Tag: EYLF 2.0

All you need to know about the updated EYLF V 2.0

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What is EYLF?

EYLF is our important professional document, guiding our practice and curriculum in early chidlhood education and care. It has been recently updated (2022) and educators are still trying to make sense of it. In order to help you, I created a few resources to supplement this post https://payhip.com/Storykate/collection/early-years-learning-framework-explained-simply.

https://youtu.be/6RpK-WGjbXE?si=8pXG5erfnUTmGynC

What is EYLF v.2.0?

Early Years Learning Framework (EYLF) 2.0, Australia’s national curriculum framework designed to enrich children’s learning from birth to five years and through their transition to school. Titled “Belonging, Being and Becoming,” this framework recognizes early childhood as a pivotal period for continuous learning, development, and wellbeing.

Developed with input from various stakeholders, including families, educators, and government bodies, EYLF 2.0 supports early childhood professionals in their roles, emphasizing the importance of children’s learning at its core. The framework is built on four interdependent elements: Vision, Principles, Practices, and Learning Outcomes. These elements are essential for effective early childhood pedagogy and curriculum decision-making.

The Big Ideas of EYLF

Belonging

Experiencing belonging is integral to human existence. Children belong to diverse families, neighborhoods, and communities. Belonging acknowledges children’s interdependence with others and the importance of relationships in defining their identities. Trusting relationships and affirming experiences are crucial to a sense of belonging, shaping who children are and who they can become.

Being

Childhood is a time to be, to seek and make meaning of the world. Being recognizes the significance of the present, as well as the past in childrenā€™s lives. Itā€™s about children knowing themselves, developing their identity, building relationships, engaging with lifeā€™s joys and complexities, and meeting everyday challenges.

Becoming

Children’s identities, knowledge, understandings, and relationships evolve during childhood. Becoming reflects the rapid and significant changes occurring in the early years. It emphasizes collaboration among educators, families, and children to support and enhance connections and capabilities, helping children to actively participate as citizens.

The Principles of EYLF

The EYLF is grounded in eight principles reflecting contemporary theories and research on childrenā€™s learning and early childhood pedagogy:

  1. 1. Secure, Respectful, and Reciprocal Relationships
  2. 2. Partnerships
  3. 3. Respect for Diversity
  4. 4. Aboriginal and Torres Strait Islander Perspectives
  5. 5. Equity, Inclusion, and High Expectations
  6. 6. Sustainability
  7. 7. Critical Reflection and Ongoing Professional Learning
  8. 8. Collaborative Leadership and Teamwork

These principles foster ethical, socially just, and inclusive practices, enhancing all children’s learning outcomes.

Secure, Respectful, and Reciprocal Relationships

Such relationships form the foundation for children’s wellbeing and learning. Positive, caring interactions and consistent emotional support are crucial for healthy brain development, helping children feel safe, respected, and valued.

Partnerships

Partnerships with families and communities are essential for effective early childhood education. These relationships are built on respect for each other’s perspectives, expectations, and values, enhancing children’s learning and wellbeing through shared decision-making and mutual respect.

Respect for Diversity

Valuing diverse backgrounds of children and their families enriches the learning environment, ensuring all children feel valued and respected. This principle involves recognizing and integrating cultural, linguistic, and individual diversity.

Aboriginal and Torres Strait Islander Perspectives

Incorporating these perspectives is crucial for promoting cultural awareness and respect. Educators integrate these unique cultural insights into their teaching, emphasizing the value of Aboriginal and Torres Strait Islander contributions to society.

Equity, Inclusion, and High Expectations

Educators hold high expectations for all children, ensuring they experience success in their learning and development. This principle emphasizes inclusive practices and addressing barriers to participation in learning opportunities.

Sustainability

Sustainable practices foster children’s understanding and respect for the environment, integrating environmental education into the curriculum and promoting sustainable living.

Critical Reflection and Ongoing Professional Learning

Continuous professional development and reflective practice are integral to high-quality early childhood education. Educators engage in ongoing learning and critically reflect on their practices to improve teaching and support children’s learning and development.

Collaborative Leadership and Teamwork

Collaborative leadership and teamwork, built on shared responsibility and professional accountability, enhance educational practices, fostering a positive work culture and peer mentoring.

The Practices of EYLF

The principles of the EYLF come to life through pedagogical practices aimed at promoting children’s learning, including:

  • Holistic, integrated, and interconnected approaches
  • Responsiveness to children
  • Play-based learning and intentionality
  • Learning environments
  • Cultural responsiveness
  • Continuity of learning and transitions
  • Assessment and evaluation for learning, development, and wellbeing

Holistic, Integrated, and Interconnected Approaches

These approaches consider all facets of children’s learning, development, and wellbeing, viewing learning as a communal effort involving collaboration among children, families, and communities.

