Have you ever wondered why we need EYLF and how EYLF helps educators use their professional knowledge? The Early Years Learning Framework (EYLF) is not just a guide for understanding childrenâs learning, but also a tool that empowers educators to use their professional knowledge in everyday practice. There are many ways the EYLF helps educators, like you and I, apply our expertise. It’s evident how EYLF helps educators use their professional knowledge in these various aspects.
1. EYLF Guides Decision-Making
The EYLF outlines key practices like responsiveness to children, intentional teaching, and ongoing learning and reflective practice and professional development (Australian Government Department of Education, Employment and Workplace Relations [DEEWR], 2009). These principles help educators make informed decisions about how to structure activities, design the learning environment, and interact with children based on their professional understanding of early childhood development.
Example: If you know from your training that play is essential for cognitive development, the EYLF encourages you to create play-based learning opportunities, supporting your decision to focus on child-led activities rather than formal lessons.
2. EYLF supports Observation and Assessment
The EYLF helps educators use their knowledge of child development to observe, assess, and plan for each child’s learning. By guiding educators to focus on the outcomes (like communication, identity, and wellbeing), it allows them to draw on their skills to assess where a child is at and what they need next (ACECQA, 2020).
Example: You might observe a child who is shy and less verbal in group activities. Using your knowledge of social development, you can plan specific strategiesâsuch as pairing them with a buddy or giving them leadership roles in smaller groupsâto build their confidence.
3. EYLF Encourages Reflective Practice
The EYLF promotes ongoing reflective practice, encouraging educators to use their professional judgement to reflect on what works and what doesnât. This reflection helps educators evaluate their own teaching methods, learning environments, and the outcomes they observe in children (DEEWR, 2009).
Example: After introducing a new storytime routine, you might reflect on how the children responded. Did it engage them as you expected? Was the content appropriate for their developmental level? These reflections, backed by your professional knowledge, help you adjust and improve. Indeed, this is how EYLF helps educators use their professional knowledge effectively.
4. EYLF Promotes Professional Collaboration
The EYLF highlights the importance of collaborative partnerships with families, communities, and other professionals (ACECQA, 2020). This means educators are encouraged to draw on their professional knowledge while also seeking advice, resources, and ideas from others to improve their practice.
Example: If youâre working with a child who has additional needs, the EYLF guides you to consult with specialists, such as speech therapists or occupational therapists, to inform your planning and decision-making. Your professional knowledge helps you understand and apply these external suggestions.
5. EYLF Incorporates Professional Knowledge into Curriculum Planning
The EYLF encourages educators to use their understanding of child development theories, like those from Vygotsky or Piaget, to plan and deliver the curriculum. Itâs not just about following a script but interpreting the framework through the lens of your professional expertise (DEEWR, 2009). For more EYLF theories, check out this video. This is another instance of how EYLF helps educators use their professional knowledge in practice.
Example: You might use Vygotskyâs theory of scaffolding to support a child learning to ride a bike. By providing enough help to challenge them without taking over, you apply both your professional knowledge and the EYLFâs emphasis on supporting childrenâs independence and confidence.
6. EYLF Empowers Educators to Meet Individual Needs
Because the EYLF focuses on Belonging, Being, and Becoming, it supports educators in tailoring learning experiences to meet the needs of individual children. Educators are encouraged to use their knowledge of each childâs background, culture, and development to create a personalised learning experience (ACECQA, 2020).
Example: Knowing that a child comes from a bilingual family, you might introduce simple language games that incorporate both their home language and English. The EYLF provides the framework, but your professional knowledge helps you make meaningful connections. Once again, we see how EYLF helps educators use their professional knowledge to craft tailored educational experiences.
Australian Government Department of Education, Employment and Workplace Relations (DEEWR). (2009). Belonging, being & becoming: The early years learning framework for Australia.https://www.acecqa.gov.au/
Letâs face itâsometimes the Early Years Learning Framework (EYLF) can be a little tricky to interpret. The language can feel formal, and you might wonder, âWhat does this look like in real life?â Donât worry, youâre not alone! Thatâs exactly why Iâm hereâto explain one of the most important EYLF practices, Responsiveness to Children, in plain English with real, practical examples you can use in your classroom. EYLF responsiveness is crucial for effective child development.
