As a kindergarten teacher in a 3-5-year-old room, I often found myself witnessing magical moments of learning. One day, I observed two boys deeply engaged in their play with dinosaur figurines. They were so focused that it seemed like they were building something fascinating. I couldn’t help but ask, “What are you building?” Their excited response came quickly: “A dinosaur park—Jurassic Park!”
“Oh!” I answered, “For that, you’ll need some fern trees, boulders, and grass.”
With wide smiles, the boys eagerly incorporated my suggestion into their play, extending their activity for another hour. What I had just done—acknowledging their ideas, listening, and offering a suggestion to enhance their play—was a perfect example of responsiveness to children, one of the key EYLF 2.0 practices.
Understanding the Early Years Learning Framework (EYLF) in Australia
The Early Years Learning Framework Australia (EYLF) is a national guideline designed to ensure that all young children receive quality education and care. It emphasises the importance of learning experiences that promote children’s overall development. The EYLF framework revolves around three central themes: Being, Belonging, and Becoming. These themes underline the importance of allowing children to thrive in environments where they feel secure, connected, and valued.
https://youtu.be/6RpK-WGjbXE?si=g_j8M_Y73SLMip4Z
EYLF Practices Explained: What is Responsiveness to Children?
The EYLF Responsiveness to Children practice highlights how educators can adapt their teaching and caregiving strategies to suit the unique needs, strengths, and interests of every child. Recognising that each child has their own learning style, this practice encourages us as educators to
- Listen to children and value their voices.
- Observe their behaviours and understand their individual needs.
- Change the learning environment to meet their developmental levels and spark their interests.
This practice is at the heart of a responsive early learning environment, where children feel empowered to explore, engage, and develop at their own pace. As outlined in the updated EYLF 2.0, educators are encouraged to “acknowledge children’s diverse ways of being, interacting, and learning” (Australian Government Department of Education [AGDE], 2022).
Brain Development and Early Learning
Responsive interactions are key to supporting children’s brain development in the early years. Research from the Harvard Center on the Developing Child shows that early experiences shape the architecture of the brain, particularly in areas related to emotional regulation, cognitive development, and social skills. Building strong, responsive relationships helps form the neural connections children need to thrive. You can learn more about brain development and its impact on learning here.
Why Responsiveness Matters: Supporting Children’s Rights
Children’s rights are central to the Early Years Learning Framework, especially relevant to this practice – responsiveness to children. Providing quality education and care directly supports children’s rights in their critical early years, leading to positive lifelong outcomes. The National Quality Framework weaves these principles throughout its standards, reinforcing the need for both structural and process quality. Structural quality—such as the physical environment, health and safety, and educator-to-child ratios—creates the foundation for responsive care. However, it is process quality—the social interactions and relationships children experience—that has the most direct impact on child outcomes (OECD, 2006). Respectful and responsive relationships, supported by Barbara Rogoff’s (2000) theory of guided participation and Vygotsky’s (1978) social constructivism, are crucial for promoting children’s learning, development, and wellbeing.
When You Teach Children, This is What It May Look Like
When I teach children, this may look like noticing that a child has a deep fascination with dinosaurs. I might adjust the curriculum to include dinosaur-themed activities, such as drawing, storytelling, or role-playing, which sparks their curiosity and deepens engagement.
When I teach, I often notice children who might struggle with transitions, such as moving from free play to group time. To respond to this, I could provide extra time and support during these key changes, giving the child a sense of security and understanding, and helping them adjust comfortably.
I comfort a child who is upset and this is also an example of responsiveness to children.
Why Responsiveness to Children is one of the EYLF Practices?
The practice of responsiveness to children is more than a technique; it’s a commitment to seeing each child as an individual with unique needs, strengths, and potential. By being attuned to children and creating learning environments that are responsive to their experiences, educators fulfil the EYLF’s vision of helping every child develop a strong sense of Being, Belonging, and Becoming—preparing them for a lifetime of learning and success. Now you understand why it is one of the EYLF practices!
References
Australian Government Department of Education. (2022). Belonging, being & becoming: The early years learning framework for Australia (EYLF 2.0). https://www.acecqa.gov.au
Harvard Center on the Developing Child. (n.d.). Brain Architecture. Retrieved from https://developingchild.harvard.edu/science/key-concepts/brain-architecture/
Harvard Project Zero. (n.d.). Creative learning and thinking. Retrieved from https://www.pz.harvard.edu/
OECD (2006). Starting Strong II: Early Childhood Education and Care.
Rogoff, B. (2000). Apprenticeship in thinking: Cognitive development in social context. Oxford University Press.
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.
Stonehouse, A. (2012). NQS PLP e-Newsletter No.36: Relationships with children.
