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Victorian Early Years Learning and Development Framework For all Children from Birth to Eight Years
Published by Early Childhood Strategy DivisionDepartment of Education and Early Childhood DevelopmentandVictorian Curriculum and Assessment Authority41 St Andrews Place, East Melbourne 3002
MelbourneNovember 2009
© State of Victoria (Department of Educationand Early Childhood Development) 2009
The copyright in this document is owned by the State of Victoria (Department of Education and Early Childhood Development), or in the case of some materials, by third parties (third party materials). No part may be reproduced by any process except in
accordance with the provisions of the Copyright Act 1968, the National Education Access Licence for Schools (NEALS) (see below) or with permission.An educational institution situated in Australia which is not conducted for profit, or a body responsible for administering such an institution may copy and communicate the materials, other than third party materials, for the educational purposes of the institution.
Authorised by the Department of Educationand Early Childhood Development,2 Treasury Place, East Melbourne, Victoria, 3002.
And the Victorian Curriculum and Assessment Authority. 41 St Andrews Place, East Melbourne, Victoria, 3002Australia.
ISBN 978-0-7594-0590-5This document is available on the internet atwww.education.vic.gov.au/earlylearning and http://www.vcaa.vic.edu.au/earlyyears
AcknowledgmentsThis paper draws on initial work completed by Professor Collette Tayler and colleagues at the University of Melbourne.Discussion Paper Victorian Early Years Learning and Development Framework and the Victorian Essential Learning Standards (December 2008)
2 Treasury Place, East Melbourne, Victoria, 3002.ISBN [to be inserted if required]
Victorian Early Years Learning and Development Framework for Children from Birth to Eight Years 3
The Framework: vision and purpose 5
Advancing children’s learning and development from birth to eight years 5
A framework for all children in Victoria 7
Supporting children’s learning and development in Victoria 7
Using the Framework 8
Practice Principles for Learning and Development 9
Collaborative
1. Family-centred practice 10
2. Partnerships with professionals 10
3. High expectations for every child 10
Effective
4. Equity and diversity 11
5. Respectful relationships and responsive engagement 11
6. Integrated teaching and learning approaches 12
7. Assessment for learning and development 13
Reflective
8. Reflective practice 14
Early Years Learning and Development Outcomes 17
Outcome 1: Children have a strong sense of identity 18
Outcome 2: Children are connected with and contribute to their world 20
Outcome 3: Children have a strong sense of wellbeing 22
Outcome 4: Children are confident and involved learners 25
Outcome 5: Children are effective communicators 28
Supporting children’s transitions 33
What does effective transition look like? 33
Who is involved in transition to school? 34
Supporting children’s learning and development through times of transition 34
The Transition: A Positive Start to School initiative 35
Conclusion 37
Appendices 38
Appendix 1: Overview of early childhood professional roles 39
Appendix 2: Overview of early childhood services 40
Appendix 3: Overview of key Departmental discipline-specific resources 44
Appendix 4: Bibliography 47
Appendix 5: Glossary 51
Contents
Victorian Early Years Learning and Development Framework for Children from Birth to Eight Years 4
Victorian Early Years Learning and Development Framework for Children from Birth to Eight Years 5
The Framework: vision and purpose
The Victorian Early Years Learning and Development Framework advances all children’s learning and development from birth to eight years. It does this by supporting all early childhood professionals to work together and with families to achieve common outcomes for all children.
In this Framework, the term ‘Early childhood professional’ includes any person who works with children between the ages of birth and eight years. It includes, but is not limited to, maternal and child health nurses, all early childhood practitioners who work directly with children in early childhood settings (educators), school teachers, family support workers, preschool field officers, inclusion support facilitators, student support service officers, primary school nurses, primary welfare officers, early childhood intervention workers, play therapists, health professionals and teachers working in hospitals, and education officers in cultural organisations. Appendix 1 describes the roles of these professionals in more detail.
The Victorian Framework shares the vision of the Blueprint for Education and Early Childhood Development:
Every young Victorian thrives, learns and grows to enjoy a productive, rewarding and fulfilling life, while contributing to their local and global communities.
The Victorian Framework is informed by the principles of the United Nations Convention on the Rights of the Child (1989) and the Victorian Charter of Human Rights and Responsibilities Act 2006. The United Nations Convention on the Rights of The Child advances an image of children as subjects of rights and full members of society, capable of participating in their social worlds through their relationship with others. These principles are consistent with contemporary early childhood research.
Advancing children’s learning and development from birth to eight yearsChildren learn from birth and their learning and development at each stage of life forms the foundation for the next. During the period from birth to eight years, children experience more rapid brain development and acquire more skills and knowledge than in any other period in their lives.
By the time they enter school, children have already developed key communication, learning and thinking skills; learned to build and maintain relationships; and formed a strong sense of their own identity. These skills and knowledge are the foundation for learning at school, and for lifelong learning.
Victorian Early Years Learning and Development Framework for Children from Birth to Eight Years 6
The Victorian Framework sets the highest expectations for every child.
It identifies five Early Years Learning and Development Outcomes for all children:
• Childrenhaveastrongsenseofidentity
• Childrenareconnectedwithandcontributetotheirworld
• Childrenhaveastrongsenseofwellbeing
• Childrenareconfidentandinvolvedlearners
• Childrenareeffectivecommunicators.
The Victorian Framework describes each of these Outcomes for children from birth to eight years, linking the learning outcomes from the Early Years Learning Framework for Australia to the Victorian Essential Learning Standards (VELS) Levels 1 and 2. The Outcomes provide a shared language for all early childhood professionals and families to use when planning for children’s learning and development.
The Victorian Framework identifies eight Practice Principles for Learning and Development, which describe the most effective ways for early childhood professionals to work together and with children and families to facilitate learning and development. These Principles are based on the pedagogy of the Early Years Learning Framework for Australia and the P–12 Principles of Learning and Teaching, and on the latest international evidence about the best ways to support children’s learning.
In addition, the Victorian Framework emphasises the importance of supporting children’s and families’ transitions as they move within and across services throughout the early childhood period.
The diagram below depicts the three elements of the Victorian Framework and the importance of early childhood professionals working with families and children to advance learning and development.
Figure 1: Elements of the Framework
O
utco
mes
Practice Principles
Family
Transitions
Early Childhood Professiona
ls
Victorian Early Years Learning and Development Framework for Children from Birth to Eight Years 7
Image 5
A framework for all children in VictoriaThe Victorian Framework recognises that children’s learning and development takes place in the context of their families, and that families are children’s first and most important educators. Families provide children with the relationships, the opportunities and the experiences that shape their learning and development.
The Victorian Framework acknowledges that the families and communities in which children live are diverse, and children’s learning and development is enhanced when early childhood professionals respect their cultures and ways of knowing and being.
In particular, the Victorian Framework recognises and respects Aboriginal cultures and the unique place of these in Victoria’s heritage and future. Learning about and valuing the place of first nations people will enhance all Victorian children’s sense of place in our community.
The Victorian Framework recognises that every child will take a unique path to the five Outcomes and that all children will require different levels of support, some requiring significantly more than others.
Supporting children’s learning and development in VictoriaChildren and families in Victoria have access to a range of services that support learning and development. From the birth of their children, all families have access to maternal and child health services. Maternal and child health nurses work with families to support children’s learning and development.
Families can also access a range of early childhood services, including playgroups, long day care, family day care, occasional care, outside school hours care, kindergartens and schools, as well as sporting, community education and cultural organisations. Cultural organisations include libraries, museums, botanic gardens, galleries and zoos.
Victorian Early Years Learning and Development Framework for Children from Birth to Eight Years 8
Targeted and intensive services provide learning and development support for children and families. These include child and family support services, and early start kindergarten, as well as a range of community, primary and specialist health services. In addition, the early childhood intervention system in Victoria works with families to support children’s inclusion in early childhood services and schools.
Throughout the first eight years of children’s lives, all early childhood professionals working in these settings collect important information, which provides a rich picture of each child’s learning and development. It is important that families and early childhood professionals access and share this information so that they can build a whole picture of the child to facilitate each child’s learning and development.
Using the FrameworkThe Victorian Framework provides a common language to describe children’s learning and common principles to guide practice. It complements the discipline-specific resources that support early childhood professionals working with children and families. It assists all professionals to work together and with families to support children’s learning and development. A list of the discipline-specific resources is at Appendix 3.
The Victorian Early Years Learning and Development Framework will be supported by a number of Implementation Guides. These Implementation Guides will be developed in partnership with the early childhood profession. They will provide detailed practice examples, case studies and guidance about how the Practice Principles for Learning and Development can be used to support children’s learning and development; and more detailed descriptions of children’s learning and development in the five Early Years Learning and Development Outcomes. They will be developed for a range of audiences, including families, early childhood educators working in a range of settings, and early childhood professionals more broadly.
Victorian Early Years Learning and Development Framework for Children from Birth to Eight Years 9
Practice Principles for Learning and Development Children’s learning and development is holistic, advancing simultaneously in the areas of health, cognition, personal and social development, and wellbeing.
Children’s learning and development is advanced when they are provided with opportunities, support and engagement within their families and in partnership with early childhood professionals.
By acknowledging each child’s identity, culture and spirituality, and responding sensitively to their emotional states, early childhood professionals build children’s confidence, sense of wellbeing and safety and willingness to engage in learning.
The Practice Principles for Learning and Development, which are outlined below, are the foundations for professional practice for early childhood professionals working with Victorian children from birth to eight years and their families. They are based on the understanding that when professionals establish respectful and caring relationships with children and families they are able to work together to deliver effective learning and development experiences relevant to children in their local contexts. These experiences gradually expand children’s knowledge and understanding of the world and promote their health, safety and wellbeing.
The Practice Principles integrate the pedagogy that forms the basis of the Early Years Learning Framework for Australia with the P–12 Principles of Learning and Teaching, which inform the work of teachers in Victorian schools. The Practice Principles are based on the latest international evidence about the best ways to support children’s learning. They are interrelated and designed to inform each other.
The Practice Principles are arranged into three categories:
Collaborative
1 family-centred practice
2 partnerships with professionals
3 high expectations for every child
Effective
4 equity and diversity
5 respectful relationships and responsive engagement
6 integrated teaching and learning approaches
7 assessment for learning and development
Reflective
8 reflective practice.
‘Spirituality’ refers to a range of human experiences, including a sense of awe and wonder, a search for purpose and meaning,
and an exploration of being and knowing.
O
utco
mes
Practice Principles
Transitions
Victorian Early Years Learning and Development Framework for Children from Birth to Eight Years 10
1 Family-centred practice Children learn in the context of their families and families are the primary influence on children’s learning and development. Professionals too, play a role in advancing children’s learning and development. Professionals engage in family-centred practice by respecting the pivotal role of families in children’s lives. Early childhood professionals:
• usefamilies’understandingoftheirchildrentosupportshareddecision-makingabout
each child’s learning and development
• create a welcoming and culturally inclusive environment where all families are encouraged
to participate in and contribute to children’s learning and development experiences
• actively engage families and children in planning children’s learning and development
• providefeedbacktofamiliesontheirchildren’slearningandinformationabouthow
families can further advance children’s learning and development at home and in the
community.
2 Partnerships with professionalsEarly childhood professionals are from diverse professional backgrounds. They use multidisciplinary approaches to provide better support to families and draw on the skills and expertise of their peers. Early childhood professionals:
• workcollaborativelytoshareinformationandplantoensureholisticapproachesto
children’s learning and development
• understandeachother’spractice,skillsandexpertise,andmakereferralswhen
appropriate
• acknowledgethesignificanceoftransitionswithinandacrossearlychildhoodservices
and schools, and ensure that children understand the process and have an active role
in preparing for these transitions
• buildonchildren’spriorlearningandexperiencestobuildcontinuityfortheirlearning
and development from birth to eight years of age.
3 High expectations for every child Every child has the ability to learn and develop. Having high expectations is especially important in achieving better outcomes for the most vulnerable children. Some children require additional supports and different learning experiences and opportunities to help them to learn and develop. Early childhood professionals:
• committohighexpectationsforallchildren’slearninganddevelopment
• ensurethateverychildexperiencessuccessintheirlearninganddevelopment
• recognisethateverychildcanlearn,butsomechildrenrequirequitedifferent
opportunities and supports to do this
• workwithfamiliestosupportchildren’slearninganddevelopmentathomeandinthe
community.
Victorian Early Years Learning and Development Framework for Children from Birth to Eight Years 11
4 Equity and diversity Children’s personal, family and cultural histories shape their learning and development. Children learn when early childhood professionals respect their diversity and provide them with the best support, opportunities and experiences. Early childhood professionals:
• supportchildren’sevolvingcapacitiestolearnfrombirth
• ensurethattheinterests,abilitiesandcultureofeverychildandtheirfamilyare
understood, valued and respected
• maximiseopportunitiesforeverychild
• identifyareaswherefocusedsupportorinterventionisrequiredtoimproveeach
child’s learning and development
• recognise bi- and multi-lingualism as an asset and support these children to maintain
their first language and learn English as a second language
• promoteculturalawarenessinallchildren,includinggreaterunderstandingof
Aboriginal and Torres Strait Islander ways of knowing and being
• support children to develop a sense of place, identity and a connection to the land
• encourage children as active participants for sustainability, influencing the quality of
life now, and for future generations.
5 Respectful relationships and responsive engagement
From birth, secure attachments formed through warm and respectful relationships with familiar adults are fundamental to children’s learning and development. These relationships protect, regulate and buffer children. They provide a secure base that helps children to feel safe and confident to try new things and to learn.
Interactions with children and families inform early childhood professionals’ knowledge of children’s distinctive interests, skills, cultures and abilities. This is crucial to providing positive experiences and a safe and stimulating environment that will encourage children to expand their capacities and deepen their knowledge and understandings.
Early childhood professionals:
• initiatewarm,trustingandreciprocalrelationshipswithchildren
• providesafeandstimulatingenvironmentsforchildren
• developlearningprogramsthatareresponsivetoeachchildandbuildontheir
culture, strengths, interests and knowledge to take their learning and development
forward
• understand,communicateandinteractacrossculturesbybeingawareoftheirown
world view
• respecttheviewsandfeelingsofeachchild.
Victorian Early Years Learning and Development Framework for Children from Birth to Eight Years 12
6 Integrated teaching and learning approachesEarly childhood professionals recognise that a gradual shift in emphasis occurs over the first eight years of a child’s life, along a continuum from play to more structured learning in formal settings. Early childhood professionals apply strategies to support sustained and shared interactions with children through play to more focused experiential learning.
Learning is an active process that must involve children’s engagement. Play is essential for its ability to stimulate and integrate a wide range of children’s intellectual, physical, social and creative abilities. Active engagement with, and attunement to children in their play extends and supports their learning. Shared, sustained conversations are also a powerful and important feature of active adult engagement. The integration of child-directed play and learning; guided play and learning; and adult-led learning is illustrated in Figure 2.
Figure 2: Integrated teaching and learning approaches
Child-directed play and learning
Guided play and learning
Adult-led learning
Victorian Early Years Learning and Development Framework for Children from Birth to Eight Years 13
Early Childhood Professionals:
• encourage children to explore, solve problems, communicate, think, create and construct
• usetheirjudgementtosupportchildren’slearninganddevelopmentthrougha
combination of child-led and adult-led play-based learning, as well as active teacher-
led learning
• createphysicalenvironmentsthatsupportarangeofopportunitiesforlearningand
physical activity, both indoors and outdoors
• buildonchildren’sinterests,abilities,culturesandpreviouslearningexperiencesto
extend their thinking, learning and development
• usechild-centredapproachestoexplicitlyteachparticularknowledgeandskills
• recognisetheconnectionsbetweenaspectsofchildren’slearninganddevelopment.
7 Assessment for learning and development Assessment is designed to discover what children know and understand, based on what they make, write, draw, say and do. Early childhood professionals assess the progress of children’s learning and development, what children are ready to learn and how they can be supported.
All children benefit when assessment reflects a whole-child approach, providing an holistic view of learning and development. Early childhood professionals use a range of assessment tools, processes and approaches to build on prior learning, avoid duplication and add value.
Early childhood professionals understand that families play a vital role in their children’s learning and development. Early childhood professionals are aware of the health and wellbeing of the family when planning for the child’s learning and development.
Early childhood professionals assess children’s learning in ways that:
• informtheirpractice
• includechildren’sviewsoftheirownlearning
• areauthenticandresponsivetohowchildrendemonstratetheirlearningand
development
• drawonfamilies’perspectives,knowledge,experiencesandexpectations
• considerchildreninthecontextoftheirfamiliesandprovidesupporttofamilies
when necessary
• valuetheculturallyspecificknowledgeembeddedwithincommunitiesabout
children’s learning and development
• aretransparentandobjective,andprovidefamilieswithinformationabouttheir
children’s learning and development, and about what they can do to further
support their children
• gatherandanalyseinformationfromawiderangeofsourcestohelpthemassess
and plan effectively
• providethebestpossibleadviceandguidancetochildrenandtheirfamilies.
Victorian Early Years Learning and Development Framework for Children from Birth to Eight Years 14
8 Reflective practiceChildren’s learning and development is advanced when they experience interactions with highly effective early childhood professionals. Early childhood professionals become more effective through critical reflection and a strong culture of professional enquiry. Early childhood professionals:
• gatherinformationthatsupports,informs,assessesandenrichesdecision-
making about appropriate professional practices
• continuallydeveloptheirprofessionalknowledgeandskillstoenablethemto
provide the best possible learning and development opportunities for all children
• promotepracticesthathavebeenshowntobesuccessfulinsupportingchildren’s
learning and development
• useevidencetoinformplanningforearlychildhoodexperiencesandpractice
• challengeandchangesomepractices.
Victorian Early Years Learning and Development Framework for Children from Birth to Eight Years 15
Image needed
Victorian Early Years Learning and Development Framework for Children from Birth to Eight Years 17
The Victorian Framework identifies five Outcomes for all children from birth to eight years:
• Childrenhaveastrongsenseofidentity(identity)
• Childrenareconnectedwithandcontributetotheirworld(community)
• Childrenhaveastrongsenseofwellbeing(wellbeing)
• Childrenareconfidentandinvolvedlearners(learning)
• Childrenareeffectivecommunicators(communication).
Children learn at different rates, in different ways and at different times. Their development is not always easy or straightforward. For some children and families, learning and development involves considerable struggle and requires much perseverance. Therefore, different kinds of support and engagement will be required. Early childhood professionals use the Practice Principles for Learning and Development to provide the support necessary for every child to learn and develop.
The descriptions of the five Outcomes included here are neither exhaustive, nor exclusive. The tables show the link between the outcomes from the Early Years Learning Framework for Australia and the VELS. They provide examples of children’s learning and development. They can be used by early childhood professionals to design experiences and opportunities for advancing children’s development and assessing children’s progress toward these Outcomes. The five Outcomes provide a common language to support collaborative approaches between all early childhood professionals and families.
Early Years Learning and Development Outcomes
O
utco
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Victorian Early Years Learning and Development Framework for Children from Birth to Eight Years 18
Outcome 1: Children have a strong sense of identityRelationships are the foundations for children’s construction of identity. In order to form a strong sense of self, children need to build secure relationships first within the family and then with caring, attentive adults in other settings. For babies and young children, strong attachments are critical. Children’s positive experiences of relationships and places support their understanding of themselves as secure, significant and respected individuals. A positive sense of identity strengthens children’s interest and skills in being active participants in their communities.
Children develop a sense of autonomy and a sense of agency when they seek and accept new challenges, use their bodies effectively and make new discoveries. They increasingly cooperate and work collaboratively with others.
In early childhood, children begin to take the initiative by asking questions and attempting small projects. With support, children begin to reflect on their achievements, acknowledge the value of persistence and enjoy their accomplishments.
