VEYLDF — FISO Visual GuideResources to Support Practice

Victorian Early Years Learning and Development FrameworkEarly childhood professionals, early childhood services, registered training organisations and universities are encouraged to obtain a copy of the framework.

Hard copies of the revised VEYLDF have been distributed to all services that work with children from birth to eight years. Additional copies can be requested online: www.education.vic.gov.au/childhood/providers/edcare/Pages/veyladf.aspx

Copies of the VEYLDF, appendices and illustrative maps are available online: www.vcaa.vic.edu.au/Pages/earlyyears/index.aspx

Practice Principles – Guides, evidence papers and videosEvidence Papers, Practice Guides and videos are available for each of the eight Practice Principles. The Evidence Papers document key research and describe what each principle is, why it’s important, and its implications for best practice.

The Practice Guides provide advice and activities to support using the principles across a variety of settings.

Videos about the Practice Principles include footage from a range of early childhood education and care settings that exemplify effective ways for supporting children’s learning and development, in line with each Practice Principle. A new video has been developed to assist in visualising the Ecological model. www.education.vic.gov.au/childhood/providers/edcare/pages/profresource.aspx

Transition: A Positive Start to School (2017)The guide provides information on:• the transition to school context and approach• transition to school programs• the Transition Learning and Development Statement.www.education.vic.gov.au/childhood/professionals/learning/Pages/transition.aspx

Using the Transition Statement to inform curriculum designwww.education.vic.gov.au/Documents/school/principals/curriculum/transitionstat.pdf

Strength-based approach: A guide to writing Transition Learning and Development Statementswww.education.vic.gov.au/childhood/professionals/learning/Pages/transition.aspx

Wellbeing Practice GuideThis resource is designed to inform a greater understanding of wellbeing and its place as both a prerequisite for, and an outcome of, learning. It provides scenarios and learning activities to support engagement with key concepts of the VEYLDF, including the Learning and Development Outcome: Children have a strong sense of wellbeing. www.vcaa.vic.edu.au/Documents/earlyyears/EYWellbeingPracticeGuide.pdf

The Wellbeing Guide links to the Department of Education and Training Respectful Relationships initiatives. www.education.vic.gov.au/about/programs/health/pages/respectfulrelationships.aspx

Assessment of Wellbeing in Early Childhood Education and Care: Literature ReviewThis literature review, commissioned from the University of Melbourne, documents research that underpins and defines Outcome 3 Wellbeing: Children have a strong sense of wellbeing. It defines wellbeing in the birth-to-five-year period; identifies six principles for assessing wellbeing in practice; profiles 10 evidence-based tools for assessment of children’s wellbeing; and outlines children’s trajectory of wellbeing and the learning environments and responsive interactions that support development of wellbeing. www.vcaa.vic.edu.au/Documents/earlyyears/EYLiteratureReview.pdf

V I C T O R I A N C U R R I C U L U MA N D A S S E S S M E N T A U T H O R I T Y

VICTORIAN EARLY YEARS LEARNING AND DEVELOPMENT FRAMEWORK

FOR ALL CHILDREN FROM BIRTH TO EIGHT YEARS

Victorian Early

Years Learning

and Development

Framework

Evidence Paper

Practice Principle 1:

Family-Centred

Practice

Authored for the Department of Education

and Early Childhood Development

by Caroline Cohrssen, Amelia Church

& Collette Tayler

Wellbeing Practice Guide

V I C T O R I A N C U R R I C U L U MA N D A S S E S S M E N T A U T H O R I T Y

Building practice

excellence

Curriculum planning and assessment

Building communities

Setting expectations and promotion

inclusion

Building practice

excellence

Curriculum planning and assessment

Building leadership

teams

Empowering students and

building school pride

Building communities

Empowering students and

building school pride

VEYLDF — FISO Visual GuideResources to Support Practice

What, why and how? Pedagogy with very young childrenThis resource, developed by the VCAA in partnership with Anne Stonehouse, AM, consists of videos and a collection of notes to support their use. The resource portrays very young children as capable, powerful, active contributors to their own and others’ experiences, and as partners who have a right to exercise and strengthen their sense of agency.