Responsiveness to Children

Educators cater to each child’s unique strengths, abilities, and curiosity, recognizing their cultural heritage and diverse ways of learning. They engage children in meaningful interactions, fostering relationships and enhancing learning.

Play-based Learning and Intentionality

Play-based learning acknowledges the deliberate roles children and educators play in education. Through play, children form relationships, experiment with concepts, and develop new insights, fostering a positive attitude towards learning.

Learning Environments

Inclusive learning environments, both indoor and outdoor, reflect and honor the identities of children and families. These environments are adaptable, vibrant spaces that consider each child’s strengths, cultural background, and interests.

Cultural Responsiveness

Culturally responsive educators respect diverse cultural ways of knowing and take action against unfairness or discrimination. This includes embedding Aboriginal and Torres Strait Islander perspectives and respecting culturally diverse families.

Continuity of Learning and Transitions

Recognizing children’s unique backgrounds, educators help them feel secure and connected, supporting successful transitions between settings through collaboration with families and other educators.

Assessment and Evaluation for Learning, Development, and Wellbeing

Assessment and evaluation involve observing, documenting, analyzing, and reflecting on children’s learning. Educators use this information to plan and implement curriculum, setting learning objectives in collaboration with children, families, and professionals.

The Learning Outcomes of EYLF

The EYLF outlines five broad learning outcomes for children:

  1. Children have a strong sense of identity
  2. Children are connected with and contribute to their world
  3. Children have a strong sense of wellbeing
  4. Children are confident and involved learners
  5. Children are effective communicators

Each outcome encompasses various aspects of children’s development, ensuring a holistic approach to early childhood education. Here is my video on how to use the OUTCOMES for planning and observations https://youtu.be/xCYAA6GXj24?si=W3EeyWiyQeQ4qdaG

Test Your Knowledge: EYLF Quiz

  1. What are the three overarching ideas of the EYLF 2.0?
    • a) Belonging, Caring, Sharing
    • b) Belonging, Being, Becoming
    • c) Learning, Playing, Growing
    • d) Trusting, Growing, Sharing
  2. What is the importance of secure, respectful, and reciprocal relationships in early childhood education according to the EYLF 2.0?
    • a) They help children learn to read
    • b) They form the foundation for children’s wellbeing and learning
    • c) They ensure children complete their homework
    • d) They help children become independent quickly
  3. Why are partnerships with families and communities essential in the EYLF 2.0?
    • a) They provide financial support to early childhood settings
    • b) They enhance children’s learning and wellbeing through shared decision-making and mutual respect
    • c) They offer extra-curricular activities for children
    • d) They ensure that children have fun
  4. How does the EYLF 2.0 define ‘being’?
    • a) A time to plan for the future
    • b) A time to seek and make meaning of the world
    • c) A period to focus on academic skills
    • d) A phase to develop independence
  5. What is the role of ‘becoming’ in the EYLF 2.0?
    • a) To prepare children for university
    • b) To reflect the rapid and significant changes in children as they learn and grow
    • c) To ensure children learn to read and write
    • d) To focus on physical development only
  6. Why is respect for diversity crucial in early childhood settings according to the EYLF 2.0?
    • a) It helps to create a uniform learning environment
    • b) It enriches the learning environment and ensures all children feel valued and respected
    • c) It simplifies teaching methods
    • d) It focuses solely on language development
  7. What does the principle of sustainability entail in the EYLF 2.0?
    • a) Encouraging children to focus on academic achievements
    • b) Promoting sustainable practices and fostering respect for the environment
    • c) Ensuring children follow a strict routine
    • d) Providing financial sustainability for early childhood settings
  8. What is the significance of critical reflection and ongoing professional learning for educators in the EYLF 2.0?
    • a) It helps educators to develop financial plans for their settings
    • b) It allows educators to critically reflect on and improve their practices
    • c) It focuses on maintaining discipline in the classroom
    • d) It ensures that children achieve high grades
  9. How does the EYLF 2.0 view childrenā€™s learning?
    • a) As a static process that doesn’t change over time
    • b) As a dynamic, complex, and holistic process
    • c) As a simple process focusing on academic skills
    • d) As a process that only involves physical activities
  10. What role do Aboriginal and Torres Strait Islander perspectives play in the EYLF 2.0?
    • a) They are included only if Aboriginal and Torres Strait Islander children are present
    • b) They promote cultural awareness and respect for these unique cultures
    • c) They are optional additions to the curriculum
    • d) They focus primarily on language acquisition