As children develop a more knowledgeable sense of self, they reach out and communicate the need for comfort, assistance and companionship. Dramatic play is a way to explore different identities and different points of view. All children, with support, can develop a strong sense of self and learn to interact with others with care, empathy and respect. As they show interest in others and in being part of a group, children can participate in play with others and begin to develop friendships. This confidence can be transferred to a range of social situations and children can increasingly recognise and accept that there are consequences for their actions.
The maintenance of first or home languages has a significant and continuing role in the construction of identity. This is supported when early childhood professionals respect children’s cultures and languages.
Early childhood professionals’ respect for diversity assists children to begin to appreciate the similarities and differences between individuals and groups, including different cultural groups. Children develop a deeper sense of identity through participating in cultural experiences and celebrations.
Victorian Early Years Learning and Development Framework for Children from Birth to Eight Years 19
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s to
com
plet
e sh
ort t
asks
•ad
here
to ru
les t
hat a
id p
artic
ipat
ion
and
coop
erat
ion.
This
dev
elop
s, fo
r exa
mpl
e, w
hen
stud
ents
:•
with
supp
ort,
refle
ct o
n pe
rson
al q
ualit
ies w
hich
cont
ribut
e to
the
deve
lopm
ent a
nd
mai
nten
ance
of f
riend
ship
s•
begi
n to
thin
k in
term
s of o
ther
peo
ple’s
feel
ings
and
nee
ds, e
spec
ially
whe
n re
solv
ing
confl
ict o
r dea
ling
with
bul
lyin
g, fo
r exa
mpl
e, b
y say
ing
sorry
or t
akin
g an
othe
r per
son’s
poi
nt o
f vie
w in
to co
nsid
erat
ion
•de
velo
p st
rate
gies
to u
se w
hen
they
are
feel
ing
unce
rtain
abo
ut th
eir l
earn
ing,
such
as
seek
ing
assi
stan
ce fr
om th
eir t
each
ers
•be
gin
to re
cogn
ise
that
lear
ning
from
mis
take
s is a
n im
porta
nt a
ttrib
ute
of b
eing
a
good
lear
ner.
Child
ren
deve
lop
know
ledg
eabl
e an
d co
nfide
nt s
elf-
iden
titie
s
This
is e
vide
nt, f
or e
xam
ple,
whe
n ch
ildre
n:
•fe
el re
cogn
ised
and
resp
ecte
d fo
r who
they
are
•ex
plor
e di
ffere
nt id
entit
ies a
nd p
oint
s of v
iew
in d
ram
atic
play
•sh
are
aspe
cts o
f the
ir cu
lture
with
oth
er ch
ildre
n an
d ed
ucat
ors
•us
e th
eir h
ome
lang
uage
to co
nstru
ct m
eani
ng•
deve
lop
stro
ng fo
unda
tions
in b
oth
the
cultu
re a
nd la
ngua
ge/s
of t
heir
fam
ily a
nd
the
broa
der c
omm
unity
with
out c
ompr
omis
ing
thei
r cul
tura
l ide
ntiti
es•
deve
lop
thei
r soc
ial a
nd cu
ltura
l her
itage
thro
ugh
enga
gem
ent w
ith E
lder
s and
co
mm
unity
mem
bers
•re
ach
out a
nd co
mm
unica
te fo
r com
fort,
ass
ista
nce
and
com
pani
onsh
ip•
cele
brat
e an
d sh
are
thei
r con
tribu
tions
and
ach
ieve
men
ts w
ith o
ther
s.
This
dev
elop
s, fo
r exa
mpl
e, w
hen
stud
ents
:•
draw
on
thei
r own
exp
erie
nce
to h
elp
them
und
erst
and
the
world
aro
und
them
•ex
plor
e di
ffere
nt w
ays o
f usi
ng p
erfo
rmin
g an
d vis
ual a
rts e
lem
ents
•le
arn
abou
t and
cele
brat
e sp
ecia
l cul
tura
l, lo
cal,
com
mun
ity a
nd n
atio
nal d
ays
•en
gage
in sc
hool
and
cultu
ral e
vent
s in
a re
spon
sibl
e an
d ac
tive
way
•ta
lk a
bout
asp
ects
of t
heir
own
arts
wor
ks a
nd a
rts w
orks
and
eve
nts i
n th
eir
com
mun
ity.
This
dev
elop
s, fo
r exa
mpl
e, w
hen
stud
ents
:•
begi
n to
app
recia
te th
e si
mila
ritie
s and
diff
eren
ces b
etwe
en in
divid
uals
and
gro
ups,
in
cludi
ng th
e la
ngua
ge, c
ultu
ral a
nd re
ligio
us g
roup
s tha
t mak
e up
the
Aust
ralia
n na
tion
•be
gin
to a
ppre
ciate
the
com
mon
valu
es im
porta
nt to
gro
ups a
nd in
divid
uals
•be
gin
to p
artic
ipat
e in
clas
s and
scho
ol a
ctivi
ties,
such
as m
arki
ng lo
cal a
nd
natio
nal c
eleb
ratio
ns a
nd co
mm
emor
atio
ns•
begi
n to
reco
gnis
e th
eir c
ontri
butio
n to
the
achi
evem
ent o
f a p
ositi
ve le
arni
ng
envir
onm
ent i
n th
e cla
ssro
om•
desc
ribe
what
they
like
abo
ut th
emse
lves,
how
they
are
sim
ilar t
o ot
hers
and
how
th
ey a
re u
niqu
e.
Child
ren
lear
n to
inte
ract
in re
latio
n to
oth
ers
with
car
e, e
mpa
thy
and
resp
ect
This
is e
vide
nt, f
or e
xam
ple,
whe
n ch
ildre
n:•
show
inte
rest
in o
ther
child
ren
and
bein
g pa
rt of
a g
roup
•en
gage
in a
nd co
ntrib
ute
to sh
ared
pla
y exp
erie
nces
•ex
pres
s a w
ide
rang
e of
em
otio
ns, t
houg
hts a
nd vi
ews c
onst
ruct
ively
•em
path
ise
with
and
exp
ress
conc
ern
for o
ther
s•
disp
lay a
ware
ness
of a
nd re
spec
t for
oth
ers’
pers
pect
ives
•re
flect
on
thei
r act
ions
and
cons
ider
cons
eque
nces
for o
ther
s.
This
dev
elop
s, fo
r exa
mpl
e, w
hen
stud
ents
:•
lear
n to p
lay co
nstru
ctive
ly to
geth
er an
d ar
e enc
oura
ged
to d
evel
op fr
iends
hips
with
pee
rs•
cont
ribut
e to t
he d
evel
opm
ent o
f pos
itive
socia
l rel
atio
nshi
ps in
a ra
nge o
f con
text
s•
deve
lop
socia
l rel
atio
nshi
ps, r
espe
ct fo
r oth
ers’
idea
s and
abili
ty to
expr
ess h
ow th
ey fe
el
when
inte
racti
ng w
ith ot
hers
thro
ugh d
ance
, dra
ma,
mus
ic an
d vis
ual a
rts•
begi
n to u
nder
stan
d ho
w th
eir ac
tions
affe
ct ot
hers
•ex
plor
e the
ir em
otio
ns an
d id
entif
y the
diff
eren
t way
s in w
hich
peo
ple e
xpre
ss an
d re
spon
d to
emot
ions
•de
scrib
e bas
ic sk
ills r
equi
red
to w
ork c
oope
rativ
ely i
n gro
ups.
This
dev
elop
s, fo
r exa
mpl
e, w
hen
stud
ents
:•
inte
ract
with
thei
r pee
rs, o
lder
and
youn
ger s
tude
nts a
nd a
dults
in a
rang
e of
co
ntex
ts•
iden
tify a
nd a
ccep
t tha
t the
re a
re co
nseq
uenc
es fo
r the
ir ac
tions
•wi
th su
ppor
t, re
flect
on
pers
onal
qua
litie
s whi
ch co
ntrib
ute
to th
e de
velo
pmen
t and
m
aint
enan
ce o
f frie
ndsh
ips
•le
arn
to re
cogn
ise
and
desc
ribe
the
feel
ings
and
em
otio
nal r
espo
nses
of o
ther
s.
They
com
pare
thes
e wi
th th
eir o
wn e
mot
iona
l res
pons
es a
nd a
djus
t the
ir be
havio
ur
in re
spon
se.
IDEN
TITY
Earl
y Ye
ars
Lear
ning
and
Dev
elop
men
t Out
com
e 1:
Chi
ldre
n ha
ve a
str
ong
sens
e of
iden
tity
Victorian Early Years Learning and Development Framework for Children from Birth to Eight Years 20
Outcome 2: Children are connected with and contribute to their world From birth, children live and learn with others in families, early childhood settings and local communities.
Children’s connectedness with and different ways of belonging to people, country and communities help them to learn ways of being, reflecting the values, traditions and practices of their families and communities.
As children move into early childhood settings and then schools, they broaden their experiences, relationships and communities.
Over time and with opportunity and support, the ways in which children connect and participate with others increase. Participating in their communities strengthens children’s sense of identity and wellbeing.
Babies participate through crying, imitating and making sounds to show their level of interest in relating to or participating with others. Babies’ learning is strengthened when adults respond to their cues and observe and follow their lead.
Toddlers participate and connect with peers through such gestures as offering their toys to a distressed child, or welcoming a new child enthusiastically. Older children show interest in how others regard them, and develop understandings about friendships. They come to realise that their actions or responses affect how others feel.
Children learn to live interdependently with others and within different environments. This occurs when they participate collaboratively in everyday routines, events and experiences and have opportunities to contribute to decisions. Some children require carefully constructed experiences to support their participation in a variety of community connections. Some children may require explicit direction and support to remain safe.
With support, children establish their own important friendships with other children. They explore their responsibilities and rights and those of others in familiar settings, such as the family, groups, the classroom and the playground. They begin to think in terms of other people’s feelings and needs, and respond to diversity with respect. Stories and group discussions assist children in talking through conflicts, supporting development of social skills and tolerance for others.
Children show concern for others and practise peaceful and inclusive ways of resolving conflicts. This includes using appropriate language and actions. With support, they regulate their own behaviour and find positive ways of managing frustrations.
Children show increasing awareness of themselves as part of the environment and the broader society. Environmental sustainability provides important learning experiences centred on a commitment to making the world a safe place to live. They become aware of the impact the environment can have on them and future generations by exploring how and why environmental factors affect their lives.
“ What community do we belong to?”
“My mummy, daddy, they are my parents” Molly, Age 5 years.
“Kinder” Cody, Age 5 years.
“On earth” Molly, Age 5 years.
“The planet” Kate, Age 5 years.
Victorian Early Years Learning and Development Framework for Children from Birth to Eight Years 21
EAR
LY Y
EAR
S LE
ARN
ING
FR
AMEW
OR
K: B
IRTH
TO
5 Y
EAR
SV
ELS
LEV
EL 1
: PR
EPV
ELS
LEV
EL 2
: GR
AD
E 1
AN
D 2
Chil
dren
dev
elop
a s
ense
of b
elon
ging
to g
roup
s an
d co
mm
unit
ies
and
an u
nder
stan
ding
of t
he re
cipr
ocal
rig
hts
and
resp
onsi
bili
ties
nec
essa
ry fo
r ac
tive
civ
ic p
arti
cipa
tion
This
is e
vide
nt, f
or e
xam
ple,
whe
n ch
ildre
n:•
begi
n to
reco
gnise
that
they
hav
e a ri
ght t
o be
long
to m
any c
omm
uniti
es•
coop
erat
e with
oth
ers a
nd ne
gotia
te ro
les a
nd re
latio
nshi
ps in
pla
y epi
sode
s and
grou
p ex
perie
nces
•ta
ke ac
tion t
o as
sist o
ther
child
ren t
o pa
rticip
ate i
n soc
ial g
roup
s•
broa
den t
heir
unde
rsta
ndin
g of t
he w
orld
in w
hich
they
live
•ex
pres
s an o
pini
on in
mat
ters
that
affe
ct th
em•
build
on t
heir
own s
ocia
l exp
erie
nces
to ex
plor
e oth
er w
ays o
f bei
ng
•pa
rticip
ate i
n rec
ipro
cal r
elat
ions
hips
•gr
adua
lly le
arn t
o ‘re
ad’ t
he b
ehav
iour
s of o
ther
s and
resp
ond
appr
opria
tely
•un
ders
tand
diff
eren
t way
s of c
ontri
butin
g thr
ough
pla
y and
pro
ject
s•
dem
onst
rate
a se
nse o
f bel
ongi
ng an
d co
mfo
rt in
thei
r env
ironm
ents
•ar
e pla
yful
and
resp
ond
posit
ively
to o
ther
s, re
achi
ng o
ut fo
r com
pany
and
frien
dshi
p•
cont
ribut
e to
dem
ocra
tic d
ecisi
on-m
akin
g abo
ut m
atte
rs th
at af
fect
them
.
This
dev
elop
s, fo
r exa
mpl
e, w
hen
stud
ents
:•
are i
ntro
duce
d to
the i
dea o
f the
clas
sroo
m b
eing
a co
mm
unity
•ex
plor
e the
ir re
spon
sibili
ties a
nd ri
ghts
and
thos
e of o
ther
s in f
amili
ar co
ntex
ts su
ch as
th
e fam
ily, t
he cl
assr
oom
, the
scho
ol p
layg
roun
d an
d lo
cal r
ecre
atio
n are
as•
mak
e mus
ic, d
ance
and
dram
a with
oth
ers t
hat e
xpre
ss an
d co
mm
unica
te ex
perie
nces
, ob
serv
atio
ns, id
eas a
nd fe
elin
gs ab
out t
hem
selve
s and
thei
r wor
ld•
talk
abou
t art
even
ts as
par
t of t
he cu
ltura
l and
socia
l life
of t
heir
com
mun
ity•
deve
lop
a sen
se o
f bel
ongi
ng to
the s
choo
l com
mun
ity•
deve
lop
the s
kills
to w
ork i
n a gr
oup,
inclu
ding
takin
g tur
ns, s
harin
g and
carin
g for
eq
uipm
ent.
This
dev
elop
s, fo
r exa
mpl
e, w
hen
stud
ents
:•
iden
tify t
he ra
nge o
f gro
ups t
o wh
ich th
ey, t
heir
fam
ily m
embe
rs an
d th
eir c
lass
bel
ong
•ex
plor
e the
role
s, rig
hts a
nd re
spon
sibili
ties o
f var
ious
fam
ily an
d co
mm
unity
mem
bers
•le
arn t
o wo
rk in
team
s to
com
plet
e stru
ctur
ed ac
tiviti
es w
ithin
a se
t tim
efra
me
•ex
plai
n the
cont
ribut
ion r
ules
and
proc
edur
es m
ake t
o th
e saf
e con
duct
of g
ames
and
activ
ities
•in
tera
ct w
ith p
eers
, old
er an
d yo
unge
r stu
dent
s, an
d ad
ults
in a
rang
e of c
onte
xts
•de
scrib
e the
ir co
ntrib
utio
n to
the a
ctivi
ties o
f the
team
.
Child
ren
resp
ond
to d
iver
sity
with
resp
ect
This
is e
vide
nt, f
or e
xam
ple,
whe
n ch
ildre
n:•
begi
n to
show
conc
ern f
or o
ther
s•
expl
ore t
he d
ivers
ity o
f cul
ture
, her
itage
, bac
kgro
und
and
tradi
tion a
nd th
at d
ivers
ity
pres
ents
opp
ortu
nitie
s for
choi
ces a
nd ne
w un
ders
tand
ings
•be
com
e awa
re o
f con
nect
ions
, sim
ilarit
ies a
nd d
iffer
ence
s bet
ween
peo
ple
•lis
ten t
o ot
hers
’ idea
s and
resp
ect d
iffer
ent w
ays o
f bei
ng an
d do
ing
•pr
actis
e inc
lusiv
e way
s of a
chie
ving c
oexis
tenc
e•
notic
e and
reac
t in p
ositi
ve w
ays t
o sim
ilarit
ies a
nd d
iffer
ence
s am
ong p
eopl
e.
This
dev
elop
s, fo
r exa
mpl
e, w
hen
stud
ents
:•
learn
that
som
e peo
ple h
ave s
pecia
l nee
ds an
d to r
espe
ct th
e rig
hts,
feeli
ngs a
nd ef
forts
of
othe
rs•
use a
ppro
priat
e lan
guag
e and
actio
ns w
hen d
ealin
g with
confl
ict•
learn
abou
t and
celeb
rate
spec
ial cu
ltura
l, loc
al, co
mm
unity
and n
atio
nal d
ays
•ta
lk ab
out h
ow an
d why
the m
usica
l tra
ditio
ns of
othe
r cul
ture
s are
diffe
rent
from
their
own
•lea
rn ab
out t
he cu
lture
s and
hist
ories
that
have
cont
ribut
ed to
Aus
tralia
n soc
iety
•co
nsid
er ho
w an
d why
othe
r tim
es an
d plac
es ar
e diff
eren
t fro
m th
eir ow
n•
deve
lop a
n und
erst
andi
ng of
the s
peak
ers o
f lan
guag
es ot
her t
han E
nglis
h and
the
coun
tries
, reg
ions
and c
omm
uniti
es w
here
the l
angu
ages
are s
poke
n•
enga
ge in
scho
ol an
d cul
tura
l eve
nts i
n a re
spon
sible
and a
ctive
way
.
This
dev
elop
s, fo
r exa
mpl
e, w
hen
stud
ents:
•be
gin t
o ap
prec
iate
the s
imila
ritie
s and
diff
eren
ces b
etwe
en in
divid
uals
and
grou
ps,
inclu
ding
the l
angu
age,
cultu
ral a
nd re
ligio
us gr
oups
that
mak
e up
the A
ustra
lian n
atio
n •
iden
tify w
hat i
s fam
iliar
and
what
is d
iffer
ent i
n the
ir ow
n and
oth
er cu
lture
s•
begi
n to
gras
p th
e rol
e and
impo
rtanc
e of t
he va
rious
cultu
ral g
roup
s tha
t mak
e up
the
Aust
ralia
n com
mun
ity, in
cludi
ng A
borig
inal
and T
orre
s Stra
it Isl
ande
r com
mun
ities
•id
entif
y fea
ture
s of c
omm
unica
tion a
nd d
iffer
ence
s in d
ress
, eat
ing,
gree
ting r
outin
es,
ways
of b
eing
pol
ite an
d ob
vious
cultu
ral p
ract
ices.
Child
ren
beco
me
awar
e of
fairn
ess
This
is e
vide
nt, f
or e
xam
ple,
whe
n ch
ildre
n:•
disc
over
and
expl
ore s
ome c
onne
ctio
ns am
ongs
t peo
ple
•be
com
e awa
re o
f way
s in w
hich
peo
ple a
re in
clude
d or
exclu
ded
from
phy
sical
and
socia
l en
viron
men
ts•
deve
lop
the a
bilit
y to
reco
gnise
unf
airn
ess a
nd b
ias a
nd th
e cap
acity
to ac
t with
co
mpa
ssio
n and
kind
ness
•ar
e emp
ower
ed to
mak
e cho
ices a
nd pr
oblem
-solve
to m
eet t
heir
need
s in p
artic
ular
cont
exts
•be
gin t
o th
ink c
ritica
lly ab
out f
air a
nd u
nfai
r beh
avio
ur•
begi
n to
unde
rsta
nd an
d ev
alua
te w
ays i
n whi
ch te
xts c
onst
ruct
iden
titie
s and
crea
te
ster
eoty
pes.
