Principles of the Early Years Learning Framework
The Early Years Learning Framework (EYLF) describes the principles, practices and outcomes that support and enhance young children’s learning from birth to five years of age, as well as their transition to school.
Principles of the Early Years Framework
Secure, respectful and reciprocal relationships
The EYLF identifies secure, respectful and reciprocal relationships with children as one of the key principles underpinning practice. Respectful relationships are a cornerstone to supporting children’s learning and development, and play a significant role in a child’s sense of belonging and how they interact with the world around them.
Partnerships
Learning outcomes are most likely to be achieved when early childhood educators work in partnership with families. Families are children’s first and most influential teachers.
High expectations and equity
High expectations for every child require early childhood professionals to consider multiple ways of knowing and learning, to value children’s strengths and differences and to use these in their assessment and planning. In order to support each child’s learning trajectory, early childhood professionals must take responsibility for each child’s learning and development.
Respect for diversity
Educators can encourage a positive environment by inviting diversity into the service. For example, providing a range of opportunities for children and their families to share their personal stories creates an atmosphere of cultural respect and acknowledgement of diversity.
Ongoing learning and reflective practice
Reflective practice can be undertaken individually or with a group or team and can be practised in the moment or it can happen later by taking the time to think about an event or some aspect of practice. Educators can reflect with colleagues, children, families and other professionals.
The 5 principles of the Early Years Learning Framework are documented on the National Quality Framework Resources Kit available in full here.