Imagine youâre in a room full of curious, energetic children. Some are playing with blocks, others are drawing, and a few are building an imaginary world with toy dinosaurs. Each child is doing something unique, and you, as their educator, are observing and interacting with them. Responsiveness to children is all about how you notice and respond to their individual needs, interests, and ideas in ways that support their learning and development. EYLF responsiveness ensures that each child is understood and supported in their unique interests.
Educators are attuned to and respond in ways that best suit, each childâs strengths, capabilities, and curiosity.
What does it mean? Being attuned means that educators observe each child’s unique abilities, skills, and interests. They then tailor their responses and activities to build on those strengths. This is a key component of EYLF responsiveness.
Example: When I teach, if I notice that a child has strong fine motor skills, I might provide activities like threading beads or drawing detailed pictures. If another child is deeply curious about insects, I might arrange a bug exploration activity in the garden to build on that curiosity.
Knowing, valuing, and building on all childrenâs strengths, skills, and knowledge strengthens their motivation and engagement in learning.
What does it mean? By recognising what each child is good at and interested in, educators can create learning opportunities that increase engagement and encourage further exploration. This is another aspect of EYLF responsiveness.
Example: If a child enjoys solving puzzles, I could introduce them to more complex logic-based games, which strengthens their problem-solving skills while keeping them engaged. Similarly, if a child enjoys storytelling, I might encourage them to lead a story session with peers.
Educators are aware of, and respond to, the strategies used by children with additional needs to negotiate their everyday lives.
What does it mean? Educators recognise the unique ways that children with additional needs may approach daily tasks and support them in these strategies.
Example: If I observe a child who struggles with transitions between activities, I may offer a visual schedule or give them advance notice about upcoming changes, helping them manage their day with less anxiety.
They respond to childrenâs expertise, cultural traditions, and ways of knowing, and the multiple languages spoken by some children, including by Aboriginal and Torres Strait Islander children.
What does it mean? Educators respect and incorporate childrenâs cultural backgrounds, knowledge, and languages into their daily learning experiences to practice EYLF responsiveness.
Example: If a child from an Aboriginal background shares a traditional story, I might incorporate this story into a group learning activity, encouraging children to learn about different cultures. If a child speaks another language, I might ask them to teach simple words to their classmates, celebrating their linguistic skills.
Educators are also responsive to childrenâs funds of knowledge (experiences and understandings), ideas, sociality, and playfulness, which form an important basis for curriculum decision-making.
What does it mean? Childrenâs life experiences, knowledge, and playful ideas inform how educators create learning opportunities as part of EYLF responsiveness.
Example: If I observe children playing “restaurant” and discussing different foods, I might use this interest to plan a cooking activity or a lesson on nutrition, allowing their playful ideas to shape the curriculum.
In response to childrenâs evolving ideas and interests, educators assess, anticipate, and extend childrenâs learning, development, and wellbeing via open-ended questioning, providing feedback, challenging their thinking, and guiding their learning.
What does it mean? Educators use strategies like questioning and feedback to deepen childrenâs understanding and extend their learning. This is all part of EYLF responsiveness.
Example: If a child is building a tower, I might ask, “What do you think will happen if we add more blocks to one side?” This type of questioning challenges their thinking and helps them explore cause-and-effect relationships.
Educators are attuned to, and actively listen to, children so they can respond in ways that build relationships and support childrenâs learning, development, and wellbeing.
What does it mean? Active listening helps educators respond meaningfully to childrenâs needs, promoting strong relationships and supporting development through EYLF responsiveness.
Example: When I notice a child sharing a concern about a difficult social interaction, for example, they say “Taylor and Elisa do not want to be my friends” I listen carefully and then offer strategies to help them resolve the issue. By addressing their concerns, I help build trust and support their emotional wellbeing.
They make use of planned and spontaneous âteachable momentsâ to scaffold childrenâs learning.
