Early Years Learning Framework (EYLF)
When you look at page 10 of the EYLF (Belonging, Being & Becoming: The Early Years Learning Framework for Australia – V2.0, 2022) and study the elements of the EYLF planning cycle, you can see how each of the elements are interconnected.
Firstly, I look at the child’s learning and development, while taking in to account each family’s culture and children’s individual interests. I have conversations with families to ensure I am capturing an authentic and thorough view of the child. Next, I incorporate these notes, along with my observations of the child, to design the program.
Learning Outcomes in the EYLF and NQS
My next phase is to consider the learning experiences I can create based on these interests, conversations and observations. Once I have designed the experiences, I consider the EYLF Learning Outcomes and how these tie into the program I am designing. In designing experiences for the children, I look at:
- the resources at the centre
- pictures on various Facebook sites
- books such as Inspiring Ideas or Inspiring Play Spaces (both available from Essential Resources).
These are all a source of inspiration for creating beautiful and engaging play spaces. I also have conversations with colleagues to gain their ideas and get feedback.
Then, I tie this together by giving thought to how these experiences:
- support children in developing a strong sense of identity (Learning Outcome 1)
- connects the child to their world (Learning Outcome 2)
- enhance their wellbeing (Learning Outcome 3)
- help them become confident and involved learners (Learning Outcome 4)
- support their language and communication skills (Learning Outcome 5).
EYLF and NQS Principles and Practices
After linking the learning with the experiences, I then consider the principles of learning and how I will put these into practice.
The EYLF Principles cover important areas such as building secure, reciprocal relationships with children, building partnerships with families and external bodies, ensuring respect for diversity and the perspectives of Aboriginal and Torres Strait Islanders.
We must also establish an equitable and inclusive program, where we have high expectations for all children. We should create a sustainable program, reflect critically on our program and strive for continuous professional learning. Finally, we must work collaboratively, leading one another in teamwork.
Critical Reflection in the EYLF and NQS
An integral part of the planning cycle is critical reflection, so I can evaluate the learning opportunities that I have created for the children. I always try to consider what has worked well and what I could do differently the next time.
I invite the children to also reflect on the program. Depending on the age of the children, I may observe their interaction with the experiences, the team and other children. With older children, I will ask them questions to gain their feedback.
National Quality Standard (NQS)
Each of these, EYLF Learning Outcomes, Principles, Practices and the critical reflection, relates to various elements and standards in the NQS.
Such as Quality Area 1 – using an approved learning framework, in this case, the EYLF, to design, plan, implement and reflect on your program. Or Quality Area 6 – ensuring families are included in decisions about their children’s learning. Lastly, Quality Area 7 – ensuring that the educational leader has the knowledge and skill to ensure that staff are supported in their role in providing an educational program.
All this ties together creating an eternal loop of planning, implementing, observing, reflecting and evaluating. This is needed to not only incorporate the EYLF and NQS but to also foster children’s learning and development.
The EYLF and NQS Without Tears is a resource that guides our team to understand all aspects of the planning cycle, EYLF programming and our obligations to exceeding the NQS.
About the author
Susie Rosback is the owner operator of Holy Trinity Early Learning Centre in Kew, Victoria. She has completed a Master of Education, Diploma of Teaching Early Childhood and a Bachelor of Education Early Childhood and earned the "exemplary" teacher classification with VETASSESS. She has also won the NEiTA ASG Inspirational Teachers State and Territory Award and been nominated for the national award. Susie taught kindergarten for 20 years, lectured at Deakin University, presented at conferences and co-authored five books. Through her consulting business, she has supported the wider community in achieving exceeding in the NQS.
Susie specialises in art and children’s artistic development. As owner operator of her own service, Susie is now enjoying the executive role of early learning and supporting her team to create an early learning service with a difference in Melbourne.