This
dev
elop
s, fo
r exa
mpl
e, w
hen
stud
ents
:•
lear
n abo
ut re
spec
t and
conc
ern f
or o
ther
s and
bei
ng fa
ir•
expl
ore p
ossib
le ac
tions
and
resp
onse
s to
socia
l situ
atio
ns th
roug
h dr
amat
ic pl
ay•
parti
cipat
e in m
ovem
ent a
nd p
hysic
al ac
tiviti
es th
at fo
llow
rule
s and
pro
cedu
res a
nd
shar
e equ
ipm
ent a
nd sp
ace s
afel
y•
lear
n abo
ut cl
assr
oom
rule
s and
why
they
are n
eede
d•
begi
n to
com
pare
clas
sroo
m an
d fa
mily
rule
s and
oth
er ru
les t
hey k
now
abou
t, su
ch as
th
ose f
or ga
mes
and
spor
t.
This
dev
elop
s, fo
r exa
mpl
e, w
hen
stud
ents
:•
disc
over
why
grou
ps an
d co
mm
uniti
es h
ave r
ules
, beg
in to
que
stio
n rul
es w
hich
they
be
lieve
are u
nfai
r, and
mak
e sug
gest
ions
abou
t im
prov
ing t
he ru
les w
ithin
the c
omm
unity
•be
gin t
o ap
prec
iate
the c
omm
on va
lues
impo
rtant
to gr
oups
and
indi
vidua
ls, fo
r exa
mpl
e fa
irnes
s, to
lera
nce,
und
erst
andi
ng an
d re
spec
t•
iden
tify t
he fe
elin
gs an
d ne
eds o
f oth
er p
eopl
e•
take
appr
opria
te st
eps t
o re
solve
confl
ict•
shar
e res
ourc
es fa
irly.
Child
ren
beco
me
soci
ally
resp
onsi
ble
and
show
resp
ect f
or th
e en
viro
nmen
t
This
is e
vide
nt, f
or e
xam
ple,
whe
n ch
ildre
n:•
use p
lay t
o in
vest
igat
e, p
roje
ct an
d ex
plor
e new
idea
s•
parti
cipat
e with
oth
ers t
o so
lve p
robl
ems a
nd co
ntrib
ute t
o gr
oup
outc
omes
•de
mon
stra
te an
incr
easin
g kno
wled
ge o
f and
resp
ect f
or na
tura
l and
cons
truct
ed
envir
onm
ents
•ex
plor
e, in
fer, p
redi
ct an
d hy
poth
esise
in o
rder
to d
evel
op an
incr
ease
d un
ders
tand
ing o
f th
e int
erde
pend
ence
bet
ween
land
, peo
ple,
pla
nts a
nd an
imal
s•
show
grow
ing a
ppre
ciatio
n and
care
for n
atur
al an
d co
nstru
cted
envir
onm
ents
•ex
plor
e rel
atio
nshi
ps w
ith o
ther
livin
g and
non-
livin
g thi
ngs a
nd o
bser
ve, n
otice
and
resp
ond
to ch
ange
•de
velo
p an
awar
enes
s of t
he im
pact
of h
uman
activ
ity o
n env
ironm
ents
and
the
inte
rdep
ende
nce o
f livi
ng th
ings
.
This
dev
elop
s, fo
r exa
mpl
e, w
hen
stud
ents
:•
expl
ore h
ow an
d wh
y nat
ural
fact
ors (
for e
xam
ple,
chan
ges i
n the
wea
ther
) and
hum
an
activ
ities
(for
exam
ple,
the c
losin
g of a
par
k) af
fect
thei
r live
s•
parti
cipat
e in a
ctivi
ties s
uch
as w
earin
g pro
tect
ion f
rom
the s
un, s
avin
g ene
rgy,
savin
g wa
ter, a
nd re
cycli
ng•
lear
n tha
t mat
eria
ls ca
n be r
ecyc
led
and
reus
ed to
pro
duce
new
prod
ucts
.
This
dev
elop
s, fo
r exa
mpl
e, w
hen
stud
ents
:•
inve
stig
ate a
nd d
escr
ibe e
lem
ents
of th
e nat
ural
and
built
envir
onm
ents
in th
eir lo
cal a
rea
•be
gin t
o pa
rticip
ate i
n a ra
nge o
f cla
ss an
d sc
hool
activ
ities
such
as re
cycli
ng, t
akin
g re
spon
sibili
ty fo
r cla
ss re
sour
ces
•ar
e int
rodu
ced
to th
e con
cept
of r
esou
rces
and
thei
r man
agem
ent,
and
begi
n to
unde
rsta
nd h
ow re
sour
ce u
se re
flect
s com
mun
ity in
terd
epen
denc
e•
inve
stig
ate t
he w
ays i
ndivi
dual
s, fa
mili
es, g
roup
s and
com
mun
ities
can w
ork t
o im
prov
e th
eir e
nviro
nmen
t•
thin
k abo
ut en
viron
men
tal d
iffer
ence
s, lo
cally
and
in o
ther
par
ts o
f Aus
tralia
and
the
world
, why
thes
e diff
eren
ces e
xist
•in
vest
igat
e way
s of r
educ
ing w
aste
in th
eir c
lass
room
for e
xam
ple,
recy
cling
and
com
post
ing.
COM
MU
NIT
YEa
rly
Year
s Le
arni
ng a
nd D
evel
opm
ent O
utco
me
2: C
hild
ren
are
conn
ecte
d w
ith
and
cont
ribu
te to
thei
r wor
ld
Victorian Early Years Learning and Development Framework for Children from Birth to Eight Years 22
Outcome 3: Children have a strong sense of wellbeing During early childhood, the foundations for social, emotional and spiritual wellbeing are laid. Wellbeing includes good mental and physical health, feelings of happiness and satisfaction.
Relationships that are warm and supportive assist babies to express feelings such as joy, sadness, frustration and fear, and support strong attachments. Children’s resilience helps them to regulate and balance their emotions to cope with day-to-day stresses and challenges.
The readiness to persevere and ‘have a go’ when faced with unfamiliar and challenging learning situations provides children with a sense of achievement. It also teaches children to be flexible and adapt to new environments and events. With support and guidance, children can learn to manage disappointments, frustration and loss.
Babies’ and young children’s learning and physical development are evident through their movement patterns, from physical dependence and reflex actions at birth through to the development of spatial awareness and the ability to move around their environment confidently and safely.
Children progress through the development of basic motor skills – running, jumping, hopping, balancing and skipping – on to the complex integration of sensory, motor and cognitive systems required for the playground games and organised experiences that characterise the early years of school. Dance and drama experiences combine stillness and movement and children learn to create and perform simple rhythmical movement sequences.
Children develop self-reliance and confidence in personal hygiene, care and safety for themselves and others. Routines, rituals and rules, such as hand-washing, toileting and packing away, provide opportunities to learn about health and safety.
A healthy diet is essential for healthy living. Early childhood settings provide many opportunities for children to experience a range of nutritious foods and to learn about food choices from early childhood professionals and other children. Children also gain a basic understanding of the aspects of an active lifestyle.
“I really like doing bother work” Aidan Age 5 Years.
“Bother time” is when the children discuss issues which are concerning them. They gather together and each
child is encouraged to give their views.
Victorian Early Years Learning and Development Framework for Children from Birth to Eight Years 23
EAR
LY Y
EAR
S LE
ARN
ING
FR
AMEW
OR
K: B
IRTH
TO
5 Y
EAR
SV
ELS
LEV
EL 1
: PR
EPV
ELS
LEV
EL 2
: GR
AD
E 1
AN
D 2
Chil
dren
bec
ome
stro
ng in
thei
r so
cial
, em
otio
nal a
nd s
piri
tual
wel
lbei
ng
This
is e
vide
nt, f
or e
xam
ple,
whe
n ch
ildre
n:•
dem
onst
rate
trus
t and
confi
denc
e•
rem
ain
acce
ssib
le to
oth
ers a
t tim
es o
f dis
tress
, con
fusi
on a
nd fr
ustra
tion
•sh
are
hum
our,
happ
ines
s and
satis
fact
ion
•se
ek o
ut a
nd a
ccep
t new
chal
leng
es, m
ake
new
disc
over
ies,
and
cele
brat
e th
eir o
wn
effo
rts a
nd a
chie
vem
ents
and
thos
e of
oth
ers
•in
crea
sing
ly co
oper
ate
and
work
colla
bora
tivel
y with
oth
ers
•en
joy m
omen
ts o
f sol
itude
•re
cogn
ise
thei
r ind
ividu
al a
chie
vem
ents
•m
ake
choi
ces,
acc
ept c
halle
nges
, tak
e co
nsid
ered
risk
s, m
anag
e ch
ange
and
cope
wi
th fr
ustra
tions
and
the
unex
pect
ed•
show
an
incr
easi
ng ca
pacit
y to
unde
rsta
nd, s
elf-r
egul
ate
and
man
age
thei
r em
otio
ns in
way
s tha
t refl
ect t
he fe
elin
gs a
nd n
eeds
of o
ther
s•
expe
rienc
e an
d sh
are
pers
onal
succ
esse
s in
lear
ning
and
initi
ate
oppo
rtuni
ties f
or
new
lear
ning
in th
eir h
ome
lang
uage
s or S
tand
ard
Aust
ralia
n En
glis
h•
ackn
owle
dge
and
acce
pt a
ffirm
atio
n•
asse
rt th
eir c
apab
ilitie
s and
inde
pend
ence
whi
le d
emon
stra
ting
incr
easi
ng
awar
enes
s of t
he n
eeds
and
righ
ts o
f oth
ers
•re
cogn
ise
the
cont
ribut
ions
they
mak
e to
shar
ed p
roje
cts a
nd e
xper
ienc
es.
This
dev
elop
s, fo
r exa
mpl
e, w
hen
stud
ents
:•
iden
tify t
he q
ualit
ies o
f a fr
iend
and
dem
onst
rate
care
for o
ther
stud
ents
•co
ntrib
ute
to th
e de
velo
pmen
t of p
ositi
ve so
cial r
elat
ions
hips
in a
rang
e of
cont
exts
•us
e ap
prop
riate
lang
uage
and
act
ions
whe
n re
solv
ing
confl
ict•
desc
ribe
basi
c ski
lls re
quire
d to
wor
k co
oper
ative
ly in
gro
ups
•ex
plor
e th
eir e
mot
ions
and
iden
tify t
he d
iffer
ent w
ays i
n wh
ich p
eopl
e ex
pres
s and
re
spon
d to
em
otio
ns•
lear
n to
cons
ider
, sup
port
and
enco
urag
e ot
hers
to sh
are
equi
pmen
t and
to a
dher
e to
rule
s tha
t aid
par
ticip
atio
n an
d co
oper
atio
n•
star
t ide
ntify
ing
new
thin
gs th
ey ca
n do
and
the
resp
onsi
bilit
ies a
ssoc
iate
d wi
th
thes
e •
begi
n to
refle
ct o
n th
emse
lves a
s lea
rner
s, in
par
ticul
ar o
n th
eir f
eelin
gs a
bout
le
arni
ng, b
y res
pond
ing
to o
pen-
ende
d st
atem
ents
such
as ‘
I’m p
roud
of t
his
beca
use
…’
This
dev
elop
s, fo
r exa
mpl
e, w
hen
stud
ents
:•
disc
uss t
he w
ay va
rious
situ
atio
ns a
nd b
ehav
iour
s affe
ct th
e wa
y the
y fee
l, an
d de
velo
p pe
rson
al re
spon
ses t
o su
ch b
ehav
iour
s and
situ
atio
ns•
expl
ain
the
cont
ribut
ion
rule
s and
pro
cedu
res m
ake
to sa
fe co
nduc
t of g
ames
and
ac
tiviti
es•
expl
ore
peop
le’s
need
s at v
ario
us st
ages
of d
evel
opm
ent a
nd re
cogn
ise
that
som
e ne
eds a
pply
to a
ll st
ages
of l
ife•
desc
ribe
what
they
like
abo
ut th
emse
lves,
how
they
are
sim
ilar t
o ot
hers
and
how
th
ey a
re u
niqu
e•
iden
tify t
he fe
elin
gs a
nd n
eeds
of o
ther
peo
ple
•id
entif
y and
acc
ept t
hat t
here
are
cons
eque
nces
for t
heir
actio
ns•
take
app
ropr
iate
step
s to
reso
lve si
mpl
e co
nflict
s•
with
supp
ort,
desc
ribe
thei
r con
tribu
tion
to th
e ac
tiviti
es o
f the
team
.
Chil
dren
take
incr
easi
ng re
spon
sibi
lity
for
thei
r ow
n he
alth
and
phy
sica
l wel
lbei
ng
This
is e
vide
nt, f
or e
xam
ple,
whe
n ch
ildre
n:•
reco
gnis
e an
d co
mm
unica
te th
eir b
odily
nee
ds (f
or e
xam
ple
thirs
t, hu
nger
, res
t, co
mfo
rt, p
hysi
cal a
ctivi
ty)
•ar
e ha
ppy,
heal
thy,
safe
and
are
conn
ecte
d to
oth
ers
•en
gage
in in
crea
sing
ly co
mpl
ex se
nsor
y-m
otor
skill
s and
mov
emen
t pat
tern
s•
com
bine
gro
ss a
nd fi
ne m
otor
mov
emen
t and
bal
ance
to a
chie
ve in
crea
sing
ly
com
plex
pat
tern
s of a
ctivi
ty, in
cludi
ng d
ance
, cre
ative
mov
emen
t and
dra
ma
•us
e th
eir s
enso
ry ca
pabi
litie
s and
dis
posi
tions
with
incr
easi
ng in
tegr
atio
n, sk
ill a
nd
purp
ose
to e
xplo
re a
nd re
spon
d to
thei
r wor
ld•
dem
onst
rate
spat
ial a
ware
ness
and
orie
nt th
emse
lves,
mov
ing
arou
nd a
nd th
roug
h th
eir e
nviro
nmen
ts co
nfide
ntly
and
safe
ly•
man
ipul
ate
equi
pmen
t and
man
age
tool
s with
incr
easi
ng co
mpe
tenc
e an
d sk
ill•
resp
ond
thro
ugh
mov
emen
t to
tradi
tiona
l and
cont
empo
rary
mus
ic, d
ance
and
st
oryt
ellin
g of
thei
r own
and
oth
ers’
cultu
res
•sh
ow a
n in
crea
sing
awa
rene
ss o
f hea
lthy l
ifest
yles
and
goo
d nu
tritio
n•
show
incr
easi
ng in
depe
nden
ce a
nd co
mpe
tenc
e in
per
sona
l hyg
iene
, car
e an
d sa
fety
for t
hem
selve
s and
oth
ers
•sh
ow e
nthu
sias
m fo
r par
ticip
atin
g in
phy
sica
l pla
y and
neg
otia
te p
lay s
pace
s to
ensu
re th
e sa
fety
and
wel
lbei
ng o
f the
mse
lves a
nd o
ther
s.
This
dev
elop
s, fo
r exa
mpl
e, w
hen
stud
ents
:•
are
intro
duce
d to
the
basi
c prin
ciple
s of l
iving
an
activ
e an
d he
alth
y life
•ex
plor
e ba
sic h
ealth
nee
ds th
at m
ust b
e m
et to
mai
ntai
n or
pro
mot
e th
eir h
ealth
an
d to
hel
p th
em g
row
and
deve
lop
•be
gin
to d
evel
op b
asic
mot
or sk
ills,
inclu
ding
runn
ing,
jum
ping
, hop
ping
, bal
ancin
g sk
ippi
ng•
parti
cipat
e in
a ra
nge
of m
ovem
ent p
atte
rns i
n aq
uatic
env
ironm
ents
•us
e si
mpl
e vo
cabu
lary
to d
escr
ibe
mov
emen
t, th
e ph
ysica
l res
pons
es o
f the
ir bo
dies
to a
ctivi
ty a
nd th
eir f
eelin
gs a
bout
par
ticip
atio
n in
phy
sica
l act
ivity
•re
gula
rly e
ngag
e in
per
iods
of m
oder
ate
to vi
goro
us p
hysi
cal a
ctivi
ty•
in d
ance
and
dra
ma
activ
ities
, com
bine
still
ness
and
mov
emen
t, an
d sh
are
spac
e sa
fely
with
cons
ider
atio
n fo
r oth
ers
•in
dan
ce a
ctivi
ties,
lear
n to
coor
dina
te b
reat
hing
and
mov
emen
t, co
py a
nd m
irror
m
ovem
ents
, dev
elop
mov
emen
t mem
ory a
nd a
ware
ness
of s
elf i
n sp
ace
•pe
rform
bas
ic m
otor
skill
s and
mov
emen
t pat
tern
s, w
ith o
r with
out e
quip
men
t, in
a
rang
e of
env
ironm
ents
•fo
llow
rule
s and
pro
cedu
res a
nd sh
are
equi
pmen
t and
spac
e sa
fely.
This
dev
elop
s, fo
r exa
mpl
e, w
hen
stud
ents
:•
begi
n to
iden
tify t
he b
enefi
ts o
f saf
e be
havio
urs a
nd le
arn
how
they
can
prot
ect a
nd
incr
ease
thei
r hea
lth a
nd sa
fety
and
the
heal
th a
nd sa
fety
of o
ther
s•
regu
larly
eng
age
in se
ssio
ns o
f mod
erat
e to
vigo
rous
phy
sica
l act
ivity
and
des
crib
e th
e lin
k be
twee
n ph
ysica
l act
ivity
and
hea
lth•
begi
n to
ada
pt m
ovem
ent s
kills
to ch
angi
ng e
nviro
nmen
tal c
ondi
tions
•co
mbi
ne m
otor
skill
s and
mov
emen
t pat
tern
s dur
ing
indi
vidua
l and
gro
up a
ctivi
ties
•cr
eate
and
per
form
sim
ple
rhyt
hmica
l mov
emen
t seq
uenc
es in
resp
onse
to st
imul
i•
dem
onst
rate
cont
rol w
hen
parti
cipat
ing
in lo
com
otor
act
ivitie
s req
uirin
g ch
ange
of
spee
d, d
irect
ion
and
leve
l•
expl
ain
the
cont
ribut
ion
rule
s and
pro
cedu
res m
ake
to sa
fe co
nduc
t of g
ames
and
ac
tiviti
es•
use
equi
pmen
t and
spac
e sa
fely.
WEL
LBEI
NG
Earl
y Ye
ars
Lear
ning
and
Dev
elop
men
t Out
com
e 3:
Chi
ldre
n ha
ve a
str
ong
sens
e of
wel
lbei
ng
Victorian Early Years Learning and Development Framework for Children from Birth to Eight Years 24
Victorian Early Years Learning and Development Framework for Children from Birth to Eight Years 25
Outcome 4: Children are confident and involved learners Children learn in the context of their families and community. Throughout the early years, children acquire knowledge and skills that form the foundations of their later achievement. They learn how to learn and they develop dispositions for learning and a sense of agency, where children are able to make decisions and choices, to influence events and to have an impact on their world.
Babies explore the world through touch, sight, sound, taste, smell and movement. Their sensory and physical explorations increase brain development.
When babies and young children are relaxed and involved they express wonder and interest in their environments. When they are encouraged and supported to be curious and enthusiastic participants in learning, they begin to develop positive dispositions for lifelong learning.
From their earliest years, children develop the view that learning is exploratory, fun and rewarding. They use their imagination and curiosity to generate ideas, solve problems and apply that knowledge to new situations. With support, children expect to learn and they use their senses and their bodies to explore the world around them and begin to develop simple explanations for observed phenomena.
Children consider why things happened and what they can learn from experiences, reflecting on their own thinking processes and approaches to learning.
Active involvement in learning builds children’s understanding of the concepts, creative thinking and inquiry processes necessary for lifelong learning. They can challenge and extend their own thinking and that of others through interactions and negotiations. Children’s active involvement changes what they know, can do and value, and transforms their learning.
Long periods of uninterrupted play support children to invent, investigate and discover, using a rich variety of open-ended materials and resources. When provided with many opportunities and a rich supply of natural and manufactured materials and tools, children create, build, sculpt, draw, paint and construct.