What does it mean? Educators take advantage of both structured lessons and impromptu moments to guide childrenâs learning.
Example: While walking outside, if a child asks about the weather, I might spontaneously introduce a discussion about clouds and rain, turning the moment into a connection with nature moment. Similarly, during a planned art activity, I might use a childâs question about mixing colours to teach a quick lesson on how to hold a brush and how to rinse it.
Hey educator! Are you feeling lost and stretched for time when it comes to observing children? All group observations might be the trick to save you time and effort. If you’re wondering how to write group observations in childcare, focusing on the dynamics within a group of children can offer a holistic view of interactions, behaviours, and developmental milestones.
Observing children’s behaviour, learning and development is an essential part of early childhood education. It is also a requirement of the NQS Quality Area 1 – Educational Program. It is a part and parcel of our job as educators. However, conducting individual observations for every child can be time-consuming for educators. A practical and efficient solution is to use group observations. In this article, we’ll explore how group observations can save time, provide valuable insights into child development, and offer three examples of effective group observation practices.
Dancing – is the perfect time to observe children
What Are Group Observations in Early Childhood Education and Care?
Group observations involve observing multiple children simultaneously, usually during group activities like free play, art projects, or collaborative tasks. This method allows educators to gather information on how children interact with peers, work as part of a group, and engage in learning together. Instead of focusing on one child at a time, group observations capture a broader picture of social dynamics, cognitive development, and communication skills.
Why Use Group Observations in Childcare?
1. It saves time!!! – Group observations reduce the need for individual observations, which can be time-consuming. By observing several children at once, you can collect data faster without missing out on key developmental milestones.
2. You can choose the focus – Group observations are particularly useful for tracking social and emotional development. By watching how children cooperate, resolve conflicts, and share resources, educators gain insight into their emotional maturity and social skills.
3. Aligned with the socio-cultural theory – Children often learn and develop best in natural settings, especially when interacting with their peers. Group observations allow educators to see how children apply their learning in real-world scenarios, such as collaborating on tasks or problem-solving together.
How to complete group observations of learning?
To make the most of group observations, it’s important to have a plan.
I usually use video, if my presence is required for supervision. As a student, I used to sit back and observe, making notes. You can choose activities that promote interaction, such as building blocks, cooperative games, or group art projects. You can also focus on one group of children at a time and this will help to turn group observations into individual jottings or learning stories later on.
Decide on the specific behaviours, dispositions and skills you want to observe, such as communication, teamwork, or problem-solving.
Jot down the children’s exact words. I mean it! If the child says “Snakey snake”, you need to write it down or you will forget. During the activity, take clear, concise notes. Focus on key behaviours and interactions that show development in the children.
Relate your observations to early learning frameworks to ensure they align with educational goals.
EXAMPLE 1
Pollock style painting
Today, the children played with a new sticky table, which was set up as an extension of their interest in pasting and using sticky tape.
The table was covered with contact paper, making it delightfully sticky and allowing assorted items to stick to its surface. Ethan and Olivia enthusiastically stuck a few leaves onto the table. Olivia, with excitement in her voice, touched the sticky surface and exclaimed, “It’s sticky!”
Ethan, inspired by the sticky tape, came up with a creative idea. The children were fully engaged in this experience, actively exploring, and constructing their knowledge about different materials through hands-on activities and observations.
Their confidence was evident as they fearlessly approached this new experience. The sticky table provided them with an opportunity to explore and experiment, fostering their curiosity and understanding of materials in a fun and interactive way.
Overall, it was a delightful and enriching experience, allowing the children to express their creativity and learn through play.
Possibilities for extensions and future learning
After observing the children’s enthusiastic engagement and the valuable learning experiences they had with the sticky table, we have come up with three questions:
Based on the children’s questions and curiosity, educators can design a more structured investigation around the sticky table. They could prepare different materials and objects, varying in textures and sizes, and encourage the children to predict and explore which ones will stick and why. This investigation could involve recording their findings, making graphs, and engaging in group discussions to promote communication and critical thinking.
