CHCECE034

Use an Approved
Learning Framework
to Guide Practice

CHCECE034

House
Keeping

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Session photographs.
Be kind, maintain confidentiality and have fun.

This
Session...
Will provide insights into the
Australian Early Years Learning
Framework and how it is
implemented.

EYLF learning

outcome 5

Find the Framework

Codes

NQS Element 1.1.2

NQS quality

area 3 Name

EYLF Principle

starting with letter

A

EYLF learning

Outcome 2

EYLF Principle

starting with R

EYLF Principle

starting with

letter S

NQS 1.3.2

NQS Element 5.2.2

EYLF practices

starting with letter C

Find the codes and write in the description

EYLF Practice

starting with P

EYLF learning

outcome 4

NQS Standard

2.2

EYLF Learning

outcome 1

EYLF Practice that

starts with letter R

You did it!

Find the answers to the Framework

codes throughout the session

What is a
'Framework'?

An educational framework provides levels or standards at which
quality and expected practices within an educational environment
will be evaluated.

It is a guide to help develop best practices based on current theory and research, to ensure that the best care and education is provided for the children in those educational programs.

Why & how was it
developed?

Education and Care Services National Law
National Quality Frameworks

-Belonging Being Becoming: The Early Years Learning Framework for Australia &
-My Time Our Place: Framework for school aged care in Australia.

National Quality Standard for Early Childhood Education and Care &
School Aged Care.

Out of Belonging, Being and Becoming & My Time Our Place, which
framework do you think applies to the service where you work?

transitions
sustainability
theoretical approaches
critical reflection
the importance of Aboriginal and Torres Strait Islander ways of
being,
knowing and doing
inclusion and the addition of 3 new principles.

Recent changes...

All children engage in learning that promotes

confident and creative individuals and successful

lifelong learners. All children are active and informed

members of their communities with knowledge of
Aboriginal and Torres Strait Islander perspectives.

EYLF p6

The Overall Vision

The EYLF's overall vision for children's learning is that:

The child's learning should also be based on THREE IDEAS which are...

BELONGING

BEING

& BECOMING...

LORRAINE WALKER — THE EARLY CHILDHOOD EDUCATOR FOR CERTIFICATE III. p.6.

Let's have a look.

Look up EYLF v2
Read through Contents page first. Then select a page to read to
learn more about the EYLF

What did you discover?

Let's learn more about the
EYLF!

All the components of this is
connected in the National Quality
Framework

The NQF includes the following sections:

Law and regulations
NQS Quality areas
Assessment & Rating
Frameworks.

(see diagram next slide)

Home

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Other
Guiding
Documents

As Early Childhood Educators, there are a
few documents that we use to support our
practice. The great thing about these is
that they are all also ONLINE!

These include (but are not limited to):

The United Nations Convention on the
Rights of the Child (commonly
abbreviated as the CRC or UNCRC) is an
international human rights treaty which
sets out the civil, political, economic,
social, health and cultural rights of
children.

United Nations Convention on the Rights
of the Child (UNCRC)

Other
Guiding
Documents

The ECA Code of Ethics is a set of
statements about appropriate and
expected behaviour of early childhood
professionals

Early Childhood Australia Code of
Ethics

An extensive guide to all aspects of the
Early Years Learning Framework.

The Educators Guide to the EYLF

More
helpful
information

Your service’s Policies and Procedures are derived
from these documents to ensure legal and
industry compliance.
So make sure you are familiar with these.

The physical environment: The layout of furniture,
positioning of equipment, aesthetics, indoor and
outdoor, dimensions of the environment etc.

The emotional environment: The level of care and love
shown in the environment, support for children’s
intellectual risk taking and development of positive
mental health.

How does the framework
support Children's Learning?

© Childcare Resources Australia CHCECE034 Use an approved learning framework to guide practice — p.12.

Relationships with others: Types of relationships with all stakeholders,
partnerships and types of two way communication which occurs.