Answers:

  1. b) Belonging, Being, Becoming
  2. b) They form the foundation for children’s wellbeing and learning
  3. b) They enhance children’s learning and wellbeing through shared decision-making and mutual respect
  4. b) A time to seek and make meaning of the world
  5. b) To reflect the rapid and significant changes in children as they learn and grow
  6. b) It enriches the learning environment and ensures all children feel valued and respected
  7. b) Promoting sustainable practices and fostering respect for the environment
  8. b) It allows educators to critically reflect on and improve their practices
  9. b) As a dynamic, complex, and holistic process
  10. b) They promote cultural awareness and respect for these unique cultures

The EYLF 2.0 is a comprehensive and dynamic framework that not only supports children’s learning and development but also fosters a collaborative and inclusive approach to early childhood education. Whether you are an educator, a student, an early childhood leader or simply interested in early childhood development, understanding and embracing the EYLF can make a significant difference in the lives of young children. Happy learning!

Possum Skin Pedagogy as an approach to learning aligned with the new EYLF principle “Aboriginal and Torres Strait Islander Perspectives.

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Possum Skin Pedagogy is deeply rooted in Indigenous Australian cultures, particularly among the Wurundjeri people of the Kulin Nation in Victoria, Australia. This approach to teaching and learning draws extensively from Indigenous knowledge, traditions, and practices, providing a comprehensive framework that honours cultural continuity, connection to the land, and respect for community (Atkinson, 2002). The Possum Skin Pedagogy was created by Sue Atkinson Lopez. It is a framework for early childhood education that incorporates Aboriginal perspectives into childcare practices. It uses the possum skin cloak, a significant object in Aboriginal culture, as a metaphor for how knowledge is passed down through generations.

POSSUM SKIN CLOAK

At its core, Possum Skin Pedagogy embodies principles of connection and reciprocity, fostering meaningful relationships between children, educators, and the natural environment. It takes inspiration from the traditional use of possum skins adorned with intricate designs, which serve as a medium for recording and sharing stories, histories, and knowledge within Indigenous communities.

One of the key ideas is the connection to land/ country. For example, I am writing this post on the land of the Bunurong people and I am heartfully thankful to the Bunurong people, their Elders, past and present, for looking after this land.

Possum Skin Pedagogy prioritises cultural continuity by integrating Indigenous perspectives, languages, and traditions into early childhood education. It seeks to empower Indigenous children by instilling a sense of pride in their heritage and identity, while also promoting understanding and respect among non-Indigenous children.

Central to Possum Skin Pedagogy is the concept of holistic learning, which recognises the interconnectedness of all aspects of lifeā€”cultural, spiritual, emotional, physical, and intellectual. Educators engage children in place-based learning experiences that deepen their connection to the land and foster a sense of stewardship for the environment.

Storytelling and oral tradition play a pivotal role in Possum Skin Pedagogy, serving as powerful vehicles for transmitting knowledge, values, and cultural teachings. Through storytelling, children develop language skills, critical thinking abilities, and an appreciation for diverse perspectives.

For example, you can start exploring some oral stories respectfully in your classrooms, like Tiddalick the Frog; How the Birds Got Their Colours; Waa and Bunjil.

Possum Skin Pedagogy also emphasises the importance of cultural protocols and respect for Indigenous customs and practices. Educators and children learn to approach Indigenous knowledge with humility, openness, and a willingness to listen and learn from Elders and community members.

Overall, Possum Skin Pedagogy represents a culturally responsive and inclusive approach to early childhood education, which celebrates diversity, promotes reconciliation, and supports the holistic development of all children, grounded in Indigenous wisdom and ways of knowing.

The Possum Skin Pedagogy is a relatively new approach, and there aren’t many resources available online besides academic papers. However, here’s a reference that discusses the pedagogy in detail:

A Guide for Early Childhood PractitionersĀ by Sue Atkinson Lopez PDF document:Ā https://fka.org.au/cms_uploads/docs/possum-skin-pedagogy–a-guide-for-early-childhood-practitioners–journeys-and-outcomes.pdf

What are your thoughts on possum skin pedagogy? Post in the comments below!

Reference: Atkinson, K. (2002). Trauma Trails, Recreating Songlines: The transgenerational effects of trauma in Indigenous Australia. Spinifex Press.

EYLF 2.0 explained to a new early childhood educator

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Welcome to Early Childhood Education and Care! In Australia, we use a special document s called the Early Years Learning Framework for Australia (EYLF) and you need to learn about it. It’s kind of like a guidebook for early childhood educators (like you!) to help you provide the best possible experience for young children from birth up to eight years old.