Building on the children’s interest in sticking objects, we can encourage them to create art pieces using the sticky table as a base. They could provide various art supplies and materials, such as coloured paper, feathers, buttons, and fabric, allowing the children to design and assemble their unique masterpieces.
Collaborate with the children to design simple science experiments related to stickiness and adhesion. For example, they could explore how temperature affects stickiness or investigate which liquids can weaken or strengthen adhesion. Encouraging hands-on experiments will help nurture their scientific inquiry skills.
Take the children on a nature walk where they can collect leaves, flowers, and other natural items. Back at the sticky table, they can experiment with sticking these items, making observations about the different adhesive properties of nature’s treasures.
Use the sticky table exploration as an opportunity to enhance language and literacy skills. Read books about adhesion, sticky materials, or nature, and have discussions about the stories. Encourage the children to describe their experiences and discoveries, either through drawings, dictations, or simply written observations.
Share the children’s sticky table experiences with their parents or guardians through newsletters, photos, or short videos. Encourage families to continue the exploration at home and involve them in contributing new ideas and materials for the sticky table.
Example 2
Example 3
Observation of art experience (group level)
“Like Pollock” Splat Painting
Before we began the activity, I introduced the children to the renowned artist, Jackson Pollock, by reading a story about his unique painting style. We learned that Pollock used an interesting technique, dipping brushes in paint and flicking them, swinging the paints over his canvas, and even walking on it, adding sand, glass, and other textured materials.
Excited about the “like Pollock” experience, I set up the table with wool on pegs, paints, and sturdy paper. Manaki, Ella, Kokoda, Carter, and Tyrelle eagerly joined in. They picked up the pegs with wool, dipped them into paints, and let the colours touch the paper. Each child had a choice of colours; some chose black and yellow, while others mixed all the colours on the paper or selected three specific colours. Ella was particularly fond of splatter painting and made three pictures in a row.
Analysis
This experience is part of our ongoing project, “Painting Like Great Artists.” We previously explored abstract paintings like Kandinsky, and now, Pollock’s splatter painting continues our investigation.
Throughout the activity, the children embraced a new way of painting and welcomed the challenges it presented. They discovered that wool picks up colours, leaving snakelike traces on the paper. The children at Pinecones are developing their creative skills and expressing their unique personalities through their artwork. Their enthusiasm for painting grows with each day, and they are becoming more confident with every new artistic experience.
What’s Next?
Inspired by the success of our Pollock splatter painting, we plan to explore the techniques of other famous artists. Next, we’ll try “Painting with Scissors” like Matisse, creating Warhol-style pop art with self-portraits, and experimenting with Mondrian’s iconic blue, red, and yellow rectangular compositions. These experiences will further ignite the children’s creativity and appreciation for the diverse world of art.
Group observations provide a window into how children interact with their peers, work through challenges, and grow together in social and cognitive skills.
If you need help in learning how to write learning stories using EYLF – here is your video
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.
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 childrenâs lives. Itâs about children knowing themselves, developing their identity, building relationships, engaging with lifeâs 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 childrenâs learning and early childhood pedagogy:
1. Secure, Respectful, and Reciprocal Relationships
2. Partnerships
3. Respect for Diversity
4. Aboriginal and Torres Strait Islander Perspectives
5. Equity, Inclusion, and High Expectations
6. Sustainability
7. Critical Reflection and Ongoing Professional Learning
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:
Children have a strong sense of identity
Children are connected with and contribute to their world
Children have a strong sense of wellbeing
Children are confident and involved learners
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
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
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
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
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
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
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
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
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
How does the EYLF 2.0 view childrenâs 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
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:
b) Belonging, Being, Becoming
b) They form the foundation for children’s wellbeing and learning
b) They enhance children’s learning and wellbeing through shared decision-making and mutual respect
b) A time to seek and make meaning of the world
b) To reflect the rapid and significant changes in children as they learn and grow
b) It enriches the learning environment and ensures all children feel valued and respected
b) Promoting sustainable practices and fostering respect for the environment
b) It allows educators to critically reflect on and improve their practices
b) As a dynamic, complex, and holistic process
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!
