Early Years Learning Framework

Teachers at Killarney School use the Early Years Learning Framework (EYLF 2022-V2.0) to ensure that children receive a high quality learning experience. 

The aim of Belonging, Being and Becoming: The Early Years Framework for Australia is to support early childhood providers, teachers and educators to extend and enrich children’s learning from birth to 5 years and through the transition to school. The Early Years Learning Framework (the Framework) draws on robust Australian and international evidence that confirms early childhood is a vital period in children’s continuing learning, development and wellbeing. It has been developed with considerable input from the early childhood sector, including children and families, approved providers and educators, other professionals, peak bodies, early childhood researchers, as well as the Australian and state and territory governments and the Australian Children’s Education and Care Quality Authority.

As part of the National Quality Framework, the Early Years Learning Framework supports the objectives and principles of the National Law and Regulations including the National Quality Standard. Recognising children as competent and capable learners who have rights and agency, the Framework has a specific emphasis on play-based learning and the intentional role played by both educators and children in extending and enriching learning. The Framework identifies a shared Vision for children’s learning, Principles and Practices to underpin learning and teaching and the 5 Learning Outcomes. Together these elements inform the professional work of early childhood teachers and educators.

Fundamental to the Framework is a view of children’s lives as characterised by belonging, being and becoming. From before birth children are connected to family, communities, culture and place. Their earliest learning, development and wellbeing takes place through these relationships, particularly within families, who are children’s first and most influential educators. As children participate in everyday life, they construct their own identities and understandings of the world. Educators engage children in learning that promotes confidence, creativity and enables active citizenship. They celebrate diversity with children and their families, and the opportunities diversity brings to know more about the world. Educators understand children may come from diverse backgrounds and acknowledge this in each child’s Belonging, Being and Becoming.