Here’s a breakdown of some key points to remember as a newcomer:

The Big Picture

  • The EYLF emphasises three main things for young learners:Ā Belonging, Being & Becoming. There are 3 big ideas. This means creating a safe and inclusive environment where children feel like they fit in, can explore who they are, and develop their skills and knowledge.
  • The framework outlines fiveĀ Learning OutcomesĀ that all children should develop over time. These cover areas like communication, social skills, problem-solving, and physical development. You will need to know both learning outcomes and sub-outcomes (or components of learning).

What You’ll Do

  • You’ll help children learn through play and exploration. This means setting up activities and environments that spark their curiosity and allow them to learn at their own pace. EYLF will guide you in understanding play and learning, keep this book as your table book.
  • The EYLF talks about building strong relationships with the children and their families. This means getting to know each child’s strengths, interests, and background, and working collaboratively with parents and carers.
  • The framework also highlights the importance of respecting diversity and incorporating Aboriginal and Torres Strait Islander perspectives into your teaching.

Getting Started

Don’t worry, you don’t need to memorise the entire document! But, it’s a good resource to keep handy as you gain experience. Here are some tips from me:

  • Focus on the Learning Outcomes – Get familiar with these five areas and how you can help children develop in each one through your activities.
  • Play is Powerful!Ā – Remember that play is the most important way young children learn. Read about play-based learning and the intentionality principle. This will get you to get started in the Australian ECE context.
  • Build Relationships – Take time to get to know each child and their family. This will help you tailor your approach and create a positive learning environment.

For further exploration:

The Australian Children’s Education and Care Quality Authority (ACECQA) website that published this document has many resources for early childhood educators, including practical tips and examples: https://www.acecqa.gov.au/.

Start using local Aboriginal or Torres Strait Islander names for seasons in your program to meet outcome 2 of the EYLF 2.0

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The updated EYLF 2.0 encourage educators to incorporate First People’s ways of knowing, living and being more in our programs. But where to start?

Outcome 2 of the updated EYLF 2.0 states: Children are connected with and contribute to their world” with the suboutcome expanding: “Children become socially responsible and show respect for the
environment”. One of the examples of working towards this Learning Outcome is when children begin to understand and use local Aboriginal and /or Torres Strait Islander names for seasons. This new commitment is to make sure that all children learn about the diversity of Aboriginal and Torres Strait Islander cultures. EYLF 2.0 vision also states expectations that “all children are active and informed members of their communities with knowledge of Aboriginal and Torres Strait Islander Perspectives.

Six Seasons

In Victoria, where I live and teach, I use the Bunurong or WoiWurrung People calendar.

Dr Beth Gott of the School of Biological Sciences, Monash University

Woiwurrung or Boonwurrung people recognise the following 6 seasons and these seasons reflect the connection with the land and Country, they are used to guide gathering, hunting, and ceremonial and cultural practices throughout the year.

  1. Bunarong (Birak) – Early Summer: This season corresponds roughly to December and January when temperatures rise, and plants start to flower.
  2. Buninyong (Bunuru) – Late Summer: Occurring around February and March, this season is characterized by hot days and the ripening of fruits like eels and berries.
  3. Iuk (Djeran) – Early Autumn: Falling around April and May, this season marks the time for gathering food like nuts and roots.
  4. Murrnong (Makuru) – Late Autumn: Spanning June and July, this season sees cooler temperatures and the flowering of wattle trees.
  5. Kurweeton (Djilba) – Early Winter: From August to September, this season brings cool winds and the emergence of early flowers.
  6. Tadji-kiam (Kambarang) – Late Winter: Around October and November, this season signals the arrival of warmer weather and the beginning of the breeding season for animals.

How cool is that? For example, now we are in the late summer or eel season. I am enjoying picking up mulberries and figs in my garden.

How to incorporate this calendar in a meaningful way?

Early childhood educators and teachers in collaboration with the local Boonwurrung and Woiwurrung communities can integrate indigenous knowledge of seasons into their pedagogy in various ways. Cultural immersion can involve inviting community members to share stories, songs, dances, and traditional practices associated with each season, fostering a deeper understanding and appreciation of indigenous culture and connection to the land.