Children learn with peers and share feelings and thoughts about learning from others. They begin to understand that listening to the responses of others can assist them to understand and make new meaning of experiences. Children become more confident over time in seeking assistance from adults.
Children’s increasing understanding of their environment forms the basis for their concept development. As they develop, they generate questions about situations and phenomena, and make predictions.
Children broaden their learning about the world through connecting with people, places, technologies and natural materials. They manipulate objects to investigate, assemble, invent and construct. They explore ideas using imagination, creativity and play, and they use their own and others’ feedback to revise and build on an idea.
Children need many opportunities to generate and discuss ideas, make plans, brainstorm solutions to problems, reflect and give reasons for their choices. They investigate what products and systems can do, and how they work. Increasingly, they begin to use information and communication technologies to assist their thinking and to represent what they know and understand.
“What do you do if you get stuck when you’re learning something?”
“If you get stuck, try it again. If you create fear in yourself then you can’t do anything” Pranav, age 7 years.
“I don’t really get stuck except on trampoline my legs got sore, and monkey bars, shins got sore so I tried not to do it” Suhani, age 5 years.
“Tell someone if you have a problem, don’t keep it to yourself” Ashleigh, age 7 years.
Victorian Early Years Learning and Development Framework for Children from Birth to Eight Years 26
LEA
RN
ING
Earl
y Ye
ars
Lear
ning
and
Dev
elop
men
t Out
com
e 4:
Chi
ldre
n ar
e co
nfide
nt a
nd in
volv
ed le
arne
rs
EAR
LY Y
EAR
S LE
ARN
ING
FR
AMEW
OR
K: B
IRTH
TO
5 Y
EAR
SV
ELS
LEV
EL 1
: PR
EPV
ELS
LEV
EL 2
: GR
AD
E 1
AN
D 2
Child
ren
deve
lop
disp
ositi
ons
for l
earn
ing
such
as
curio
sity
, coo
pera
tion,
con
fiden
ce, c
reat
ivity
, com
mitm
ent,
enth
usia
sm, p
ersi
sten
ce, i
mag
inat
ion
and
refle
xivi
ty
This
is e
vide
nt, f
or e
xam
ple,
whe
n ch
ildre
n:•
expr
ess w
onde
r and
inte
rest
in th
eir e
nviro
nmen
ts•
are c
urio
us an
d en
thus
iast
ic pa
rticip
ants
in th
eir l
earn
ing
•us
e pla
y to
inve
stig
ate,
imag
ine a
nd ex
plor
e ide
as•
follo
w an
d ex
tend
thei
r own
inte
rest
s with
enth
usia
sm, e
nerg
y and
conc
entra
tion
•in
itiat
e and
cont
ribut
e to
play
expe
rienc
es em
ergi
ng fr
om th
eir o
wn id
eas
•pa
rticip
ate i
n a va
riety
of r
ich an
d m
eani
ngfu
l inqu
iry-b
ased
expe
rienc
es•
pers
ever
e and
expe
rienc
e the
satis
fact
ion o
f ach
ieve
men
t •
pers
ist ev
en w
hen t
hey fi
nd a
task
diffi
cult.
This
is d
evel
oped
, for
exa
mpl
e, w
hen
stud
ents
:•
with
enco
urag
emen
t and
supp
ort,
wond
er, q
uest
ion a
nd b
ecom
e adv
entu
rous
in th
eir
thin
king a
bout
fam
iliar
cont
exts
•wi
th su
ppor
t, m
ake l
inks
with
thei
r exis
ting e
xper
ienc
es an
d de
velo
p th
e vie
w th
at
lear
ning
is ex
plor
ator
y, fu
n and
rewa
rdin
g•
begi
n to
refle
ct o
n the
mse
lves a
s lea
rner
s, in
par
ticul
ar o
n the
ir fe
elin
gs ab
out l
earn
ing,
by
resp
ondi
ng to
ope
n-en
ded
stat
emen
ts su
ch as
‘I’m
pro
ud o
f thi
s bec
ause
...’ a
nd u
sing
visua
l aid
s tha
t illu
stra
te th
eir r
espo
nses
to le
arni
ng, s
uch
as h
appy
and
unha
ppy f
aces
•re
flect
on t
heir
thin
king,
for e
xam
ple w
hy th
ey th
ink w
hat t
hey t
hink
abou
t a te
xt, a
nd
take
tim
e to
cons
ider
bef
ore r
espo
ndin
g•
with
supp
ort,
lear
n to
man
age t
heir
time a
nd re
sour
ces t
o co
mpl
ete s
hort
task
s•
use t
heir
imag
inat
ion a
nd cu
riosit
y to
gene
rate
idea
s•
begi
n to
take
initi
ative
as le
arne
rs b
y ask
ing q
uest
ions
whe
n nee
ded
and
atte
mpt
ing
smal
l pro
ject
s.
This
is d
evel
oped
, for
exa
mpl
e, w
hen
stud
ents
:•
begi
n to
refle
ct o
n the
ir th
inkin
g pro
cess
es•
refle
ct o
n tho
se ap
proa
ches
whi
ch th
ey b
elie
ve h
elp
them
lear
n mos
t effe
ctive
ly•
begi
n to
reco
rd th
eir f
eelin
gs an
d un
ders
tand
ing a
bout
thei
r lea
rnin
g, re
spon
ding
to
prom
pts w
hich
hel
p th
em ac
know
ledg
e the
ir su
cces
ses,
notin
g whe
re im
prov
emen
ts
coul
d be
mad
e and
refle
ctin
g on t
he ef
fort
they
put
into
par
ticul
ar ta
sks
•be
gin t
o ta
ke re
spon
sibili
ty fo
r man
agin
g the
ir tim
e and
reso
urce
s with
in th
e con
text
of
stru
ctur
ed ta
sks t
hat h
ave c
lear
out
com
es an
d a s
et ti
mef
ram
e•
unde
rsta
nd th
at p
eopl
e use
crea
tive,
imag
inat
ive an
d in
vent
ive th
inkin
g to
help
them
m
eet h
uman
need
s and
wan
ts
•de
velo
p im
agin
ative
and
prac
tical
des
ign s
olut
ions
to p
robl
ems,
need
s and
opp
ortu
nitie
s•
expe
rimen
t with
way
s of e
xpre
ssin
g and
com
mun
icatin
g ide
as an
d fe
elin
gs to
par
ticul
ar
audi
ence
s or f
or p
artic
ular
pur
pose
s.
Child
ren
deve
lop
a ra
nge
of s
kills
and
pro
cess
es s
uch
as p
robl
em s
olvi
ng, i
nqui
ry, e
xper
imen
tatio
n, h
ypot
hesi
sing
, res
earc
hing
and
inve
stig
atin
g
This
is e
vide
nt, f
or e
xam
ple,
whe
n ch
ildre
n:•
appl
y a w
ide v
arie
ty o
f thi
nkin
g stra
tegi
es to
enga
ge w
ith si
tuat
ions
and
solve
pro
blem
s, an
d ad
apt t
hese
stra
tegi
es to
new
situa
tions
•cr
eate
and
use r
epre
sent
atio
n to
orga
nise
, rec
ord
and
com
mun
icate
mat
hem
atica
l idea
s an
d co
ncep
ts•
mak
e pre
dict
ions
and
gene
ralis
atio
ns ab
out t
heir
daily
activ
ities
, asp
ects
of t
he na
tura
l wo
rld an
d en
viron
men
ts, u
sing p
atte
rns t
hey g
ener
ate o
r ide
ntify
, and
com
mun
icate
th
ese u
sing m
athe
mat
ical la
ngua
ge an
d sy
mbo
ls•
expl
ore t
heir
envir
onm
ent
•m
anip
ulat
e obj
ects
and
expe
rimen
t with
caus
e and
effe
ct, t
rial a
nd er
ror, a
nd m
otio
n•
cont
ribut
e con
stru
ctive
ly to
mat
hem
atica
l disc
ussio
ns an
d ar
gum
ents
•us
e refl
ectiv
e thi
nkin
g to
cons
ider
why
thin
gs h
appe
n and
wha
t can
be l
earn
t fro
m th
ese
expe
rienc
es.
This
is d
evel
oped
, for
exa
mpl
e, w
hen
stud
ents
:•
use t
heir
sens
es to
expl
ore t
he w
orld
arou
nd th
em, f
or ex
ampl
e the
seas
ons,
and l
iving
and
non-
livin
g thi
ngs
•us
e a ra
nge o
f sim
ple t
hink
ing t
ools
to ga
ther
and p
roce
ss in
form
atio
n•
begi
n to d
evelo
p sim
ple e
xplan
atio
ns fo
r the
phen
omen
a the
y obs
erve
•pa
rticip
ate i
n ver
y sim
ple i
nves
tigat
ions
invo
lving
obse
rvat
ion a
nd m
easu
rem
ent (
for
exam
ple m
akin
g and
flyin
g kite
s)•
deve
lop a
n awa
rene
ss of
spat
ial co
ncep
ts th
roug
h stru
cture
d exp
erien
ces w
ithin
their
im
med
iate e
nviro
nmen
t•
coun
t the
size
of sm
all se
ts us
ing t
he nu
mbe
rs 0
to 20
•us
e ord
inal
num
bers
to de
scrib
e the
posit
ion o
f elem
ents
in a
set f
rom
firs
t to t
enth
•us
e mat
erial
s to m
odel
addi
tion a
nd su
btra
ction
•re
cogn
ise, c
opy a
nd dr
aw po
ints
, line
s and
sim
ple f
ree-
hand
curv
es•
test
sim
ple c
onjec
ture
s suc
h as ‘
nine
is fo
ur m
ore t
han fi
ve’
•id
entif
y bas
ic tw
o-di
men
siona
l sha
pes,
such
as tr
iangl
es, c
ircles
and s
quar
es, a
nd th
ree-
di
men
siona
l sol
ids a
nd ob
jects
, suc
h as b
oxes
and b
alls
•lea
rn to
give
and f
ollo
w sim
ple d
irecti
ons a
nd de
scrib
e loc
atio
ns in
relat
ion t
o oth
er pe
ople
and p
laces
•m
ake m
easu
rem
ents
usin
g inf
orm
al un
its su
ch as
pace
s for
leng
th, b
ricks
for w
eight
•be
gin t
o mak
e est
imat
es•
use i
nfor
mal
units
, suc
h as h
eartb
eats
and h
and c
laps,
at re
gular
inte
rvals
to m
easu
re an
d de
scrib
e the
pass
age o
f tim
e•
plac
e and
orien
tate
shap
es ac
cord
ing t
o sim
ple d
escri
ptio
ns, s
uch a
s ‘ne
xt to
’, ‘be
side’,
‘in
front
of’, ‘
behi
nd’, ‘
over
’ and
‘und
er’
•co
mpa
re le
ngth
, are
a, ca
pacit
y and
mas
s of f
amilia
r obj
ects
usin
g des
cript
ive te
rms s
uch a
s ‘lo
nger
’, ‘ta
ller’,
‘larg
er’, ‘
hold
s mor
e’ an
d ‘he
avier
’•
cons
ider
the e
xplan
atio
ns of
othe
rs, t
hey b
egin
to as
k, ‘H
ow do
you k
now?
’ and
‘Wha
t m
akes
you t
hink
that
?’, an
d con
sider
a ra
nge o
f pos
sible
resp
onse
s•
take
risk
s with
their
lear
ning
and b
egin
to un
ders
tand
that
mist
akes
can b
e a ve
hicle
for
furth
er le
arni
ng•
devis
e and
follo
w wa
ys of
reco
rdin
g com
puta
tions
usin
g the
digi
t key
s and
+, x
and =
keys
on
a fo
ur-fu
nctio
n calc
ulat
or.
This
is d
evel
oped
, for
exa
mpl
e, w
hen
stud
ents
:•
expl
ore t
he co
mm
unity
and
envir
onm
ent a
roun
d th
em an
d in
crea
singl
y con
sider
cont
exts
an
d in
form
atio
n whi
ch is
bey
ond
thei
r im
med
iate
expe
rienc
e•
begi
n to
reco
gnise
that
lear
ning
from
mist
akes
is an
impo
rtant
attri
bute
of b
eing
a go
od
lear
ner
•pa
rticip
ate i
n and
dev
elop
cont
rol o
ver a
rang
e of l
ocom
otor
activ
ities
that
requ
ire a
chan
ge o
f spe
ed, d
irect
ion a
nd le
vel
•ge
nera
te q
uest
ions
abou
t situ
atio
ns an
d ph
enom
ena a
nd su
gges
t app
ropr
iate
form
s of
obs
erva
tions
and
mea
sure
men
ts th
at ar
e app
ropr
iate
for t
he in
vest
igat
ion o
f the
ir qu
estio
n•
repe
at o
bser
vatio
ns ov
er ti
me t
o m
ake p
redi
ctio
ns•
begi
n to
reco
gnise
sim
ple p
atte
rns i
n dat
a and
des
crib
e the
m in
term
s tha
t rep
rese
nt
conc
lusio
ns d
rawn
from
the d
ata
•te
ll the
tim
e at h
ours
and
half-
hour
s usin
g an a
nalo
gue c
lock
, and
hou
rs an
d m
inut
es
usin
g a d
igita
l clo
ck•
orde
r num
bers
and
coun
t to
1000
by 1
s, 10
s and
100s
•fo
rm p
atte
rns a
nd se
ts o
f num
bers
bas
ed o
n sim
ple c
riter
ia, s
uch
as o
dd an
d ev
en
num
bers
•de
scrib
e sim
ple f
ract
ions
such
as o
ne h
alf,
one t
hird
and
one q
uarte
r•
add
and
subt
ract
one
- and
two-
digi
t num
bers
•de
scrib
e and
calcu
late
sim
ple m
ultip
licat
ion a
s rep
eate
d ad
ditio
n, e.
g. 3
x 5 =
5 +
5 + 5
•ap
ply s
impl
e tra
nsfo
rmat
ions
to sh
apes
•us
e bot
h no
n-un
iform
(for
exam
ple h
and-
span
s) an
d un
iform
(for
exam
ple p
encil
leng
th)
info
rmal
mea
sure
men
t uni
ts•
mak
e, d
escr
ibe a
nd co
mpa
re m
easu
rem
ents
of l
engt
h, ar
ea, v
olum
e, m
ass a
nd ti
me
•us
e a fo
ur-fu
nctio
n cal
cula
tor, i
nclu
ding
use
of t
he co
nsta
nt ad
ditio
n fun
ctio
n and
x ke
y, to
chec
k the
accu
racy
of m
enta
l and
writ
ten e
stim
atio
ns an
d, ap
prox
imat
ions
and
solu
tions
to si
mpl
e num
ber s
ente
nces
and
equa
tions
•wo
rk w
ith p
eers
to d
evel
op a
rang
e of c
reat
ive so
lutio
ns an
d te
st th
em ag
ains
t give
n cr
iteria
•te
st th
e tru
th o
f con
ject
ures
by a
ttem
ptin
g to
find
exam
ples
or c
ount
er-e
xam
ples
, and
ex
plor
ing s
pecia
l cas
es.
Victorian Early Years Learning and Development Framework for Children from Birth to Eight Years 27
EAR
LY Y
EAR
S LE
ARN
ING
FR
AMEW
OR
K: B
IRTH
TO
5 Y
EAR
SV
ELS
LEV
EL 1
: PR
EPV
ELS
LEV
EL 2
: GR
AD
E 1
AN
D 2
Child
ren
tran
sfer
and
ada
pt w
hat t
hey
have
lear
nt fr
om o
ne c
onte
xt to
ano
ther
This
is e
vide
nt, f
or e
xam
ple,
whe
n ch
ildre
n:•
enga
ge w
ith an
d co
-cons
truct
lear
ning
•de
velo
p an
abili
ty to
mirr
or, r
epea
t and
pra
ctise
the a
ctio
ns o
f oth
ers,
eith
er im
med
iate
ly or
late
r•
mak
e con
nect
ions
bet
ween
expe
rienc
es, c
once
pts a
nd p
roce
sses
•us
e the
pro
cess
es o
f pla
y, re
flect
ion a
nd in
vest
igat
ion t
o pr
oble
m-s
olve
•ap
ply g
ener
alisa
tions
from
one
situ
atio
n to
anot
her
•try
out
stra
tegi
es th
at w
ere e
ffect
ive to
solve
pro
blem
s in o
ne si
tuat
ion i
n a ne
w co
ntex
t•
trans
fer k
nowl
edge
from
one
setti
ng to
anot
her.
This
is d
evel
oped
, for
exa
mpl
e, w
hen
stud
ents
:•
enric
h the
ir im
agin
atio
ns by
play
ing g
ames
and m
akin
g lin
ks be
twee
n the
ir ow
n exp
erien
ce
and t
he id
eas i
n tex
ts•
ask a
nd an
swer
sim
ple q
uest
ions
for i
nfor
mat
ion a
nd cl
arifi
catio
n•
thin
k and
talk
abou
t how
their
desig
ns w
ill so
lve a
prob
lem or
mee
t a ne
ed, a
nd re
flect
on
the s
teps
they
took
to de
sign a
nd m
ake t
heir
prod
uct
•be
gin t
o loo
k for
sim
ple p
atte
rns i
n the
ir ob
serv
atio
ns by
clas
sifyin
g fam
iliar i
tem
s and
by
look
ing f
or si
mila
rities
and d
iffer
ence
s.
This
is d
evel
oped
, for
exa
mpl
e, w
hen
stud
ents
:•
deve
lop
skill
s in m
akin
g acc
urat
e obs
erva
tions
abou
t peo
ple a
nd ev
ents
and
begi
n to
use
a var
iety
of m
eans
to re
cord
thei
r obs
erva
tions
•de
velo
p th
eir o
wn ex
plan
atio
ns fo
r the
obs
erva
tions
they
mak
e and
lear
n to
ques
tion t
he
accu
racy
of o
ther
peo
ple’s
expl
anat
ions
•de
velo
p sk
ills i
n usin
g a ra
nge o
f sou
rces
of i
nfor
mat
ion w
hen i
nves
tigat
ing s
elec
ted
ques
tions
•be
gin t
o un
ders
tand
that
peo
ple a
re m
ore l
ikely
to b
elie
ve an
expl
anat
ion i
f evid
ence
or
reas
ons a
re p
rovid
ed•
cons
ider
whe
ther
des
ign s
olut
ions
wor
k and
are a
ppro
pria
te fo
r the
pur
pose
for w
hich
th
ey w
ere d
esig
ned.
Child
ren
reso
urce
thei
r ow
n le
arni
ng th
roug
h co
nnec
ting
with
peo
ple,
pla
ce, t
echn
olog
ies
and
natu
ral a
nd p
roce
ssed
mat
eria
ls
This
is e
vide
nt, f
or e
xam
ple,
whe
n ch
ildre
n:•
enga
ge in
lear
ning
rela
tions
hips
•us
e the
ir se
nses
to ex
plor
e nat
ural
and
built
envir
onm
ents
•ex
perie
nce t
he b
enefi
ts an
d pl
easu
res o
f sha
red
lear
ning
expl
orat
ion
•ex
plor
e the
pur
pose
and
func
tion o
f a ra
nge o
f too
ls, m
edia
, sou
nds a
nd gr
aphi
cs•
man
ipul
ate r
esou
rces
to in
vest
igat
e, ta
ke ap
art,
asse
mbl
e, in
vent
and
cons
truct
•ex
perim
ent w
ith d
iffer
ent t
echn
olog
ies
•us
e inf
orm
atio
n and
com
mun
icatio
ns te
chno
logi
es (I
CT) t
o in
vest
igat
e and
pro
blem
-sol
ve•
expl
ore i
deas
and
theo
ries u
sing i
mag
inat
ion,
crea
tivity
and
play
•us
e fee
dbac
k fro
m th
emse
lves a
nd o
ther
s to
revis
e and
bui
ld o
n an i
dea.