Interactions and teaching strategies:The types of teaching strategies used
including demonstrating,guided participation, scaffolding, reciprocal
scaffolding and the support given to children as learners.

Daily experiences and routines:How these are determined and presented,
links to home and families and children’s interests.

How does the framework
support Children's Learning?

© Childcare Resources Australia CHCECE034 Use an approved learning framework to guide practice — p.12.

“A central focus of the National Quality
Framework is on outcomes for children.

Pedagogy

Pedagogy relates to the “how”, or practice of
educating.

It concerns the “how” of adult and child interaction,
whilst recognising that how children learn and
develop at this stage is not just subject to what is
intended to be taught, but it is also of particular
importance how it is facilitated.

https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/445817/RB400_-_Early_years_pedagogy_and_policy_an_international_study.pdf

How does it

all piece
together?

© Childcare Resources Australia CHCECE034 Use an approved learning framework to guide practice — p.14.

Areas it can be reflected in
practice:

It affects EVERYTHING we do!

Physical
Learning

Environment

Relationships

and

Partnerships

Interactions

Teaching
strategies

implemented

Documenting,
reflecting and

planning
meaningful
experiences

© Childcare Resources Australia CHCECE034 Use an approved learning framework to guide practice — p.14.

Stretch and Hydrate

5 min break

National Quality
Standards

NQS has 7 Quality Areas which contain 15 Standards, 40 Elements and a rating
system. The main purpose of the NQS is to set the level of quality for children's
services through the implementation of the 7 Quality Areas and rating system.

The NQS is available online through the ACECQA website.

Let's have a look at the website now.

https://www.acecqa.gov.au/nqf/national-quality-standard or
Google: NQS

NATIONAL QUALITY STANDARDS

Quality Area 1 – Educational program and practice
01
02
03

Quality Area 2 – Children's health and safety

Quality Area 3 – Physical environment

04Quality Area 4 – Staffing arrangements
05Quality Area 5 – Relationships with children
06Quality Area 6 – Collaborative partnerships with families and communities
07Quality Area 7 – Governance and leadership

The
Principles
of the EYLF

The EYLF consists of THREE key
components: principles, practices
and learning outcomes. It is also
underpinned by the importance of
relationships as evident in
Belonging, being, and becoming.

THE EYLF PRINCIPLES ARE BASED ON CURRENT
RESEARCH ON BEST PRACTICE IN ECEC, CHILD
DEVELOPMENT THEORIES AND BEST PRACTICE IN
PEDAGOGY (TEACHING PRACTICES).

Critical reflection & ongoing

professional learning

Equity, inclusion & high

expectations

The Principles of the EYLF

Partnerships

Secure, respectful and
reciprocal relationships

Respect for

diversity

Aboriginal & Torres Strait

Islander perspectives

Sustainability

Collaborative leadership

& teamwork

Secure,
Respectful
and
Reciprocal
Relationships

Partnerships

Respect for
Diversity

Aboriginal & Torres
Strait Islander
perspectives

Equity, Inclusion &
High expectations

Sustainability

Critical Reflection &
ongoing
professional
learning

Collaborative
leadership &
teamwork

The
Practices
of the EYLF

The EYLF contains SEVEN
practices of education
pedagogy practice which help
educators promote children's
learning in the following ways.

Holistic, integrated & interconnected approaches

Educators recognise and support the connectedness of the mind, body and spirit
in the child;
The concept of 'the whole child';
An importance on connections to the natural world, focusing on respect for the
natural environment and the interdependence between people, plants, animals
and the land.

The Practices of the EYLF

Responsiveness to Children

Educators recognise the strengths, abilities and interests of each child, value
these and build on these to ensure engagement in learning.
They respond to children’s expertise, cultural traditions and ways of knowing,
the multiple languages spoken by some children, particularly Aboriginal and
Torres Strait Islander children, and the strategies used by children with
additional needs to negotiate their every day lives.

