If you’re like many early childhood educators, you know that planning can sometimes feel overwhelming. You want to provide meaningful and engaging experiences, but where do you start? This is where the Early Years Learning Framework (EYLF), Australia’s national framework for early childhood education, becomes an invaluable tool. The EYLF Planning Cycle offers a structured yet flexible way to approach planning, so each step is intentional and focused on the needs of each child.
Let’s walk through each stage of the EYLF planning cycle together, and I’ll share some practical tips and insights along the way.
What is the EYLF Planning Cycle, and Why Does It Matter?
The EYLF planning cycle is a five-stage process that guides educators through observing, analysing, planning, implementing, and reflecting on children’s learning. Essentially, it’s a way to make sure we’re not just throwing activities together, but rather creating experiences that are meaningful, relevant, and aligned with each child’s developmental journey.
Here’s what I love about the EYLF planning cycle: it encourages you to be responsive. It’s not a one-size-fits-all plan but rather a cycle that allows you to tailor your approach based on what you observe in the moment. So, let’s break it down.
Step 1: Observing
Observation is where it all begins. This isn’t just about watching the children play; it’s about really seeing them, noticing their interests, and picking up on the skills they’re working on. I find that observing with intention helps me get a snapshot of where each child is on their learning journey.
My Tips for Observing:
- Jot down exactly what you see and hear. I try to avoid adding my interpretations at this stage; just focus on the facts.
- Sometimes, I’ll take photos or videos, especially if the child is doing something intricate, like building a tower or playing with blocks. Other times, I’ll write quick notes or use learning stories to capture the moment.
- Sometimes, I find myself expecting to see certain behaviours, especially if I know the child well. But I’ve learned to stay open and be ready for surprises because kids always seem to bring something new to the table!
Step 2: Analysing Learning
Once I’ve gathered my observations, it’s time to dig a little deeper and analyse what I’ve seen. This step is about understanding what those observations tell me about the child’s development. How does this connect with the EYLF’s five learning outcomes—Identity, Community, Well-being, Learning, and Communication?
How I Analyse Learning:
- I look for patterns. Is the child repeatedly choosing the same types of activities? Maybe they’re showing a strong interest in construction, for instance, which could align with the EYLF outcome of developing a strong sense of identity.
- I also consider the child’s context—their family, culture, and any specific needs. This helps me see the child as a whole and recognise how their background influences their learning and behaviour.
- Reflecting on learning outcomes, I ask myself questions like, “How does this activity support their communication skills?” or “What can I do to extend this interest further?”
Step 3: Planning
Now, here’s where things get creative! Using my observations and analysis, I start planning activities that build on the child’s interests and strengths. But I’ve found that the best plans are flexible. I like to think of my plan as a roadmap—something that guides our journey but isn’t set in stone.
How I Approach Planning👩🏻🎓
- If I noticed a child loves playing with animals, I’ll weave that into the plan, perhaps by setting up a role-play vet clinic or planning a sensory activity involving animal toys.
- I try to plan a mix of individual and group activities, giving children the freedom to explore at their own pace.
- Parents and carers can provide insights that help me plan activities that resonate with what’s happening at home. Plus, it strengthens the partnership between home and the early learning environment.
Step 4: Implementing the Plan
Now it’s time to put the plan into action. I find this step is all about staying present and flexible. Sometimes the best learning experiences happen when you let children lead, so I see my role as guiding them while allowing space for their ideas.
What Works for Me During Implementation:
- If they’re more interested in one aspect of an activity, I go with it. This keeps learning enjoyable and aligns with the EYLF’s emphasis on a child-centred approach.
- I often find myself tweaking the plan based on how children respond. If something isn’t working, don’t be afraid to switch gears.
- I like to offer children choices within activities, which helps them feel ownership over their learning. For instance, if we’re doing an art experience, I might provide different materials so they can personalise their creations.
Step 5: Reflecting and Evaluating
The final stage is all about reflection. This is where I take a step back and evaluate how the activity went. Did the children meet the learning objectives? How did they engage with the materials? What could I do differently next time?
My Reflection Process🤯
- After each day or shift, I take a few minutes to jot down what worked and what didn’t. This helps me improve my planning and better understand the children’s needs.
- I revisit the EYLF outcomes and consider if the experience helped the children progress in areas like well-being or communication.
- I often ask the kids about their favourite part of the activity or if they’d like to try something new next time. Their feedback is invaluable! I document children’s reflections on learning to make sure their voices are included. It also supports metacognition (meta-thinking, thinking about learning).
EYLF CYCLE IS A FRIEND, NOT A FOE
The EYLF planning cycle has completely changed the way I approach early childhood education. By following these steps, I’ve found that my planning feels more intentional, and I’m better able to support each child’s learning journey. I hope these insights and tips help you feel more confident with your planning too. Remember, the cycle isn’t about perfection; it’s about being responsive, reflective, and always ready to learn alongside the children.