This
is d
evel
oped
, for
exa
mpl
e, w
hen
stud
ents
:•
learn
with
peer
s and
shar
e fee
lings
and t
houg
hts a
bout
lear
ning
with
othe
rs•
begi
n to u
nder
stan
d tha
t list
enin
g to t
he re
spon
ses o
f oth
ers c
an as
sist t
hem
to m
ake
sens
e of n
ew ex
perie
nces
and p
rovid
e use
ful c
ues f
or le
arni
ng•
inve
stig
ate e
very
day,
fam
iliar p
rodu
cts an
d rec
ogni
se th
e bas
ic ch
arac
teris
tics a
nd
mat
erial
s/in
gred
ients
from
whi
ch th
ey ar
e mad
e and
how
they
are u
sed
•ex
plor
e the
diffe
renc
es be
twee
n nat
ural
prod
ucts
and a
rtefa
cts•
play
with
and m
anip
ulat
e mat
erial
s/in
gred
ients
in bo
th a
free a
nd fo
cuse
d man
ner t
o fos
ter
deve
lopm
ent o
f the
ir de
sign a
nd te
chni
cal s
kills
•lea
rn ch
arac
teris
tics a
nd pr
oper
ties o
f mat
erial
s, fo
r exa
mpl
e ‘ro
ugh’
, ‘sof
t’ and
‘flex
ible’
, an
d pro
cess
es, f
or ex
ampl
e ‘m
easu
re’, ‘
mix’
and ‘
cut’
•us
e sim
ple p
ictur
es an
d mod
els to
repr
esen
t des
ign i
deas
•us
e diff
eren
t typ
es of
ICT d
ata s
uch a
s tex
t, im
ages
and n
umbe
rs to
shar
e the
ir id
eas
•ex
plor
e mul
timed
ia re
sour
ces s
uch a
s CD-
ROM
s, DV
Ds an
d app
rove
d web
sites
.
This
is d
evel
oped
, for
exa
mpl
e, w
hen
stud
ents
:•
deve
lop
stra
tegi
es to
use
whe
n fee
ling u
ncer
tain
abou
t lea
rnin
g, su
ch as
seek
ing
assis
tanc
e fro
m te
ache
rs•
inve
stig
ate w
hat p
rodu
cts a
nd sy
stem
s can
do,
how
they
wor
k and
why
they
are t
he w
ay
they
are
•pl
ay w
ith an
d m
anip
ulat
e mat
eria
ls an
d/or
ingr
edie
nts
•th
ink a
bout
, disc
uss a
nd d
escr
ibe t
he ch
arac
teris
tics a
nd p
rope
rties
of m
ater
ials
(for
exam
ple ‘
stro
ng’, ‘
swee
t’) an
d wh
y the
y are
suita
ble f
or p
rodu
cts a
nd sy
stem
s•
deve
lop
basic
des
ign i
deas
•us
e mul
timed
ia p
rodu
cts a
nd b
egin
to th
ink c
ritica
lly ab
out t
hese
reso
urce
s and
how
they
he
lp le
arni
ng•
mod
el an
d de
scrib
e dai
ly ac
tiviti
es an
d fa
mili
ar ev
ents
usin
g phy
sical
mat
eria
ls, d
iagr
ams
and
map
s.
EAR
LY Y
EAR
S LE
ARN
ING
FR
AMEW
OR
K: B
IRTH
TO
5 Y
EAR
SV
ELS
LEV
EL 1
: PR
EPV
ELS
LEV
EL 2
: GR
AD
E 1
AN
D 2
Child
ren
deve
lop
disp
ositi
ons
for l
earn
ing
such
as
curio
sity
, coo
pera
tion,
con
fiden
ce, c
reat
ivity
, com
mitm
ent,
enth
usia
sm, p
ersi
sten
ce, i
mag
inat
ion
and
refle
xivi
ty
This
is e
vide
nt, f
or e
xam
ple,
whe
n ch
ildre
n:•
expr
ess w
onde
r and
inte
rest
in th
eir e
nviro
nmen
ts•
are c
urio
us an
d en
thus
iast
ic pa
rticip
ants
in th
eir l
earn
ing
•us
e pla
y to
inve
stig
ate,
imag
ine a
nd ex
plor
e ide
as•
follo
w an
d ex
tend
thei
r own
inte
rest
s with
enth
usia
sm, e
nerg
y and
conc
entra
tion
•in
itiat
e and
cont
ribut
e to
play
expe
rienc
es em
ergi
ng fr
om th
eir o
wn id
eas
•pa
rticip
ate i
n a va
riety
of r
ich an
d m
eani
ngfu
l inqu
iry-b
ased
expe
rienc
es•
pers
ever
e and
expe
rienc
e the
satis
fact
ion o
f ach
ieve
men
t •
pers
ist ev
en w
hen t
hey fi
nd a
task
diffi
cult.
This
is d
evel
oped
, for
exa
mpl
e, w
hen
stud
ents
:•
with
enco
urag
emen
t and
supp
ort,
wond
er, q
uest
ion a
nd b
ecom
e adv
entu
rous
in th
eir
thin
king a
bout
fam
iliar
cont
exts
•wi
th su
ppor
t, m
ake l
inks
with
thei
r exis
ting e
xper
ienc
es an
d de
velo
p th
e vie
w th
at
lear
ning
is ex
plor
ator
y, fu
n and
rewa
rdin
g•
begi
n to
refle
ct o
n the
mse
lves a
s lea
rner
s, in
par
ticul
ar o
n the
ir fe
elin
gs ab
out l
earn
ing,
by
resp
ondi
ng to
ope
n-en
ded
stat
emen
ts su
ch as
‘I’m
pro
ud o
f thi
s bec
ause
...’ a
nd u
sing
visua
l aid
s tha
t illu
stra
te th
eir r
espo
nses
to le
arni
ng, s
uch
as h
appy
and
unha
ppy f
aces
•re
flect
on t
heir
thin
king,
for e
xam
ple w
hy th
ey th
ink w
hat t
hey t
hink
abou
t a te
xt, a
nd
take
tim
e to
cons
ider
bef
ore r
espo
ndin
g•
with
supp
ort,
lear
n to
man
age t
heir
time a
nd re
sour
ces t
o co
mpl
ete s
hort
task
s•
use t
heir
imag
inat
ion a
nd cu
riosit
y to
gene
rate
idea
s•
begi
n to
take
initi
ative
as le
arne
rs b
y ask
ing q
uest
ions
whe
n nee
ded
and
atte
mpt
ing
smal
l pro
ject
s.
This
is d
evel
oped
, for
exa
mpl
e, w
hen
stud
ents
:•
begi
n to
refle
ct o
n the
ir th
inkin
g pro
cess
es•
refle
ct o
n tho
se ap
proa
ches
whi
ch th
ey b
elie
ve h
elp
them
lear
n mos
t effe
ctive
ly•
begi
n to
reco
rd th
eir f
eelin
gs an
d un
ders
tand
ing a
bout
thei
r lea
rnin
g, re
spon
ding
to
prom
pts w
hich
hel
p th
em ac
know
ledg
e the
ir su
cces
ses,
notin
g whe
re im
prov
emen
ts
coul
d be
mad
e and
refle
ctin
g on t
he ef
fort
they
put
into
par
ticul
ar ta
sks
•be
gin t
o ta
ke re
spon
sibili
ty fo
r man
agin
g the
ir tim
e and
reso
urce
s with
in th
e con
text
of
stru
ctur
ed ta
sks t
hat h
ave c
lear
out
com
es an
d a s
et ti
mef
ram
e•
unde
rsta
nd th
at p
eopl
e use
crea
tive,
imag
inat
ive an
d in
vent
ive th
inkin
g to
help
them
m
eet h
uman
need
s and
wan
ts
•de
velo
p im
agin
ative
and
prac
tical
des
ign s
olut
ions
to p
robl
ems,
need
s and
opp
ortu
nitie
s•
expe
rimen
t with
way
s of e
xpre
ssin
g and
com
mun
icatin
g ide
as an
d fe
elin
gs to
par
ticul
ar
audi
ence
s or f
or p
artic
ular
pur
pose
s.
Child
ren
deve
lop
a ra
nge
of s
kills
and
pro
cess
es s
uch
as p
robl
em s
olvi
ng, i
nqui
ry, e
xper
imen
tatio
n, h
ypot
hesi
sing
, res
earc
hing
and
inve
stig
atin
g
This
is e
vide
nt, f
or e
xam
ple,
whe
n ch
ildre
n:•
appl
y a w
ide v
arie
ty o
f thi
nkin
g stra
tegi
es to
enga
ge w
ith si
tuat
ions
and
solve
pro
blem
s, an
d ad
apt t
hese
stra
tegi
es to
new
situa
tions
•cr
eate
and
use r
epre
sent
atio
n to
orga
nise
, rec
ord
and
com
mun
icate
mat
hem
atica
l idea
s an
d co
ncep
ts•
mak
e pre
dict
ions
and
gene
ralis
atio
ns ab
out t
heir
daily
activ
ities
, asp
ects
of t
he na
tura
l wo
rld an
d en
viron
men
ts, u
sing p
atte
rns t
hey g
ener
ate o
r ide
ntify
, and
com
mun
icate
th
ese u
sing m
athe
mat
ical la
ngua
ge an
d sy
mbo
ls•
expl
ore t
heir
envir
onm
ent
•m
anip
ulat
e obj
ects
and
expe
rimen
t with
caus
e and
effe
ct, t
rial a
nd er
ror, a
nd m
otio
n•
cont
ribut
e con
stru
ctive
ly to
mat
hem
atica
l disc
ussio
ns an
d ar
gum
ents
•us
e refl
ectiv
e thi
nkin
g to
cons
ider
why
thin
gs h
appe
n and
wha
t can
be l
earn
t fro
m th
ese
expe
rienc
es.
This
is d
evel
oped
, for
exa
mpl
e, w
hen
stud
ents
:•
use t
heir
sens
es to
expl
ore t
he w
orld
arou
nd th
em, f
or ex
ampl
e the
seas
ons,
and l
iving
and
non-
livin
g thi
ngs
•us
e a ra
nge o
f sim
ple t
hink
ing t
ools
to ga
ther
and p
roce
ss in
form
atio
n•
begi
n to d
evelo
p sim
ple e
xplan
atio
ns fo
r the
phen
omen
a the
y obs
erve
•pa
rticip
ate i
n ver
y sim
ple i
nves
tigat
ions
invo
lving
obse
rvat
ion a
nd m
easu
rem
ent (
for
exam
ple m
akin
g and
flyin
g kite
s)•
deve
lop a
n awa
rene
ss of
spat
ial co
ncep
ts th
roug
h stru
cture
d exp
erien
ces w
ithin
their
im
med
iate e
nviro
nmen
t•
coun
t the
size
of sm
all se
ts us
ing t
he nu
mbe
rs 0
to 20
•us
e ord
inal
num
bers
to de
scrib
e the
posit
ion o
f elem
ents
in a
set f
rom
firs
t to t
enth
•us
e mat
erial
s to m
odel
addi
tion a
nd su
btra
ction
•re
cogn
ise, c
opy a
nd dr
aw po
ints
, line
s and
sim
ple f
ree-
hand
curv
es•
test
sim
ple c
onjec
ture
s suc
h as ‘
nine
is fo
ur m
ore t
han fi
ve’
•id
entif
y bas
ic tw
o-di
men
siona
l sha
pes,
such
as tr
iangl
es, c
ircles
and s
quar
es, a
nd th
ree-
di
men
siona
l sol
ids a
nd ob
jects
, suc
h as b
oxes
and b
alls
•lea
rn to
give
and f
ollo
w sim
ple d
irecti
ons a
nd de
scrib
e loc
atio
ns in
relat
ion t
o oth
er pe
ople
and p
laces
•m
ake m
easu
rem
ents
usin
g inf
orm
al un
its su
ch as
pace
s for
leng
th, b
ricks
for w
eight
•be
gin t
o mak
e est
imat
es•
use i
nfor
mal
units
, suc
h as h
eartb
eats
and h
and c
laps,
at re
gular
inte
rvals
to m
easu
re an
d de
scrib
e the
pass
age o
f tim
e•
plac
e and
orien
tate
shap
es ac
cord
ing t
o sim
ple d
escri
ptio
ns, s
uch a
s ‘ne
xt to
’, ‘be
side’,
‘in
front
of’, ‘
behi
nd’, ‘
over
’ and
‘und
er’
•co
mpa
re le
ngth
, are
a, ca
pacit
y and
mas
s of f
amilia
r obj
ects
usin
g des
cript
ive te
rms s
uch a
s ‘lo
nger
’, ‘ta
ller’,
‘larg
er’, ‘
hold
s mor
e’ an
d ‘he
avier
’•
cons
ider
the e
xplan
atio
ns of
othe
rs, t
hey b
egin
to as
k, ‘H
ow do
you k
now?
’ and
‘Wha
t m
akes
you t
hink
that
?’, an
d con
sider
a ra
nge o
f pos
sible
resp
onse
s•
take
risk
s with
their
lear
ning
and b
egin
to un
ders
tand
that
mist
akes
can b
e a ve
hicle
for
furth
er le
arni
ng•
devis
e and
follo
w wa
ys of
reco
rdin
g com
puta
tions
usin
g the
digi
t key
s and
+, x
and =
keys
on
a fo
ur-fu
nctio
n calc
ulat
or.
This
is d
evel
oped
, for
exa
mpl
e, w
hen
stud
ents
:•
expl
ore t
he co
mm
unity
and
envir
onm
ent a
roun
d th
em an
d in
crea
singl
y con
sider
cont
exts
an
d in
form
atio
n whi
ch is
bey
ond
thei
r im
med
iate
expe
rienc
e•
begi
n to
reco
gnise
that
lear
ning
from
mist
akes
is an
impo
rtant
attri
bute
of b
eing
a go
od
lear
ner
•pa
rticip
ate i
n and
dev
elop
cont
rol o
ver a
rang
e of l
ocom
otor
activ
ities
that
requ
ire a
chan
ge o
f spe
ed, d
irect
ion a
nd le
vel
•ge
nera
te q
uest
ions
abou
t situ
atio
ns an
d ph
enom
ena a
nd su
gges
t app
ropr
iate
form
s of
obs
erva
tions
and
mea
sure
men
ts th
at ar
e app
ropr
iate
for t
he in
vest
igat
ion o
f the
ir qu
estio
n•
repe
at o
bser
vatio
ns ov
er ti
me t
o m
ake p
redi
ctio
ns•
begi
n to
reco
gnise
sim
ple p
atte
rns i
n dat
a and
des
crib
e the
m in
term
s tha
t rep
rese
nt
conc
lusio
ns d
rawn
from
the d
ata
•te
ll the
tim
e at h
ours
and
half-
hour
s usin
g an a
nalo
gue c
lock
, and
hou
rs an
d m
inut
es
usin
g a d
igita
l clo
ck•
orde
r num
bers
and
coun
t to
1000
by 1
s, 10
s and
100s
•fo
rm p
atte
rns a
nd se
ts o
f num
bers
bas
ed o
n sim
ple c
riter
ia, s
uch
as o
dd an
d ev
en
num
bers
•de
scrib
e sim
ple f
ract
ions
such
as o
ne h
alf,
one t
hird
and
one q
uarte
r•
add
and
subt
ract
one
- and
two-
digi
t num
bers
•de
scrib
e and
calcu
late
sim
ple m
ultip
licat
ion a
s rep
eate
d ad
ditio
n, e.
g. 3
x 5 =
5 +
5 + 5
•ap
ply s
impl
e tra
nsfo
rmat
ions
to sh
apes
•us
e bot
h no
n-un
iform
(for
exam
ple h
and-
span
s) an
d un
iform
(for
exam
ple p
encil
leng
th)
info
rmal
mea
sure
men
t uni
ts•
mak
e, d
escr
ibe a
nd co
mpa
re m
easu
rem
ents
of l
engt
h, ar
ea, v
olum
e, m
ass a
nd ti
me
•us
e a fo
ur-fu
nctio
n cal
cula
tor, i
nclu
ding
use
of t
he co
nsta
nt ad
ditio
n fun
ctio
n and
x ke
y, to
chec
k the
accu
racy
of m
enta
l and
writ
ten e
stim
atio
ns an
d, ap
prox
imat
ions
and
solu
tions
to si
mpl
e num
ber s
ente
nces
and
equa
tions
•wo
rk w
ith p
eers
to d
evel
op a
rang
e of c
reat
ive so
lutio
ns an
d te
st th
em ag
ains
t give
n cr
iteria
•te
st th
e tru
th o
f con
ject
ures
by a
ttem
ptin
g to
find
exam
ples
or c
ount
er-e
xam
ples
, and
ex
plor
ing s
pecia
l cas
es.
Victorian Early Years Learning and Development Framework for Children from Birth to Eight Years 28
Outcome 5: Children are effective communicatorsChildren communicate with others from birth. They begin by using gestures, visual and non-verbal cues, sounds, language and assisted communication in forming relationships. Over time, communication becomes more intentional.
Children’s wellbeing, identity and sense of agency are dependent on their communication skills and are strongly linked to their capacity to express their feelings and thoughts, and to be understood.
Most children are innately social, creative and motivated to exchange ideas, thoughts, questions and feelings. Children respond non-verbally and verbally to what they see, hear, touch, feel and taste. Through relationships with responsive adults, they take turns to explore sound and movement patterns, sing songs and are exposed to chants and rhymes.
Maintenance of first language is important for children’s identity, wellbeing, communication and learning. Children can successfully learn English as a second language through quality exposure to English, explicit modelling and language teaching and appropriate time to acquire the new language. This requires early childhood professionals to be knowledgeable about the way children learn a second language, the stages of acquisition and the recognition that children differ in their rate of acquisition.
In school settings, children may have the opportunities to learn languages other than English (LOTE). For some children this may be an opportunity to continue their first language, and for others the opportunity to learn a new language.
Children’s rich spoken language, as well as their gestures and actions, underpin the development of basic literacy and numeracy concepts.
Initially, children use symbols in play to represent and make meaning. Then they begin to be aware of the relationships between oral and visual representations and to recognise patterns and relationships and the connection between them. They recognise how sounds are represented alphabetically and identify some letter sounds, symbols, characters and sign
Victorian Early Years Learning and Development Framework for Children from Birth to Eight Years 29
relationships. They also recognise the function and value of visual elements and use them in art works to symbolise meaning, for example using colour in painting to express emotions.
Children express ideas verbally and use a wide range of media. They share the traditional stories and symbols from their own culture, re-enact well-known stories and use the creative arts, such as drawing, painting and sculpture, drama, dance and movement. They create and explore imaginary worlds through dramatic play and artworks that communicate their ideas, observations and feelings.
Children begin to engage with a range of texts and media, obtaining meaning from them and sharing the enjoyment of language in a variety of ways. Older children start to read printed text from left to right and use information in context from pictures and other sources to assist in making meaning. As they progress through this period, children begin to self-correct when reading aloud and distinguish between texts that represent real and imaginary experiences.
Fundamental to this development is the understanding of how symbols and pattern systems work. Children begin to explore written communication by scribbling, drawing and producing approximations of writing. Print-rich environments and adults who model and respond to children’s written messages strengthen the progression to using conventional letters, groups of letters and simple punctuation.
Over time, children use simple texts about familiar topics and select content, form and vocabulary in their writing. As their skills advance, they accurately spell frequently used words and make use of known spelling patterns to make plausible attempts at spelling unfamiliar words.
From an early age, children use information and communication technologies to communicate, learn and play, using multimedia resources such as DVDs and websites. As children gain independence in the world of information and communications technologies, they create and display their own information in a way that suits different audiences and purposes.
