The Early Years Learning Framework and the National Quality Standards

 
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The Early Years Learning Framework (EYLF) is a curriculum framework document (Being, Belonging, Becoming) that is designed to guide educators’ planning, implementation and evaluation of quality Early Childhood programs.

The EYLF describes the:

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

Underpinning Principles:

  • Secure, respectful and reciprocal relationships

  • Partnerships

  • Respect for diversity

  • Aboriginal and Torres Strait Islander perspectives

  • Equity, inclusion and high expectations

  • Sustainability

  • Critical reflection and ongoing professional development

  • Collaborative leadership and teamwork

Practices:

  • Holistic 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

The Framework is essential for supporting and enhancing young children’s learning from birth to five years of age, as well as their transition to school. The EYLF has a strong emphasis on play-based learning and recognises the importance of children’s communication and language, including early literacy and numeracy, and social and emotional development.

The principles, practices and learning outcomes of the EYLF are intended to support implementation of the National Quality Standard (NQS) the second key component of the National Quality Framework (NQF). The NQS incorporates seven quality areas, with each area comprising of two to three standards. These standards express expected outcomes, which are operationalised into a number of contributing elements. Centres are assessed and rated against these quality standards.

The NQS provides flexibility for centres to meet these quality areas in ways that take into consideration the particular cultural and community context within which they are operating. Leaders and educators are expected to be guided by the six principles that underpin the NQF.

  • The rights and best interests of the child are paramount.

  • Children are successful, competent and capable learners.

  • Equity, inclusion and diversity are essential values.

  • Australia’s Aboriginal and Torres Strait Islander cultures are valued.

  • The role of parents and families is respected and supported.

  • Best practice is expected in the provision of education and care services.

Please click here for the The National Education and Care Services National regulations

Please click here for the Children (Education and Care Services National Law) Act