningful for children.
- High expectations and fairness– believe that all children can succeed, regardless of cultural diversity and abilities. Have high expectations of all children in terms of their academic achievement. Ensure that all children have opportunities to achieve learning outcomes.
- respect for diversity– Respect, value and reflect on family values and beliefs. Show consideration and respect for the cultures, languages, histories, traditions and family habits of all families. Promote a better understanding of Aboriginal and Torres Strait Islander peoples.
- Continuous learning and reflective practices– Continuously improve professional knowledge and learning practices. Value the local knowledge of families and the community. Engage in continuous learning of philosophy, ethics and practice. Gather information that supports children's learning development.
practical method exercises
Practices refer to how we put our principles into practice when we work with children, their families, and within our communities. The Early Childhood Learning Framework encourages children's learning, drawing on a repertoire of pedagogical practices (using our skills and knowledge that enable us to help children learn) through:
- holistic approaches– Teach and learn by valuing the mind, body and spirit. As you learn, pay attention to aspects of the child's physical, personal, social and emotional, cognitive, and spiritual well-being. Encourage and expand children's understanding of the natural environment and the connections between people, plants, animals, and the earth.
- responsiveness for kids– be aware of and respond to each child's emerging strengths, abilities, and interests. Appreciate and develop children's strengths, interests, skills, abilities, and knowledge to further enhance their learning.
- learn while you play– offers children endless opportunities to explore, discover, create and imagine. Play expands children's thinking and encourages a hands-on approach to learning. Create a learning environment that encourages children to develop children's learning in a positive way.
- intentional teaching– Teach to be conscious, intentional and reflective. Actively encourage children's learning through challenging experiences and interactions. Use strategies to expand children's problem solving and thinking, such as: B. Demonstrate, explain, and ask questions.
- learning environments- Respond to the interests and needs of children. Indoor and outdoor settings provide opportunities for children and families to contribute ideas, questions, and concerns, and foster children's understanding of their responsibility to care for their environment. Provide a range of opportunities for individual and shared experiences.
- cultural competence– celebrates the benefits of diversity and has the ability to understand and appreciate differences. Communicate and interact effectively with children, families, and community members in all cultures. Acquire knowledge, understanding and a positive attitude towards cultural differences.
- Continuity of learning and transitions- Based on each child's past and present experiences, they can feel safe, confident, and connected to people, events, and situations with which they are familiar. Transitions between attitudes present both opportunities and challenges. Help children understand the traditions, routines, and practices of the settings to ease the transition process and cope with changes that may arise.
- evaluation to learn– refers to the process of collecting and analyzing information as evidence of what children understand and what their abilities are. A continuous cycle of planning, documenting and evaluating each child's learning, allowing us to support and improve children's learning. You should include a variety of methods, since all children demonstrate their learning in different ways.
Learning Outcomes encourages child care professionals to focus on what children can do and supports and leads individual learning programs for children. It provides milestones or achievements that can be used to track a child's progress through each experience in which he is involved.
The learning outcomes are relevant to children of all ages (birth to 12 years) and recognize that each child learns at their own pace. In the Early Childhood Learning Framework, there are five main learning outcomes, and within each of the outcomes are sub-outcomes that represent key components of learning that can be observed in children as they learn.
For more information on the five learning outcomes, the key components of learning and the evidence that children can show, and examples of ways to encourage such learning, see the following:
- EYLF learning outcomes
- How children can achieve EYLF learning outcomes
- How educators can promote EYLF learning outcomes
Achieving learning outcomes through playful learning
Play provides a connection for children to explore, discover, imagine, brainstorm, interact, communicate, and develop a sense of being, belonging, and becoming. The game gives children the opportunity to connect their thinking and action, which makes learning easier.
Learning through play promotes children's understanding, skills and abilities. It is important that educators support and value meaningful play experiences and assess children's learning through observation and other means to document these play experiences. It is important to plan more learning experiences and document each child's learning through play.
Learning outcomes can be achieved in collaboration with families and the community. Working together and creating an understanding of each other's expectations and building the strength of our knowledge. The following planning cycle can be used to assess what learning outcomes can be achieved: perceive (gather information), acknowledge (interpret observations and identify learning), and respond (plan strategies to support and enhance learning).
A great element of the Early Childhood Learning Framework is that it doesn't tell us what to do. It challenges us to think, to reflect, to use our knowledge and common sense to design a curriculum for children. This process is called curriculum decision making. The EYLF guides educators in thinking about curricular decisions.
One of the main concerns of educators is to implement the correct curriculum that reflects the EYLF. Any experience added to a curriculum must have a learning outcome that children achieve through the experience and an entry key to justify where the experience came from. Whenever it is added, it is one of the ways to validate how the curriculum links to the Early Childhood Learning Framework.
Educators must be familiar with the terminology, principles, practices, and learning outcomes. Think about current practices on how this might fit into the EYLF. Begin to interpret children's observations and interests and see what learning outcomes are reflected in the documentation. For individual child records, collect portfolios for each child to document children's learning.
When using portfolios, be sure to use the key terms and concepts from the Early Childhood Learning Framework. Constantly add experiences to the curriculum to accommodate children's emerging interests and to track and expand individual and group learning. These are just some of the ideas you can use to get started.