Victorian Early Years Learning and Development Framework for Children from Birth to Eight Years 30
COM
MU
NIC
ATIO
NEa
rly
Year
s Le
arni
ng a
nd D
evel
opm
ent O
utco
me
5: :
Child
ren
are
effe
ctiv
e co
mm
unic
ator
s
EAR
LY Y
EAR
S LE
ARN
ING
FR
AMEW
OR
K: B
IRTH
TO
5 Y
EAR
SV
ELS
LEV
EL 1
: PR
EPV
ELS
LEV
EL 2
: GR
AD
E 1
AN
D 2
Child
ren
inte
ract
ver
bally
and
non
-ver
bally
with
oth
ers
for a
rang
e of
pur
pose
s
This
is e
vide
nt, f
or e
xam
ple,
whe
n ch
ildre
n:•
enga
ge in
enj
oyab
le re
cipro
cal i
nter
actio
ns u
sing
verb
al a
nd n
on-v
erba
l lan
guag
e•
resp
ond
verb
ally
and
non
-ver
bally
to w
hat t
hey s
ee, h
ear,
touc
h, fe
el a
nd ta
ste
•us
e la
ngua
ge a
nd re
pres
enta
tions
from
pla
y, m
usic
and
art t
o sh
are
and
proj
ect
mea
ning
•co
ntrib
ute
thei
r ide
as a
nd e
xper
ienc
es in
pla
y and
smal
l and
larg
e gr
oup
disc
ussi
on•
atte
nd a
nd g
ive cu
ltura
l cue
s tha
t the
y are
list
enin
g to
and
und
erst
andi
ng w
hat i
s sa
id to
them
•ar
e in
depe
nden
t com
mun
icato
rs w
ho in
itiat
e St
anda
rd A
ustra
lian
Engl
ish
and
hom
e la
ngua
ge co
nver
satio
ns, a
nd d
emon
stra
te th
e ab
ility
to m
eet t
he li
sten
er’s
need
s•
inte
ract
with
oth
ers t
o ex
plor
e id
eas a
nd co
ncep
ts, c
larif
y and
chal
leng
e th
inki
ng,
nego
tiate
and
shar
e ne
w un
ders
tand
ings
•co
nvey
and
cons
truct
mes
sage
s with
pur
pose
and
confi
denc
e, b
uild
ing
on li
tera
cies
of h
ome
and/
or fa
mily
and
the
broa
der c
omm
unity
•ex
chan
ge id
eas,
feel
ings
and
und
erst
andi
ngs u
sing
lang
uage
and
repr
esen
tatio
ns
in p
lay
•de
mon
stra
te a
n in
crea
sing
und
erst
andi
ng o
f mea
sure
men
t and
num
ber u
sing
vo
cabu
lary
to d
escr
ibe
size
, len
gth,
volu
me,
capa
city a
nd n
ames
of n
umbe
rs•
expr
ess i
deas
and
feel
ings
and
und
erst
and
and
resp
ect t
he p
ersp
ectiv
es o
f oth
ers
•us
e la
ngua
ge to
com
mun
icate
thin
king
abo
ut q
uant
ities
to d
escr
ibe
attri
bute
s of
obje
cts a
nd co
llect
ions
, and
to e
xpla
in m
athe
mat
ical i
deas
•
show
incr
easi
ng k
nowl
edge
, und
erst
andi
ng a
nd sk
ill in
conv
eyin
g m
eani
ng.
This
dev
elop
s, fo
r exa
mpl
e, w
hen
stud
ents
in S
tand
ard
Aust
ralia
n En
glis
h an
d, w
here
app
licab
le L
angu
ages
Oth
er T
han
Engl
ish
(LOT
E):
•ex
pres
s ide
as th
roug
h m
ime
and
mov
emen
t•
sing
song
s, ch
ants
and
rhym
es, l
iste
n to
song
s and
exp
lore
rhym
es a
nd w
ord
stru
ctur
es•
crea
te tw
o- a
nd th
ree-
dim
ensi
onal
visu
al a
rtwor
ks b
ased
on
imag
inat
ion
and
fant
asy a
nd in
resp
onse
to e
very
day o
ccur
renc
es•
com
mun
icate
feel
ings
thro
ugh
facia
l exp
ress
ion,
ges
ture
and
non
-voc
al la
ngua
ge•
liste
n to
and
pro
duce
brie
f spo
ken
text
s•
sequ
ence
mai
n id
eas c
oher
ently
in sp
eech
•sp
eak
at a
n ap
prop
riate
volu
me
and
pace
for l
iste
ners
’ nee
ds•
self-
corre
ct b
y rep
hras
ing
a st
atem
ent o
r que
stio
n wh
en m
eani
ng is
not
clea
r•
ask
and
answ
er si
mpl
e qu
estio
ns•
follo
w si
mpl
e in
stru
ctio
ns.
This
dev
elop
s, fo
r exa
mpl
e, w
hen
stud
ents
usi
ng A
USL
AN:
•de
mon
stra
te si
mpl
e si
gned
sequ
ence
s•
prod
uce
sim
ple
man
ual s
igns
and
non
– m
anua
l sig
ns to
par
ticip
ate
in g
ames
and
ac
tiviti
es.
This
dev
elop
s, fo
r exa
mpl
e, w
hen
stud
ents
in S
tand
ard
Aust
ralia
n En
glis
h an
d, w
here
app
licab
le L
OTE:
•us
e ec
ho so
ngs a
nd ro
unds
•ex
plor
e so
und
and
mov
emen
t pat
tern
s•
liste
n to
oth
ers a
nd re
spon
d ap
prop
riate
ly to
wha
t has
bee
n sa
id•
cont
ribut
e to
gro
up a
ctivi
ties b
y mak
ing
rele
vant
com
men
ts a
nd a
skin
g cla
rifyi
ng
ques
tions
•lis
ten
to a
nd p
rodu
ce sp
oken
text
s tha
t dea
l with
fam
iliar
idea
s and
info
rmat
ion
•lis
ten
to sh
ort l
ive o
r rec
orde
d pr
esen
tatio
ns, t
hen
reca
ll so
me
of th
e m
ain
idea
s an
d in
form
atio
n pr
esen
ted
•or
gani
se sp
oken
text
s usi
ng si
mpl
e fe
atur
es to
sign
al b
egin
ning
and
end
ings
, usi
ng
basi
c voc
abul
ary,
and
vary
ing
volu
me
and
into
natio
n pa
ttern
s to
add
emph
asis
.
This
dev
elop
s, fo
r exa
mpl
e, w
hen
stud
ents
usi
ng A
USL
AN:
•pa
rticip
ate
in re
al o
r sim
ulat
ed co
nver
satio
n an
d ev
eryd
ay tr
ansa
ctio
ns b
y im
itatin
g an
d ad
aptin
g m
odel
s.
Child
ren
enga
ge w
ith a
rang
e of
text
s an
d ge
t mea
ning
from
thes
e te
xts
This
is e
vide
nt, f
or e
xam
ple,
whe
n ch
ildre
n:•
liste
n an
d re
spon
d to
soun
ds a
nd p
atte
rns i
n sp
eech
, sto
ries a
nd rh
ymes
in co
ntex
t•
view
and
liste
n to
prin
ted,
visu
al a
nd m
ultim
edia
text
s and
resp
ond
with
rele
vant
ge
stur
es, a
ctio
ns, c
omm
ents
and
/or q
uest
ions
•si
ng ch
ant r
hym
es, j
ingl
es a
nd so
ngs
•ta
ke o
n ro
les o
f lite
racy
and
num
erac
y use
rs in
thei
r pla
y•
begi
n to
und
erst
and
key l
itera
cy a
nd n
umer
acy c
once
pts a
nd p
roce
sses
, suc
h as
the
soun
ds o
f lan
guag
e, le
tter–
soun
d re
latio
nshi
ps, c
once
pts o
f prin
t and
the
ways
that
te
xts a
re st
ruct
ured
•ex
plor
e te
xts f
rom
a ra
nge
of d
iffer
ent p
ersp
ectiv
es a
nd b
egin
to a
naly
se th
e m
eani
ngs
•ac
tivel
y use
, eng
age
with
and
shar
e th
e en
joym
ent o
f lan
guag
e an
d te
xts i
n a
rang
e of
way
s•
reco
gnis
e an
d en
gage
with
writ
ten
and
oral
cultu
rally
cons
truct
ed te
xts.
This
dev
elop
s, fo
r exa
mpl
e, w
hen
stud
ents
in le
arni
ng S
tand
ard
Aust
ralia
n En
glis
h:•
reco
gnis
e ho
w so
unds
are
repr
esen
ted
alph
abet
ically
and
iden
tify s
ome
soun
d–le
tter r
elat
ions
hips
, mat
ch p
rint a
nd sp
oken
text
•us
e co
ntex
t and
info
rmat
ion
abou
t wor
ds, l
ette
rs, c
ombi
natio
ns o
f let
ters
and
the
soun
ds a
ssoc
iate
d wi
th th
em to
mak
e m
eani
ng, a
nd u
se il
lust
ratio
ns to
ext
end
mea
ning
•re
ad p
rinte
d te
xts f
rom
left
to ri
ght w
ith re
turn
swee
p, a
nd fr
om to
p to
bot
tom
.
This
dev
elop
s, fo
r exa
mpl
e, w
hen
stud
ents
lear
ning
LOT
Es:
•re
cogn
ise
how
soun
ds a
re re
pres
ente
d by
lette
rs/c
hara
cter
s/sy
mbo
ls.
This
dev
elop
s, fo
r exa
mpl
e, w
hen
stud
ents
lear
ning
AU
SLAN
:•
reco
gnis
e si
mpl
e si
gn se
quen
ces.
This
dev
elop
s, fo
r exa
mpl
e, w
hen
stud
ents
in le
arni
ng S
tand
ard
Aust
ralia
n En
glis
h:•
read
inde
pend
ently
and
resp
ond
to sh
ort i
mag
inat
ive a
nd in
form
ative
text
s with
fa
mili
ar id
eas a
nd in
form
atio
n, p
redi
ctab
le st
ruct
ures
, and
a sm
all a
mou
nt o
f un
fam
iliar
voca
bula
ry•
pred
ict p
laus
ible
end
ings
for s
torie
s and
infe
r cha
ract
ers’
feel
ings
•se
lf-co
rrect
whe
n re
adin
g al
oud
and
desc
ribe
stra
tegi
es u
sed
to g
ain
mea
ning
•di
stin
guis
h be
twee
n te
xts t
hat r
epre
sent
real
and
imag
inar
y exp
erie
nce
•or
der m
oney
am
ount
s in
dolla
rs a
nd ce
nts a
nd ca
rry o
ut si
mpl
e m
oney
calcu
latio
ns.
This
dev
elop
s, fo
r exa
mpl
e, w
hen
stud
ents
lear
ning
LOT
Es:
•re
ad a
loud
and
for m
eani
ng w
ith w
ords
/cha
ract
er sy
mbo
ls.
This
dev
elop
s, fo
r exa
mpl
e, w
hen
stud
ents
lear
ning
AU
SLAN
:•
obta
in m
eani
ng fr
om n
on-v
erba
l com
mun
icatio
n to
follo
w in
stru
ctio
ns o
r to
use
the
info
rmat
ion
for a
pur
pose
.
Victorian Early Years Learning and Development Framework for Children from Birth to Eight Years 31
EAR
LY Y
EAR
S LE
ARN
ING
FR
AMEW
OR
K: B
IRTH
TO
5 Y
EAR
SV
ELS
LEV
EL 1
: PR
EPV
ELS
LEV
EL 2
: GR
AD
E 1
AN
D 2
Child
ren
expr
ess
idea
s an
d m
ake
mea
ning
usi
ng a
rang
e of
med
ia
This
is e
vide
nt, f
or e
xam
ple,
whe
n ch
ildre
n:•
use
lang
uage
and
eng
age
in sy
mbo
lic p
lay t
o im
agin
e an
d cr
eate
role
s, sc
ripts
and
id
eas
•sh
are
the
stor
ies a
nd sy
mbo
ls o
f the
ir ow
n cu
lture
s and
re-e
nact
wel
l-kno
wn st
orie
s•
use
the
crea
tive
arts
, suc
h as
dra
wing
, pai
ntin
g, sc
ulpt
ure,
dra
ma,
dan
ce,
mov
emen
t, m
usic
and
stor
y-te
lling
, to
expr
ess i
deas
and
mak
e m
eani
ng•
expe
rimen
t with
way
s of e
xpre
ssin
g id
eas a
nd m
eani
ng u
sing
a ra
nge
of m
edia
•be
gin
to u
se im
ages
and
app
roxi
mat
ions
of l
ette
rs a
nd w
ords
to co
nvey
mea
ning
.
This
dev
elop
s, fo
r exa
mpl
e, w
hen
stud
ents
in L
earn
ing
Stan
dard
Au
stra
lian
Engl
ish :
•wr
ite u
sing
conv
entio
nal l
ette
rs, g
roup
s of l
ette
rs, a
nd si
mpl
e pu
nctu
atio
n, su
ch a
s fu
ll st
ops a
nd ca
pita
l let
ters
•wr
ite si
mpl
e te
xts a
bout
fam
iliar
topi
cs to
conv
ey id
eas,
mes
sage
s, fe
elin
gs a
nd
info
rmat
ion
•m
ake
perfo
rmin
g an
d vis
ual a
rts w
orks
that
exp
ress
and
com
mun
icate
exp
erie
nces
, ob
serv
atio
ns, i
deas
and
feel
ings
, for
exa
mpl
e cr
eate
and
exp
lore
imag
inar
y wor
lds
thro
ugh
dram
atic
play
•im
prov
ise
danc
e in
free
and
stru
ctur
ed co
ntex
ts.
This
dev
elop
s, fo
r exa
mpl
e, w
hen
stud
ents
lear
ning
LOT
Es:
•wr
ite si
mpl
e te
xts u
sing
lette
rs/s
ymbo
l/ch
arac
ters
.
This
dev
elop
s, fo
r exa
mpl
e, w
hen
stud
ents
lear
ning
AU
SLAN
:•
dem
onst
rate
sim
ple
sign
ed se
quen
ce.
This
dev
elop
s, fo
r exa
mpl
e, w
hen
stud
ents
in L
earn
ing
Stan
dard
Au
stra
lian
Engl
ish:
•ac
cura
tely
spel
l fre
quen
tly u
sed
word
s and
mak
e us
e of
kno
wn sp
ellin
g pa
ttern
s to
mak
e pl
ausi
ble
atte
mpt
s at s
pelli
ng u
nfam
iliar
wor
ds•
use
capi
tal l
ette
rs, f
ull s
tops
and
que
stio
n m
arks
corre
ctly
•se
lect
cont
ent,
form
and
voca
bula
ry d
epen
ding
on
the
purp
ose
for w
ritin
g•
link
idea
s in
a va
riety
of w
ays,
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ng p
rono
uns,
conj
unct
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and
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erbi
al p
hras
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indi
catin
g tim
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d pl
ace
•wr
ite sh
ort,
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ence
d te
xts t
hat i
nclu
de so
me
rela
ted
idea
s abo
ut fa
mili
ar to
pics
an
d co
nvey
idea
s and
info
rmat
ion
to k
nown
aud
ienc
es•
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te a
nd p
rese
nt p
erfo
rmin
g an
d vis
ual a
rt wo
rks
•pl
an a
rt wo
rks t
hat c
omm
unica
te id
eas,
conc
epts
, obs
erva
tions
and
feel
ings
and
/or
exp
erie
nces
•m
ake
choi
ces a
bout
exp
ress
ive w
ays o
f usi
ng a
rts e
lem
ents
and
/or c
onve
ntio
ns.
This
dev
elop
s, fo
r exa
mpl
e, w
hen
stud
ents
lear
ning
LOT
Es:
•in
depe
nden
tly p
rodu
ce w
ords
/cha
ract
ers/
sym
bols
in w
ritin
g an
d pr
oduc
e or
igin
al
varia
tions
on
mod
elle
d wr
itten
sent
ence
s.
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ren
begi
n to
und
erst
and
how
sym
bols
and
pat
tern
sys
tem
s w
ork
This
is e
vide
nt, f
or e
xam
ple,
whe
n ch
ildre
n:•
use
sym
bols
in p
lay t
o re
pres
ent a
nd m
ake
mea
ning
•be
gin
to m
ake
conn
ectio
ns b
etwe
en, a
nd se
e pa
ttern
s in,
thei
r fee
lings
, ide
as,
word
s and
act
ions
, and
thos
e of
oth
ers
•no
tice
and
pred
ict th
e pa
ttern
s of r
egul
ar ro
utin
es a
nd th
e pa
ssin
g of
tim
e•
deve
lop
an u
nder
stan
ding
that
sym
bols
are
a p
ower
ful m
eans
of c
omm
unica
tion
and
that
idea
s, th
ough
ts a
nd co
ncep
ts ca
n be
repr
esen
ted
thro
ugh
them
•be
gin
to b
e aw
are
of th
e re
latio
nshi
ps b
etwe
en o
ral,
writt
en a
nd vi
sual
re
pres
enta
tions
•be
gin
to re
cogn
ise
patte
rns a
nd re
latio
nshi
ps a
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e co
nnec
tions
bet
ween
them
•be
gin
to so
rt, ca
tego
rise,
ord
er a
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mpa
re co
llect
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and
eve
nts a
nd a
ttrib
utes
of
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ects
and
mat
eria
ls in
thei
r soc
ial a
nd n
atur
al w
orld
s•
liste
n an
d re
spon
d to
soun
ds a
nd p
atte
rns i
n sp
eech
, sto
ries a
nd rh
yme
•dr
aw o
n m
emor
y of a
sequ
ence
to co
mpl
ete
a ta
sk•
draw
on
thei
r exp
erie
nces
in co
nstru
ctin
g m
eani
ng u
sing
sym
bols
.
This
dev
elop
s, fo
r exa
mpl
e, w
hen
stud
ents
:•
reco
gnis
e ho
w so
unds
are
repr
esen
ted
alph
abet
ically
and
iden
tify s
ome
soun
d–le
tter/
sym
bols
/cha
ract
ers/
sign
s rel
atio
nshi
ps•
sort
obje
cts a
ccor
ding
to b
asic
crite
ria, s
uch
as si
ze, s
hape
, col
our a
nd w
eigh
t, an
d id
entif
y and
des
crib
e th
e si
mila
ritie
s and
diff
eren
ces b
etwe
en th
em•
grou
p ob
ject
s int
o se
ts (c
olle
ctio
ns) a
nd fo
rm si
mpl
e co
rresp
onde
nce
(rela
tions
) be
twee
n tw
o se
ts, f
or e
xam
ple
shar
ing
penc
ils a
mon
g st
uden
ts•
reco
gnis
e th
e co
ntin
uity
of t
ime
and
the
natu
ral c
ycle
s suc
h as
day
–nig
ht a
nd th
e se
ason
s•
sequ
ence
day
s of t
he w
eek
•be
gin
to re
cogn
ise
the
unpr
edict
abili
ty a
nd u
ncer
tain
ty o
f eve
nts s
uch
as th
e ro
ll of
a d
ie•
draw
sim
ple
pict
oria
l map
s fro
m th
eir d
evel
opin
g m
enta
l map
s of f
amili
ar
envir
onm
ents
•re
cogn
ise
the
func
tion
and
valu
e of
visu
al e
lem
ents
and
use
them
in a
rtwor
ks to
sy
mbo
lise
mea
ning
, for
exa
mpl
e us
e co
lour
in p
aint
ing
to e
xpre
ss e
mot
ions
•de
velo
p an
d se
lect
visu
al a
rt wo
rks f
or co
mm
unity
exh
ibiti
ons
•re
cogn
ise
and
mai
ntai
n a
stea
dy b
eat i
n si
mpl
e m
etre
.