The Practices of the EYLF

Play- based learning & Intentionality

Educators embrace and facilitate learning through play;
They provide a balance between child led, child initiated and educator
supported learning.
Educators use intentional teaching to build on children's skills and
knowledge.

Learning Environments

Educators provide spaces that are welcoming, engaging as well as supportive of
children's development.

Cultural Responsiveness

Educators promote and facilitate cultural competence — the ability to understand,
communicate with, and effectively interact with people across cultures.

Continuity of Learning and Transitions

This includes transitions to children's services care, transitions within care, and
transitions from children's services to school.

Assessment & evaluation for learning, development &
wellbeing

The process of gathering and analysing information as evidence about what children
know, can do and understand.
This is part of an ongoing cycle that includes planning, documenting and evaluating
children's learning and development.

The
Learning
Outcomes

The EYLF consists of FIVE, quite broad
learning outcomes that focus on the
children's development from birth to six
years.

This allows educators to deliver a program
that supports the holistic development of
the child.

Bring up the EYLF document
from the ACECQA website.

What are the 5 Learning

outcomes?

The Learning Outcomes

The five Learning Outcomes are designed to capture the
integrated and complex learning and development of all children
across the birth to five age range. The outcomes are:

Children have a strong sense of identity

1.

Children are connected with and contribute to their world

2.

Children have a strong sense of wellbeing

3.

Children are confident and involved learners

4.

Children are effective communicators.

5.

(EYLF, p. 22)

Relationship between frameworks,
the law and regulation

The National Quality Framework (NQF) comprises:

The Education and Care Services National Law (National Law) and the
Education and Care Services National Regulations (National Regulations).
the National Quality Standard (NQS)
an assessment and rating process
the national approved learning frameworks
a regulatory authority in each state and territory responsible for the
approval, monitoring and quality assessment of services in their state or
territory.
A national body, ACECQA, which guides the implementation of the NQF and
works with regulatory authorities.

But how does this help
Educators?

Collaborative partnerships involve working together to achieve common goals.

In the case of implementing an approved learning framework, this is achieved by
professional communication, seeking collective solutions to any concerns, and
planning and sharing information appropriately to support the children's learning,
development and wellbeing.

In order to establish a
collaborative environment we
must:

Model collaboration among service staff
facilitate opportunities to meet, reflect and discuss
encourage and value all stakeholders' (staff, families & children)
participation and ideas
foster trust and respectful, reciprocal relationships
ensure that all stakeholders are made aware of any changes to how the
service is applying an approved framework
regularly acknowledge achievements and progress.

If we read through the Early Years Learning Framework,
we see that there are many ways we can integrate it into
our everyday learning opportunities that we provide the
children.

Let's refer to the EYLF and have a look through each of
the learning outcomes, on next page and discuss and
document how we can implement or already see these
things being implemented in our practice.

Using the Framework

Time to get up walk around the room and write down:

How you support each of the learning outcomes
indoors and outdoors in your service? ( What are you
doing)

1.

In each of the learning outcomes what are children
doing, learning or showing that supports this
outcome?

2.

Using the Framework

Learning Outcome 1:
Children have a strong sense of Identity

Children feel safe, secure, and supported
Children develop their emerging
autonomy, inter-dependence, resilience
and sense of agency
Children develop knowledgeable and
confident self identities
Children learn to interact in relation to
others with care, empathy and respect

What is one way you can support

this outcome?

Children develop a sense of belonging to
groups and communities and an
understanding of the reciprocal rights and
responsibilities necessary for active
community participation
Children respond to diversity with respect
Children become aware of fairness
Children become socially responsible and
show respect for the environment

Learning Outcome 2:
Children are connected with and
contribute to their world

What is one way you can support

this outcome?

Learning Outcome 3:
Children have a strong sense of wellbeing

Children become strong in their social
and emotional wellbeing
Children take increasing responsibility for
their own health and physical wellbeing
Children are aware of and develop
strategies to support their own mental
and physical health and personal safety

What is one way you support this outcome?