Seasonal activities such as planting seeds in spring, collecting nuts and berries in autumn, or making traditional crafts provide opportunities for children to engage with nature and learn about seasonal changes firsthand. Outdoor learning through regular nature walks encourages children to observe changes in the environment, including temperature, weather patterns, plant growth, and animal behaviour.\

Organising seasonal celebrations or festivals based on Boonwurrung and Woiwurrung traditions allows children to participate in rituals, ceremonies, and games, fostering a sense of belonging and connection to the local indigenous culture. Art and storytelling activities enable children to express their understanding of the seasons using indigenous symbols, patterns, and motifs.

Introducing indigenous words and phrases associated with the different seasons helps children develop language skills and cultural literacy. Additionally, documenting children’s observations, experiences, and reflections about the seasons through various mediums such as photographs, drawings, journals, and group discussions allows educators to track their learning progress and deepen their understanding of indigenous perspectives on the environment.

Build connections with the local communities

  • Boon Wurrung Foundation: This organisation aims to promote Boon Wurrung culture, heritage, and language. They offer educational programs, cultural events, and community initiatives to preserve and celebrate Boon Wurrung traditions.
  • Baluk Arts: Baluk Arts is an Aboriginal-owned and operated arts organization located in Mornington, close to Frankston. They support Indigenous artists from the Boon Wurrung and other communities, providing opportunities for cultural expression and economic empowerment.
  • Nairm Marr Djambana: Located in Frankston North, Nairm Marr Djambana is a cultural centre and meeting place for local Indigenous communities, including Boon Wurrung and Woi Wurrung peoples. They offer cultural workshops, events, and resources for community members and visitors.
  • Boon Wurrung (Bunurong) Land and Sea Council: While not specifically based in Frankston, the Boon Wurrung Land and Sea Council represents the traditional owners of the Mornington Peninsula, including the Frankston area. They advocate for Indigenous rights, land management, and cultural preservation.

What Country are you on? Do your research and start building connections to incorporate local seasons in your early childhood program.

EYLF 2.0 theories explained

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According to the EYLF (AGDE, 2022), educators are informed by the range of theories and approaches when plan for and support children’s learning. Some theories you already know from the previous version of the EYLF (developmental, socio-cultural, feminist, critical), yet there are few new ones to unpack.

Developmental Theories

TheoryKey Concepts and Examples
Attachment TheoryKey theorist – John Bowbly. Focuses on children forming trusting relationships with significant adults. Example: A child forming a strong bond with a primary caregiver.
Social Learning TheoryHighlights how children observe and imitate others’ behavior. Example: A child learning to tie shoelaces by watching an older sibling. A negative example: A child learns to swear because they have heard their family language.
Cognitive TheoryPiaget theory is a tipical example of cognitive theory here. Describes thought processes influencing how children engage with their world. Example: A child using problem-solving skills to complete a puzzle. Stages of cognitive development can be used to decide whether the environment is appropriate for this age group.
EYLF THEORIES

Socio-Cultural Theories

TheoryKey Concepts and Examples
Socio-Cultural TheoriesTheorists that you probably know are: Vygotsky, Rogoff, Bronfenbrenner and Fleer. Emphasise the role of families and cultural groups in children’s learning. Example: A child learning cultural traditions and values from family members; a child has learned how to use a fishing rod , as they went fishing with their granpa.

Practice Theories

TheoryKey Concepts and Examples
Affordance TheoryThe theorist is Gibson. Affordance theory encourages educators to consider the possibilities the environment offers. Example: Providing a variety of materials to stimulate different types of play.
Practice ArchitecturesExamines educators’ understandings, practices, and relationships. Example: Reflecting on how educators communicate and collaborate in a learning environment.
Learn more about affordances theory

The term “affordance” is explained in this video

Ancestral Knowledges

TheoryKey Concepts and Examples
Ancestral KnowledgesWays of knowing shared through history and culture in Aboriginal and Torres Strait Islander traditions. For example, Possum Skin Pedagogy and 8 ways framework. Example: Passing down cultural stories orally from generation to generation.

Place-Based Sciences

TheoryKey Concepts and Examples
Place-Based SciencesRelated to Affordances and Ancestral knowledge theory. Fosters community connections based on local funds of knowledge. Example: Incorporating local cultural practices into the curriculum.

Critical Theories

TheoryKey Concepts and Examples
Critical TheoriesPaulo Freire, Jurgen Habermas. Critical theory challenges assumptions about curriculum and considers how decisions may impact children differently. Example: Questioning the inclusion of certain narratives or perspectives in educational materials.

Feminist/Post-structuralist Theories

TheoryKey Concepts and Examples
Feminist/Post-structuralistOffers insights into power, equity, and social justice in early childhood settings. Example: Examining gender biases in teaching materials and promoting inclusive practices.

Which of these theories are you most familiar with?

Which theory would you like to learn more about?