This
dev
elop
s, fo
r exa
mpl
e, w
hen
stud
ents
:•
reco
gnis
e ho
w so
unds
are
repr
esen
ted
alph
abet
ically
and
iden
tify s
ome
soun
d–le
tter r
elat
ions
hips
/sym
bols
/cha
ract
ers/
sign
s•
use
a va
riety
of t
hink
ing
tool
s to
assi
st w
ith re
cogn
isin
g pa
ttern
s in
surro
undi
ng
even
ts a
nd o
bjec
ts•
reco
gnis
e th
e ke
y ele
men
ts o
f the
cale
ndar
and
pla
ce in
sequ
ence
day
s, w
eeks
and
m
onth
s•
pred
ict th
e ou
tcom
e of
chan
ce e
vent
s, su
ch a
s the
rolli
ng o
f a d
ie, u
sing
qua
litat
ive
term
s suc
h as
‘cer
tain
’, ‘li
kely
’, ‘u
nlik
ely’
and
‘impo
ssib
le’
•re
cogn
ise
and
desc
ribe
sym
met
ry, a
sym
met
ry, a
nd co
ngru
ence
•un
ders
tand
and
em
ploy
colo
ur g
roup
ings
and
rela
tions
hips
of c
olou
rs, i
nclu
ding
, pr
imar
y, se
cond
ary,
warm
and
cool
colo
urs,
and
thei
r sym
bolis
m re
late
d to
em
otio
ns a
nd cu
ltura
l sym
bolis
m•
inte
rpre
t con
vent
iona
l and
gra
phic
mus
ic no
tatio
ns•
use
a com
bina
tion
of e
very
day l
angu
age
and
mat
hem
atica
l sta
tem
ents
and
sym
bols
to d
escr
ibe
man
ipul
atio
n an
d pl
ay w
ith se
ts o
f num
bers
, sha
pes,
obje
cts a
nd p
atte
rns.
Child
ren
use
info
rmat
ion
and
com
mun
icat
ion
tech
nolo
gies
to a
cces
s in
form
atio
n, in
vest
igat
e id
eas
and
repr
esen
t the
ir th
inki
ng
This
is e
vide
nt, f
or e
xam
ple,
whe
n ch
ildre
n:•
iden
tify t
he u
ses o
f tec
hnol
ogie
s in
ever
yday
life
and
use
real
or i
mag
inar
y te
chno
logi
es a
s pro
ps in
thei
r pla
y•
use
info
rmat
ion
and
com
mun
icatio
n te
chno
logi
es to
acc
ess i
mag
es a
nd
info
rmat
ion,
exp
lore
dive
rse
pers
pect
ives a
nd m
ake
sens
e of
thei
r wor
ld•
use
info
rmat
ion
and
com
mun
icatio
ns te
chno
logi
es a
s too
ls fo
r des
igni
ng, d
rawi
ng,
editi
ng, r
eflec
ting
and
com
posi
ng•
enga
ge w
ith te
chno
logy
for f
un a
nd to
mak
e m
eani
ng.
This
dev
elop
s, fo
r exa
mpl
e, w
hen
stud
ents
:•
use
a m
ouse
to co
ntro
l the
poi
nt o
n th
e sc
reen
•us
e di
ffere
nt ty
pes o
f dat
a, su
ch a
s tex
t, im
ages
and
num
bers
, to
crea
te si
mpl
e in
form
atio
n pr
oduc
ts•
appl
y nav
igat
ion
skill
s whe
n re
spon
ding
to st
imul
us in
mul
timed
ia re
sour
ces s
uch
as C
D-RO
Ms,
DVD
s and
app
rove
d we
bsite
s•
safe
ly u
se IC
T too
ls, i
nclu
ding
leav
ing
elec
trica
l con
nect
ions
alo
ne, s
ittin
g up
right
in
fron
t of a
com
pute
r, an
d ca
refu
lly h
andl
ing
stor
age
devic
es su
ch a
s dis
ks a
nd
mem
ory s
ticks
.
This
dev
elop
s, fo
r exa
mpl
e, w
hen
stud
ents
:•
acce
ss a
web
site
to p
artic
ipat
e in
a g
ame
•cu
t and
pas
te, d
rop
and
drag
dro
p an
d co
lour
-cod
e in
ord
er to
gro
up si
mila
r ite
ms,
se
quen
ce e
vent
s and
iden
tify e
xam
ples
that
illu
stra
te k
ey id
eas
•cr
eate
and
dis
play
thei
r own
info
rmat
ion
prod
ucts
in a
way
that
suits
diff
eren
t au
dien
ces
•co
mpo
se a
nd se
nd e
lect
roni
c mes
sage
s suc
h as
em
ails
•us
e dr
awin
g ap
plica
tions
for a
rang
e of
pur
pose
s, fo
r exa
mpl
e, g
raph
ic m
usic
scor
e.
Victorian Early Years Learning and Development Framework for Children from Birth to Eight Years 33
Transitions occur on a daily basis for families with young children. One of the earliest transitions for most children is the transition after birth from hospital to home.
In the first few years of life, children may also move from the care of a parent to a grandparent, or move into child care and between rooms within the child care centre. As children become older they may make the transition to kindergarten, and most children experience the transition to school.
Change is a key feature throughout each of these transition periods. Children need to feel secure, confident and connected to people, places, events, routines and understandings when they move into new environments.
What does effective transition look like? A combination of approaches and processes is required to support effective transition, which is achieved when:
• respectful,trustingandsupportiverelationshipsaremaintainedamongallthose
working with children and their families
• informationaboutthechildreniswellunderstood,sharedandvalued
• childrenhavetheopportunitytohavetheirsayaboutwhatisimportanttothem
• processesareadaptedinresponsetothelocalcommunities
• childrenandfamilieswhorequireadditionalsupportareidentifiedearly,and
support is planned and delivered through a collaborative approach.
Supporting children’s transitions
O
utco
mes
Practice Principles
Transitions
Victorian Early Years Learning and Development Framework for Children from Birth to Eight Years 34
Who is involved in transition processes?Children, families and early childhood professionals are involved in the transitions throughout early childhood. Successful transitions rely on children, families and early childhood professionals developing positive, supportive relationships.
Children’s learning and development is advanced when they feel that the new environment is a place where people care about them and where they can succeed. Families also need to be valued and respected, as well as included in the new environment.
Children’s transitions are more successful when they are involved in planning transition programs. It is important to listen to their perspectives.
Families are the most important people in children’s lives and play a central role in supporting their learning. They must be involved in the transition process – it is not only children who experience changes during periods of transition.
Early childhood professionals from different contexts also have a lot to contribute to children’s transitions. They bring professional knowledge and experience about children’s learning and development. By sharing this knowledge and experience, and working in partnership with families, educators can recognise a child’s strengths and plan appropriate learning and teaching programs.
Supporting children’s learning and development through times of transition Children learn everywhere, all the time. It is now well recognised internationally that when children experience learning opportunities that are responsive to their strengths, interests, cultures and abilities, and build on their previous experiences, their learning and development is enhanced.
Victorian Early Years Learning and Development Framework for Children from Birth to Eight Years 35
Throughout the early childhood period, early childhood professionals develop their knowledge of each child’s strengths, interests, cultures and abilities. They also develop strong relationships with children’s families. Some of this knowledge is gained through assessments of children’s learning and development – such as the School Entry Health Questionnaire, the Parents Evaluation of Developmental Status or the Transition Learning and Development Statement. Other knowledge is gained through the daily interactions with children and their families.
When this information is shared with other professionals, new learning and development opportunities can be planned in a way that responds to children’s strengths, interests, cultures and build on what they have learned before.
Conversations between professionals about children’s learning and development are enhanced when the family is involved. It is also essential when sharing any information about the child or family that the family’s consent is gained.
The Transition: A Positive Start to School initiativeStarting school is a major life transition for children and their families. It’s a time of change that can be both challenging and exciting, in which children and families adjust to new roles, identities and expectations, new interactions and new relationships.
The Transition: A Positive Start to School initiative is an important step towards achieving the following Blueprint goal:
... by the time Victorian children start school they will be ready to learn at school
and schools will be ready for them.
The initiative aims to improve children’s experience of starting school by enhancing the development and delivery of transition programs. This approach will enable a shared understanding between early childhood services and schools about what is important for children and their families during this exciting time.
It also introduces the Transition Learning and Development Statement, which families and educators can use to share information about children’s learning and development.
The initiative is accompanied by a comprehensive Transition: A Positive Start to School Resource Kit for schools and early childhood services, which provides detailed information about effective programs and approaches to transition planning, including advice about additional support for specific groups of children and families.
For children with a severe disability to make a positive transition from kindergarten to school, the Sharing Our Journey resource has been developed. This includes a protocol for early childhood services and schools, support groups for families and early childhood professionals, and an information kit for families. The resource kit includes some information sheets for families, a planner outlining actions to support the child’s move from kindergarten to school and an additional family section of the Transition Learning and Development Statement.
Victorian Early Years Learning and Development Framework for Children from Birth to Eight Years 36
Victorian Early Years Learning and Development Framework for Children from Birth to Eight Years 37
Conclusion
The Victorian Early Years Learning and Development Framework advances all children’s learning and development from birth to eight years. It does this by supporting all early childhood professionals to work together and with families to achieve common outcomes for all children.
It sets the highest expectations for all children in every community across Victoria, and generates new opportunities for families and early childhood professionals to work together to advance all children’s learning and development.
The Victorian Framework emphasises the importance of collaborative, effective and reflective practice. It informs daily collaborations and interactions with children, families and with other professionals. Local discussions and learning networks will enable professionals to reflect on their work and on children’s learning to inform future practice. The Framework will be used as the basis for new research in early childhood. This will support growth, transformation and continuous improvement of all professionals who work with children in these formative early childhood years.
By creating a common language and understanding of children’s learning and development, the Framework supports opportunities for increased coordination and integration of all early childhood services.
The Victorian Framework is enacted as early childhood professionals engage with it and use it to inform their practice for the immediate and long-term benefit of all children
in Victoria.
Victorian Early Years Learning and Development Framework for Children from Birth to Eight Years 38
Appendices
Appendix 1: Overview of early childhood professional roles Early childhood educators are defined in the Early Years Learning Framework for Australia as all ‘early childhood practitioners who work directly with children in early childhood settings’. This includes unqualified, certificate-qualified, diploma-qualified and degree-qualified teachers or educators working across all forms of all early childhood settings. These settings include long day care, family day care, occasional care, playgroups, outside school hours care and kindergarten.
Teachers are degree-qualified and work as educators in early childhood settings and schools, including special schools.
Early childhood intervention workers are professionals from a range of health and education backgrounds who work in a variety of settings to support children with a disability or developmental delay in early childhood education and care, and their families.
Maternal and child health nurses are registered nurses with qualifications in midwifery and family and child health. They work in maternal and child health services, which offer support, information and advice regarding parenting, child health and development, child behaviour, maternal health and wellbeing, child safety, immunisation, breastfeeding, nutrition and family planning.
Preschool field officers provide consultancy to kindergarten teachers and parents to facilitate the inclusion of all children in state-funded kindergarten programs.
Inclusion support facilitators (ISF) are usually specialists in inclusive support practice. They work directly with child care services to support staff in a variety of ways, such as linking services with other child care professionals, community groups and organisations; facilitating skills development; assisting services to access specialised equipment; assisting with inclusion readiness planning; and developing service support plans.
Education support officers comprise teacher aides and integration aides who together play an important role in supporting teachers and schools to implement inclusive approaches to education. They support children and families who experience a disability or developmental delay, or require access to a special needs program.
Student support service officers include visiting teachers, psychologists, guidance officers, speech pathologists, social workers and other allied health professionals. Their role is to enhance the capacity of Victorian government schools to meet the additional learning and wellbeing needs of children and young people through the provision of access to school and community specialist support.
Play therapists, health professionals and teachers support wellbeing and the continuity of children’s learning and development whilst accessing services through hospital settings.
Primary school nurses conduct health assessments of all students in participating schools in their first year of school; provide follow-up contact with parents; respond to referrals from school staff regarding identified health issues for students at any year level; and provide referrals to relevant health practitioners.
Victorian Early Years Learning and Development Framework for Children from Birth to Eight Years 39
Primary welfare officers enhance the capacity of schools to support students who are at risk of disengaging from school and not achieving their educational potential. They inform the development of tailored programs to meet the individual needs, interests and abilities of ‘at risk’ students. Their work is central to building and maintaining continuity of care for students and their families, by ensuring ongoing engagement with the school, school community and relevant services.
Family support workers include professionals from a range of health, welfare and/or education backgrounds, who provide support and services to vulnerable families to assist with parenting capacity, family strengthening and connection with other community supports and services. Family support workers are employed by family support agencies.
Cultural organisations such as libraries, museums, zoos, galleries and botanic gardens employ early childhood professionals to design and deliver programs to support learning and development for children and families. Early childhood services and schools work with cultural organisations through on-site, online and outreach programs.
Victorian Early Years Learning and Development Framework for Children from Birth to Eight Years 40
Appendix 2: Overview of early childhood services
Maternal and Child Health Services
Maternal and Child Health Services deliver a universal health service free of charge for all Victorian families with children from birth to six years. The service supports families and their children in the areas of parenting, child health and development, child behaviour, maternal health and wellbeing, child safety, immunisation, breastfeeding, nutrition and family planning.
The Universal Maternal and Child Health Service consists of the Key Ages and Stages consultations and a flexible service component. It also includes an enhanced service which provides a more intensive level of support for children, mothers and families at risk of poor health and wellbeing outcomes, in particular where multiple risk factors for poor outcomes are present.
The Maternal and Child Health phone line (13 22 29) is a 24-hour telephone line which provides appropriate information, advice, support, counselling and referral to families with children from birth to school age. More information about maternal and child health services is available at: www.education.vic.gov.au/oced/maternal-child-health.html
Parenting services
The Department of Education and Early Childhood Development funds parenting information, education and support services throughout Victoria. All parents and carers of children birth to eighteen years can contact the services.
In the first instance, parents can contact Parentline, a statewide telephone information, education and counselling service, for the cost of a local call. Parentline’s professional counsellors provide advice on a variety of issues affecting parenting and relationships. Parentline can provide contact details for community services and respects the confidentiality and right to privacy of callers. In addition to Parentline, the Victorian Government funds a network of regionally based parenting support services (Regional Parenting Services).
Victorian Early Years Learning and Development Framework for Children from Birth to Eight Years 41
The Victorian Government will also conduct an Early Home Learning Study. The Study will be of international significance and will support vulnerable families to promote their home as a positive learning environment for their children. The Study will support 2000 vulnerable families to strengthen their home environment for learning and at the same time build the evidence base around what works.
Regional Parenting services
Regional Parenting Services promote the independence and healthy development of families with children aged birth to eighteen years by providing information and education on parenting to parents and professionals who work with parents and children (for example Maternal and Child Health nurses, teachers and child care workers). They provide families with the opportunity to participate in local, effective and relevant parenting programs that focus on key transition points in the lives of children and families. To reinforce the importance of parent education for all members of the community, parenting groups are run in easily accessible venues such as schools, preschools and neighbourhood houses.
Regional Parenting Services operate in all Department of Education and Early Childhood Development regions. Regional Parenting Services also offer consultation, linkages, resources and professional development to professionals who work with families. A list of these services can be found on the Parentline website at: www.parentline.vic.gov.au
Playgroups
Playgroups are an excellent way for babies, toddlers, preschoolers and their parents to socialise. They are informal, low cost and run by the parents. Parents stay with their children at playgroup. This gives them the chance to meet other people going through similar experiences and break down the isolation that can come with caring for young children. Families can be gently introduced to community, health and support services while they are at playgroup.
The Supported Playgroups and Parent Groups Initiative is a Victorian Government program that aims to engage disadvantaged and vulnerable families and provide quality play opportunities for children at a critical time in their development. The initiative builds parents’ capacity to support their children’s health, development, learning and wellbeing, and aims to increase families’ participation and linkages with other early years services and supports. More information about playgroups is available at: www.playgroup.org.au/
Child care
Child care is provided for children in a range of settings. Child care services provide active, play-based education and care programs including long day care, occasional care, family day care and outside school hours care services. In Victoria, all these services are required to be licensed and must meet the requirements of the Children’s Services Act 1996 and the Children’s Services Regulations 2009.
Long day care services, outside school hours care services and family day care services are typically used by working parents and the hours of operation are structured to meet these families’ requirements. The Commonwealth Government provides funding for eligible families to assist them in meeting the costs of these services.
Victorian Early Years Learning and Development Framework for Children from Birth to Eight Years 42
Occasional care is generally provided for short periods of time in a variety of settings, including neighbourhood houses and sports and leisure services.
Long day care, occasional care and family day care services predominantly cater for children aged birth to five years, while outside school hours care services provide care for primary school-aged children. More information about childcare is available at:www.education.vic.gov.au/ecprofessionals/childcare/default.htm
Kindergarten
The Victorian Government provides funding to kindergarten programs delivered by a qualified early childhood teacher for children in the year before school. Additional subsidies are provided by the Victorian Government that makes kindergarten free for:
• threeandfouryearoldAboriginaland/orTorresStraitIslanderchildren
• threeyearoldchildrenknowntoChildProtection
• fouryearoldchildrenwhohold,orwhosefamiliesholdaHealthCareCard,
pensioner Concession Card, Department of Veterans Affairs Gold Card, Temporary
Protection/Humanitarian Visas 447, 451, 785 and 786, Asylum Seeker Bridging
Visas A-F, Refugee and Special Humanitarian Visas 200-217, and triplets/
quadruplets in the same year of kindergarten.
Many kindergartens also provide programs for three year old children as an introduction to
four year old kindergarten. More information about kindergarten is available at:
www.education.vic.gov.au/earlychildhood/careandkinder
Kindergarten Inclusion Support Services
Kindergarten inclusion support services (KISS) provide supplementary assistance to support the inclusion of children with severe disabilities in their local kindergarten programs. An inclusive program encourages and allows all eligible children to access and participate in the kindergarten program. Inclusion fosters the development of a sense of belonging and respects individuality and diversity, in order to promote learning, development and wellbeing in children’s early years.
This program is funded by the Victorian Government through the Department of Education and Early Childhood Development and the Commonwealth Government.
More information about kindergarten inclusion support services is available at: www.education.vic.gov.au/ecsmanagement/careankinder/inclusion/disabilities.htm
Early Childhood Intervention Services
Early Childhood Intervention Services (ECIS) support children with a disability or developmental delay from birth to school entry and their families. ECIS provide special education, therapy, counselling, service planning and coordination, assistance and support to access services such as kindergarten and child care.
Victorian Early Years Learning and Development Framework for Children from Birth to Eight Years 43
Services are tailored to meet the individual needs of children and focus on supporting children in their natural environments and in their everyday experiences. These services are funded through the Department of Education and Early Childhood Development and provided by specialist children’s services teams and early childhood intervention agencies.
The overall aim of these services is to provide families with the knowledge, skills and support to meet the needs of their children and to optimise children’s development and their ability to participate in family and community life. All services are provided using a family-centred approach, recognising the importance of working in partnership with the family. More information about ECIS is available at: www.education.vic.gov.au/ecsmanagement/intervention/
Program for Students with Disabilities
Program for Students with Disabilities is an additional program for a defined student population with moderate to severe disabilities. The Program for Students with Disabilities supports the education of students with disabilities in Victorian government schools by providing schools with additional resources. Resources are provided to schools to assist in the education of students with disabilities, not to individual students. More information about the Program for Students with Disabilities is available at: www.education.vic.gov.au/healthwellbeing/wellbeing/disability/
The broader context
Children are at the centre of the Ecological Model of Child Development that illustrates the broad social, political and economic environment.
This model illustrates the strong network of services and programs that exist to support children’s learning and development.
This model identifies families as significant influences throughout childhood and illustrates a range of other factors that may impact on learning and development.
