Tag: EYLF principle explained

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.