The EYLF Principles – What our beliefs are

The principles influence our practice, it is important to think about how our beliefs and values unconsciously drive those professional practices.

The five principles that underpin the Framework are:

  1. Secure, respectful and reciprocal relationships
  2. Partnerships
  3. High expectations and equity
  4. Respect for diversity
  5. Ongoing learning and reflective practice.

The EYLF Practices – What we do

Our teachers draw on a rich repertoire of pedagogical practices to promote children’s learning by:

  • adopting holistic approaches
  • being responsive to children
  • planning and implementing learning through play
  • intentional teaching
  • creating physical and social learning environments that have a positive impact on children’s learning
  • valuing the cultural and social contexts of children and their families
  • providing for continuity in experiences and enabling children to have successful transition
  • assessing and monitoring children’s learning to inform provision and to support children in achieving learning outcomes.

The EYLF Learning Outcomes – What we want to achieve

A learning outcome is a skill, knowledge or disposition that educators can actively promote and assess in early childhood settings, in collaboration with children and families.

The five Learning Outcomes in the EYLF Framework provide our teachers with key reference points against which children’s progress can be identified, documented and communicated to families, other early childhood professionals and educators in schools. Learning outcomes stimulate critical thinking about children’s learning and provide us with a stronger focus on those actions we decide to take in order to enrich children’s learning (EYLF p. 46)

The expectations for all children’s learning from birth to five years and through the transition to school are communicated through five complex Learning Outcomes:

  1. Children have a strong sense of identify
  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

Children’s Learning

The diversity in family life means that children experience belonging, being and becoming in many different ways. They bring their diverse experiences, perspectives, expectations, knowledge and skills to their learning.

Children’s learning is dynamic, complex and holistic.

Physical, social, emotional, personal, spiritual, creative, cognitive and linguistic aspects of learning are all intricately interwoven and interrelated.

Play is a context for learning that:

  • allows for the expression of personality and uniqueness
  • enhances dispositions such as curiosity and creativity
  • enables children to make connections between prior experiences and new learning
  • assists children to develop relationships and concepts
  • stimulates a sense of wellbeing.

Children actively construct their own understandings and contribute to others’ learning. They recognise their agency, capacity to initiate and lead learning, and their rights to participate in decisions that affect them, including their learning.

EYLF Ongoing Theme and Project Book / Parent Input Diary / Individual Documentation

EYLF Ongoing Theme
and Project Book
which is a journal of the children’s interests placed into themes. This is based on the children’s choice as well as parent input into the program. It includes photographs, project work, group observations, art work and special visits.
 
Parent Input Diary

Parent staff communication plays an important part of the child’s life here at Lullaby Cottage. We have a parent input diary which gives parents the opportunity to write down their child’s interests . This gives staff the opportunity to plan for individual child’s interests. If multiple children have the same interest the teachers begin to develop ways which we can teach this and adapt the program around this.

 
Individual Documentation

Portfolios are used to record traces of each child’s thinking, understandings and interests, evidence of creations, interactions and conversations, friendships and relationships, work samples and developmental milestones. Children’s progress is referenced against the EYLF Learning Outcomes.

 

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