Fig 3: Ecological model of child development, adapted fromBronfenbrenner, 1979
Bushfire
Bushfire
Housingpolicy
Economicconditions
Social normsand attitudes
Child carepolicy
Drought Safety Churchmembers
Child Parks
LocalGovt
Neighbours
Friends
PeersCultural
organisationsSpecialistservices Employment
Playgrounds HealthServicesSchools
Industrialrelations
Bro
ader
econ
omics, policy, political, social and environmental infl uences
Immediate fam
ily
Com
mun
ity en
vironments, networks and formal services
Kin
sh
ip and informal networks
HouseholdEarly Childhood Education and Care
Victorian Early Years Learning and Development Framework for Children from Birth to Eight Years 44
Appendix 3: Overview of key discipline-specific resources
Early childhood professionals are informed by a range of discipline specific resources. A list of key resources is below. The Victorian Framework complements, rather than replaces these resources. Professionals will continue to use these resources and will also use the Victorian Framework to support common understandings and shared conversations with other professionals and families to support children’s learning and development.
Maternal and Child Health
Maternal and Child Health Practice Guidelines 2009 - cover the Department’s piloted new Key Ages and Stages framework, guidelines, contexts and definitions. The guidelines are available at: www.education.vic.gov.au/ecsmanagement/mch/policy/
Key Ages and Stages (KAS) Service Activity Framework - March 2009 - introduces a new approach to the ten KAS visits provided to parents and children by the universal Maternal and Child Health Service. The new framework sets out new evidence-based activities for each of the ten age and stage visits. The framework is available at: www.eduweb.vic.gov.au/edulibrary/public/earlychildhood/mch/serv_activity_frameworkmar09.pdf
The Enhanced Maternal and Child Health Service Guidelines 2003-04 were developed as part of a wide-ranging information management strategy. The guidelines are available at: www.eduweb.vic.gov.au/edulibrary/public/earlychildhood/mch/guidelinemchenhanced.pdf
Early Childhood Intervention Service (ECIS)
The Early Childhood Intervention Service Program Framework promotes the development and implementation of evidence-based approaches in service delivery components within ECIS and assists providers in understanding their roles and responsibilities with the service system. The framework is available at: www.eduweb.vic.gov.au/edulibrary/public/earlychildhood/intervention/framework2005.pdf
The Specialist Children’s Service (SCS) Program Standards were developed by SCS service providers as a practical tool for continuous quality improvement. The standards apply to SCS teams, early intervention services and preschool field officers. They are available at: www.eduweb.vic.gov.au/edulibrary/public/earlychildhood/intervention/programstandards.pdf
Kindergarten Inclusion Support Services for Children with Severe Disabilities provides information about the support of children with severe disabilities in Victorian kindergarten programs. These documents are available at: www.education.vic.gov.au/ecsmanagement/careankinder/inclusion/disabilities.htm
Early childhood education and care services
The Early Years Learning Framework for Australia is the first national learning framework for all educators working with children from birth to five years.
The framework and other key documents for the framework can be found at: www.deewr.gov.au/EarlyChildhood/Policy_Agenda/Quality/Pages/EarlyYearsLearningFramework.aspx
Victorian Early Years Learning and Development Framework for Children from Birth to Eight Years 45
The Outdoor Play Guide for Victorian Children’s Services provides information about the planning and design of the outdoor play space for children. It is available at: www.education.vic.gov.au/ecsmanagement/careankinder/csg/outdoorguide/default.htm
The VicRoads, Starting Out Safely (SOS) program is designed to provide road safety information and support to families of children under six years of age. The program aims to encourage families to act as role models in road safety, to supervise children effectively in and near the traffic and to educate children in pedestrian and passenger safety. The program is delivered through maternal and child health, family day care, and early childhood services. It is available at:www.vicroads.vic.gov.au/Home/RoadSafety/TrafficSafetyEducation/earlychildhood
National Healthy Eating and Physical Activity Guidelines for Early Childhood Settings provide evidence-based, practical information and advice to support and promote healthy eating and physical activity in children attending early childhood settings. The Guidelines are linked to the new National Quality Framework for Early Childhood Education and Care currently being developed by the Department of Education, Employment, and Workplace Relations. Guidelines are available at www.health.gov.au/internet/main/publishing.nsf/content/phd-early-childhood-nutrition-index
School services
The Victorian Essential Learning Standards (VELS) is the Prep to Year 10 curriculum for Victorian schools. The VELS is available at: www.vcaa.vic.edu.au/prep10/vels/index.html
The P–12 Principles of Learning and Teaching articulate six principles that can be used by schools, teams of teachers and individuals to reflect on practice and support professional dialogue to strengthen pedagogical practices. The principles are available at: www.education.vic.gov.au/studentlearning/teachingprinciples/principles/principlesandcomponents.htm
The e5 Instructional Model is designed to assist school leaders and teachers to develop a shared understanding of how teachers can improve their practice as well as to provide a focus for professional learning and growth. It is available at: www.education.vic.gov.au/management/schoolimprovement/panddc/default.htm
Shared Vision; Resource Kit for Outside of School Hours Care is a practice document for educators in Outside School Hours Care. The 2004 edition forms part of a resource kit produced by Community Child Care Association. Shared Visions draws on the expertise of Community Child Care to provide the outside school hours care sector with a resource to assist programming. It is available at: www.education.vic.gov.au/earlylearning/eyldf/default.htm
The VicRoads, Kids on the Move is the core traffic safety education resource for primary schools. It targets a minimum level of traffic safety education for children in Prep to Year 2.Primary school road safety education focuses on passenger and pedestrian safety. Children begin to take more responsibility for keeping themselves safe on the road – such as remembering to use a seat belt and using the correct road crossing procedure. It is available at: www.vicroads.vic.gov.au/Home/RoadSafety/TrafficSafetyEducation/primaryschools
Victorian Early Years Learning and Development Framework for Children from Birth to Eight Years 46
Aboriginal Early Years Support
The In Home Support for Aboriginal Families Program Guidelines have been developed to provide direction for those interested or involved in the In Home Support for Aboriginal Families (In Home Support) initiative. In particular, they provide guidance to support funded agencies to implement this initiative. The guidelines are available at: www.eduweb.vic.gov.au/edulibrary/public/earlychildhood/inhomesupport.pdf
The Koorie Kindergarten Inclusion Kit provides a kindergarten cultural awareness tool to enhance support for Aboriginal children. It also provides material to promote the values of kindergarten to aboriginal children and their families. It is available at: www.education.vic.gov.au/ecsmanagement/careankinder/inclusion/koorie.htm
Dardee Boorai: the Victorian Charter of Safety and Wellbeing for Aboriginal Children and Young People defines key actions and measures of progress required in improving the safety, health, development, learning and wellbeing of Aboriginal children and young people. It is available at: www.education.vic.gov.au/edulibrary/public/govrel/policy/thecharter/dardeeboorai/charter.pdf
The Wannik education strategy for Koorie students reinforces the Government’s commitment and is the major strategy in place to improve educational outcomes for Koorie students. It is available at: www.education.vic.gov.au/about/directions/aboriginal/wannik/
“ Where do you feel happy at kindergarten, who would be with you and what would you be doing?”
“The sand, the turtle, I like it”Jaafar, Age 5 years.
Victorian Early Years Learning and Development Framework for Children from Birth to Eight Years 47
Appendix 4: Bibliography
Australian Government Department of Education, Employment and Workplace Relations for the Council of Australian Governments (2009). Belonging, Being and Becoming - The Early Years Learning Framework for Australia. Commonwealth of Australia, Canberra.
Bernard van Leer Foundation (2006). A Guide to General Comment 7: Implementing Child Rights in Early Childhood. United Nations Committee on the Rights of the Child United Nations Children’s Fund, The Netherlands.
Bertram, T & Pascal, C. (2002). Early Years Education: An International Perspective London: Qualifications and Curriculum Authority, Great Britain. Towards an Early Years Learning Framework. www.inca.org.uk/pdf/early_years.pdf
Bronfenbrenner, U (1979). The Ecology of Human Development. Havard University Press, USA.
Centre for Community Child Health (2008). Towards an Early Years Learning Framework for Australia.( Policy Brief No 12 ). Centre for Community Child Health, Parkville, Victoria. www rch.org.au/ccch/resources.cfm?docd=10886
Centre for Equity and Innovation in Early Childhood (2008). Literature Review – Transition: A Positive Start to School. Melbourne Graduate School of Education, Melbourne.
Clarke, P. (2009). Supporting Children Learning English as a Second Language in the Early Years. Discussion paper commissioned by the Victorian Curriculum and Assessment Authority (In progress). www.vcaa.vic.edu.au/earlyyears/publications.html
Csikszentmihayli, M. (1979). Concept of Flow. In Sutton-Smith, B. (Ed) Play and Learning. New York, Gardner.
Cunha, F., Heckman, J. J., Lochner, L. J. & Masterov, D. V. (2006). Interpreting the evidence on life cycle skill formation. In: Hanushek, E.A., Welch,F. (Eds). Handbook of the Economics of Education. North-Holland, Amsterdam.
Cunha, F. & Heckman, J. J. (2007). The Evolution of Uncertainty in Labour Earnings in the US Economy. Unpublished manuscript, University of Chicago.
Dockett, S. & Perry B. (2007). Transitions to School – perceptions, expectations, experiences. UNSW Press, Sydney
Dockett, S. & Perry B. (2006). Starting School – a handbook for early childhood educators. Pademelon Press, Castle Hill.
Department of Education and Children’s Services (2008). Assessing for Learning and Development in the Early Years using Observation Scales: Reflect Respect Relate. DECS Publishing, Adelaide.
Department of Education Training and Employment (2001). South Australian Curriculum, Standards and Accountability Framework. DETE Publishing, Adelaide.
Edgar D., & Edgar P. (2008). Television, Digital Media and Children’s Learning. Discussion paper commissioned by Victorian Curriculum and Assessment Authority. www.vcaa.vic.edu.au/earlyyears/publications.html
Victorian Early Years Learning and Development Framework for Children from Birth to Eight Years 48
Elliot, S. (Ed) (2008). The Outdoor Play Space Naturally for Children Birth to Five Years. Pademelon Press, Castle Hill, NSW.
Fleer, M. & Raban, B. (2007). Early childhood literacy and numeracy: Building good practice. Australian Government Department of Education, Employment and Workplace Relations, Commonwealth Australia.
Gammage, P. (2008). The social agenda and early childhood care and education: Can we really help create a better world? Online Outreach Paper 4. Bernard van Leer Foundation, The Hague.
Laevers, F. (Ed) (1994). Defining and assessing quality in Early Childhood Education. Leuven:Leuven University Press, Belgium.
Lally, R. (2005). The human rights of infants and toddlers: A comparison of childcare philosophies in Europe, Australia, New Zealand and the Unites States. Zero to Three. 25(3) 43-46.
Lally, J. R. & Mangione, P. (2006). The Uniqueness of Infancy Demands a Responsive Approach to Care. Young Children, 61 (4): 14-20
OECD (2006). Starting Strong II: Early Childhood Education and Care. OECD, Paris.
Perry, B. & Dockett, S. (2006). Our Family is Starting School – a handbook for parents and carers. Pademelon Press, Castle Hill.
Rogoff, B. (2003). The cultural nature of human development. Oxford: Oxford University Press, Oxford.
Shonkoff, J. & Phillips, D. K. (2000). From neurons to neighbourhoods: The science of early childhood development. Academies Press, Washington, DC.
Siegel D.J. (1999). The Developing Mind. Guilford Press, New York.
Siraj-Blatchford, I. (2009). Conceptualising progression in the pedagogy of play and sustained shared thinking in early childhood education: A Vygotskian perspective. Educational and Child Psychology 26 (2) June.
Siraj-Blatchford, I., Clarke, K., & Needham, M. (Eds) (2007). The Team Around the Child: Multi-agency working in the early years. Trentham Books, Stoke-on Trent.
Siraj-Blatchford, I., Sylva, K., Muttock, S., Gilden, R., & Bell, Danny (2002). Researching Effective Pedagogy in the Early Years. Research Report No 356. Queens Printer, Norwich, UK.
Sylva, K., Melhuish, E., Sammons, P., Siraj-Blatchford, I., & Taggart, B. (2004). The Effective Provision of Pre-school Education: A longitudinal study funded by the DfES 1997-2004. Final report. DfES Sure Start Publications & The Institute of Education, London.
Tayler, C., Ure, C., Deans, J., & Brown, R. (2008). Victorian Early Years Learning and Development Framework and the Victorian Essential Learning Standards. – Discussion paper commissioned by the Victorian Curriculum Assessment Authority. www.vcaa.vic.edu.au/earlyyears/publications.html.
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United Nations Convention on the Rights of the Child (1989). United Nations, Committee on the Rights of the Child, Comment No. 7 (2005) Implementing Child Rights in Early Childhood.
Victorian Curriculum and Assessment Authority (2007). Victorian Essential Learning Standards (VELS). State Government of Victoria. vels.vcaa.vic.edu.au/.
Victorian Equal Opportunity & Human Rights Commission (2006). Victorian Charter of Human Rights and Responsibilities. www.humanrightscommission.vic.gov.au
Wilks, A., Nylands, B., Chancellor, B., & Elliot, S. (2008). Analysis of Curriculum/ Learning Frameworks for the Early Years Literature Review (Birth to 8). Commissioned by the Victorian Curriculum and Assessment Authority, East Melbourne, Victoria. www.vcaa.vic.edu.au/earlyyears/publications.html.
Woodhead, M. (2006). Changing perspectives on early childhood: theory, research and policy. (Paper commissioned for the EFA Global Monitoring Report 2007, Strong foundations: early childhood care and education). The Open University, UK.
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“What makes you feel happy?”
“When I’m climbing I am happy because it makes me strong”, Adam, Age 5.
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Appendix 5: Glossary
Active involvement in learning: occurs in an active learning environment in which children are encouraged to explore and interact with the environment to make (or construct) meaning and knowledge through their experiences, social interactions and negotiations with others.
To support active involvement in learning educators play a crucial role of encouraging children to discover deeper meanings and make connections among ideas and between concepts, processes and representations.
This requires educators to be engaged with children’s emotions and thinking. (Adapted from South Australian Curriculum Standards and Accountability (SACSA) Framework, General Introduction).
Agency: being able to make choices and decisions, to influence events and to have an impact on one’s world.
Attend: being attentive and aware. Children display a range of non-verbal signals, including eye contact, body orientation, stillness and an alertness. Gauging a child’s attendance is useful, for example with infants and toddlers, where English is not the first language, or if augmented communication is used.
Attunement: includes the alignment of states of mind in moments of engagement, during which affect is communicated with facial expression, vocalisations, body gestures and eye contact.
Communities: social or cultural groups or networks that share a common purpose, heritage, rights and responsibilities and/or other bonds. ‘Communities’ is used variously to refer, for example, to the community within early childhood settings, extended kinships, the local geographic community and broader Australian society.
Dispositions for life long learning: enduring habits of mind and actions, and tendencies to respond in characteristic ways to situations, for example, maintaining an optimistic outlook, being willing to persevere, approaching new experiences with confidence.
Inclusion: involves taking into account all children’s social, cultural and linguistic diversity (including learning styles, abilities, disabilities, gender, family circumstances and geographic location) in curriculum decision-making processes. The intent is to ensure that all children’s experiences are recognised and valued, and that all children have equitable access to resources and participation, and opportunities to demonstrate their learning and to value difference.
Involvement: a state of intense, whole hearted mental activity, characterised by sustained concentration and intrinsic motivation. Highly involved children (and adults) operate at the limit of their capacities, leading to changed ways of responding and understanding leading to deep level learning (adapted from Laevers, 1994).
Children’s involvement can be recognised by their facial, vocal and emotional expressions, the energy, attention and care they apply and the creativity and complexity they bring to the situation. (Adapted from Reflect, Respect, Relate, DECS 2008)
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Literacy: in the early years, literacy includes a range of modes of communication, including music, movement, dance, story telling, visual arts, media and drama, as well as talking, viewing, reading and writing.
Multidisciplinary approaches: describes a partnership where two or more professionals are involved in the provision of integrated and coordinated services for children and families to support the best outcomes. In the early years, multidisciplinary approaches may include, but are not limited to educators, community workers, allied health professionals and medical personnel.
Numeracy: broadly includes understandings about numbers, structure and pattern, measurement, spatial awareness and data, as well as mathematical thinking, reasoning and counting.
Pedagogy: early childhood educators’ professional practice, especially those aspects that involve building and nurturing relationships, curriculum decision making, teaching and learning.
Shared sustained conversations: can be both child initiated and adult initiated. They are an effective learning/teaching interaction where two or more individuals share their thinking for a sustained time, work together to make observations, solve a problem, clarify a concept, extend ideas and narratives, or evaluate activities (adapted from Siraj-Blatchford, 2009).
Spirituality: refers to a range of human experiences including a sense of awe and wonder, a search for purpose and meaning and the exploration of being and knowing.
Technologies: includes much more than computers and digital technologies used for information, communication and entertainment. Technologies are the diverse range of products that make up the designed world. These products extend beyond artefacts designed and developed by people and include processes, systems, services and environments.
Texts: things that we read, view and listen to and that we create in order to share meaning. Texts can be print-based, such as books, magazines and posters or screen-based, for example internet sites and DVDs. Many texts are multimodal, integrating images, written words and/or sound.
Transitions: the process of moving between home and childhood setting, between a range of different early childhood settings, or from early childhood settings to school settings
The United Nations Convention on the Rights of the Child (1989): advances an image of children as subjects of rights and full members of society, capable of participating in their social worlds through their relationships with others.
The 54 Articles contained in the UNCRC (1989) promote children’s rights through four key principles, namely:
1. protection against discrimination
Young children and groups of children must not be discriminated against. Discrimination may take the form of reduced levels of nutrition; inadequate care and attention; restricted
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opportunities for play, learning and education; or inhibition of free expression of feelings and views.
2. the right to survival and development
All measures possible to create … conditions that promote the wellbeing of all young children during this critical phase of their lives.
3. the best interests of the child
This applies to all actions concerning children and requires active measures to protect their rights and promote their survival, growth and wellbeing, as well as measures to support and assist parents and others who have day to day responsibility for realising children’s rights.
4. the right to participation
The child has a right to express his or her views freely in all matters affecting the child, and to have them taken into account. This right reinforces the status of the young child as an active participant in the promotion, protection and monitoring of their rights.
United Nations Committee on the Rights of the Child (CRC) the body of independent experts that are appointed to monitor implementation of the UNCRC
General Comment No. 7 “Implementing child rights in early childhood’ (2005) (CRC/C/GC7): a statement by the committee that seeks to guide States with respect to the measures required to secure implementation of the various rights under the CRC (CRC/C/GC7, 2005: 2). The value of this document for early childhood professionals is that it acknowledges the tensions around enacting the key principles underlying children’s rights and explores principles and practical measures for implementing rights-based principles in early childhood educational contexts.
The Victorian Charter of Human Rights and Responsibilities Act 2006: is an Act of Parliament that clearly sets out our rights and freedoms, and the responsibilites that go with them, in one document. The Charter is an agreed set of human rights, freedoms and responsibilities protected by law. Government departments and public bodies must observe these rights when they create laws, set policies and provide services.
This means that Government, public servants, local councils, Victoria Police and others are required to act in a way that is consistent with the human rights protected under the Charter. These bodies will have to comply with the Charter and take human rights into account in their day-to-day operations.www.equalopportunitycommission.vic.gov.au/home.asp
Wellbeing: Sound wellbeing results from the satisfaction of basic needs - the need for tenderness and affection; security and clarity; social recognition; to feel competent; physical needs and for meaning in life (adapted from Laevers 1994). It includes happiness and satisfaction, effective social functioning and the dispositions of optimism, openness, curiosity and resilience.
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