There’s a lot going on! Pedagogy with very young children provides an overview of elements of good quality practice in an education and care service with children aged from around 14 months to almost three years. Prompts for reflection is a collection of eight vignettes that focus on various aspects of an educator’s pedagogy. www.vcaa.vic.edu.au/Pages/earlyyears/video/whatwhyhow.aspx

Babies and toddlers: Amazing learnersThe VCAA, in collaboration with Anne Stonehouse AM and Early Childhood Australia (ECA), has developed a video resource and information booklet highlighting selected examples of significant learning in the birth-to-three-years period. The three videos (Learning about me; Learning about others; Learning about my world) and information booklet are available online: www.vcaa.vic.edu.au/Pages/earlyyears/assesspractice.aspx

Help your child: Draw Talk WriteThe VCAA, in partnership with Dr Noella Mackenzie (Charles Sturt University), has developed this literacy-based resource to support partnerships with families around children’s learning, and planned and spontaneous opportunities for diverse drawing and writing experiences. www.vcaa.vic.edu.au/Pages/earlyyears/literacyresources.aspx

Learning English as an Additional LanguageThe Learning English as an Additional Language in the Early Years (Birth to six years) Resource Booklet provides comprehensive information to support early childhood professionals in their work with young children from culturally and linguistically diverse communities and is linked to the VEYLDF. www.vcaa.vic.edu.au/Pages/earlyyears/eal.aspx

Supporting English as an Additional Language (EAL) at transition to schoolThis resource provides advice and practical examples of how children and families with English as an additional language (EAL) can be supported to make a successful transition to school. It is designed to assist and guide early childhood professionals and teachers in schools. www.vcaa.vic.edu.au/Pages/resources/eyeal/welcome.aspx

V I C T O R I A N C U R R I C U L U MA N D A S S E S S M E N T A U T H O R I T Y

What, why and how?Pedagogy with very young children

There’s a lot going on! Pedagogy with

very young children

Prompts for reflectionA collection of eight vignettes

Babies and toddlers:Amazing learners

Video 1 Learning about me

Video 2 Learning about others

Video 3 Learning about my world

Help your child

WriteDrawTalkDrawing is fun and helps children explore their world.

You can support your child to draw.

• Encourage them to draw, and talk to you about their drawings.• Provide them with tools for drawing, such as paper, pencils, textas,

paint and chalk.• Draw with them and add labels to some of their drawings.• Load free drawing apps onto your tablet or phone for them to use.

Draw

Drawing is an important form of play.Drawing helps children learn to write.

Talking helps children to become confident users of language.You can support your child to talk.• Encourage them to talk about the things that interest them in the books you

read to them.• Encourage them to tell you about their day by asking questions:

– Who did you play with in the sandpit at preschool today? – What stories did the teacher read to you? – Did you learn any new songs?

• Listen to their ideas and have a conversation together.• Encourage them to talk as they draw.

Talk

Talking helps children to learn the words they will need to read and write.

Writing is another way for children to communicate and express themselves.

You can support your child to write.

• Ask them if they would like you to write on their drawings.• Teach them to write their names and show them how you write yours.• Help them to make shopping lists, cards, invitations – the opportunities are

endless.• Let your child see you write, and talk to them about the different purposes for

writing.

Write

Writing and drawing together allows children to create more detailed texts than they can create with writing alone.

Dr Priscilla Clarke • 2011

RESOURCE BOOKLET

Learning English as an Additional Language in the Early Years (birth to six years)

Building practice

excellence

Curriculum planning and assessment

Building practice

excellence

Building practice

excellence

Building communities

Building practice

excellence

Building communities

Empowering students and

building school pride