Learning Outcome 4:
Children are confident and involved
learners

Children develop dispositions for learning such as curiosity, cooperation,
confidence, creativity, commitment, enthusiasm, persistence, imagination
and reflexivity
Children develop a range of skills and processes such as problem solving,
enquiry, experimentation, hypothesising, researching and investigating
Children transfer and adapt what they have learned from one context to
another
Children resource their own learning through connecting with people,
place, technologies and natural and processed materials
What is one way you support

this outcome?

Learning Outcome 5:
Children are effective communicators

Children interact verbally and non-verbally with others for a range
of purposes
Children engage with a range of texts and gain meaning from these
texts
Children express ideas and make meaning using a range of media
Children begin to understand how symbols and pattern systems
work
Children use information and communication technologies to access
information, investigate ideas and represent their thinking

What is one way you
support this outcome?

Learning Outcome 1:
Children have a strong sense of Identity

Children:
• respond to ideas and suggestions from others
• initiate interactions and conversations with trusted educators
• confidently explore and engage with social and physical environments
through relationships and play
• initiate and join in play
• explore aspects of identity through role play
• use home languages
• help and offer care to other children
• recognise and name a range of feelings in themselves and others

Learning Outcome 1:
Children have a strong sense of Identity

Educators:
• acknowledge and respond sensitively to children’s cues, signals and home
languages
• value and respond sensitively to children’s attempts to initiate interactions and
conversations
• support children’s sense of security through consistent and warm nurturing
relationships
• give children their full attention, showing interest, understanding and attunement
• design and use routines and rituals to support smooth and effective transitions
• ensure daily schedules, including individualised arrival, departure or sleep rituals
that support children’s sense of security

Learning Outcome 2:
Children are connected with and
contribute to their world

Children:
• cooperate with others and negotiate roles and relationships in play episodes and
group experiences
• take action to include and assist children to participate in social groups
• broaden their understanding of the world in which they live
• express an opinion
• notice and react in positive ways to similarities and differences among people
• become aware of their own and other children’s linguistic and cultural events
• understand what it means to be treated fairly and to treat others fairly
• make choices and problem solve to meet their needs in particular contexts
• consider and think critically about fair and unfair behaviour

Learning Outcome 2:
Children are connected with and
contribute to their world

Educators:
• support and build children’s skills to participate and contribute to group play and projects
• invite grandparents and ‘grandfriends’ to assist in planned experiences such as storytelling, and to
engage in play
• plan opportunities for children to participate in meaningful ways in group discussions and shared
decision-making about rules and expectations
• investigate and explore cultures, traditions and heritages to broaden children’s understanding of the
world
• model practices that create a culture of inclusion and social justice within the setting and community
• challenge children to explore the natural and constructed environments
• investigate the dependence between people, animals, plants, lands and waters

Learning Outcome 3:
Children have a strong sense of wellbeing

Children:
• communicate their physical and emotional needs, e.g. hunger
or thirst
• share humour, happiness and feelings of satisfaction
• seek out and accept new challenges, make new discoveries,
and celebrate their own efforts and achievements and those of
others
• increasingly cooperate and work collaboratively with others
• enjoy moments of solitude
• recognise their individual efforts and achievement
• participate in physical play, dance, drama

Learning Outcome 3:
Children have a strong sense of wellbeing

Educators:
• show genuine affection, understanding and respect for all children
• are aware and available to provide comfort for children in distress
• support breastfeeding and respond to children’s cues for hunger
and satiety or sense of fullness after eating
• listen and respond empathically when children communicate their
distress, fears or frustrations
• collaborate with children to document their achievements and
share their successes with their families
• ensure that all children experience pride in their attempts and
achievements

Learning Outcome 4:
Children are confident and involved
learners

Children:
• express wonder and interest in their environments
• are curious and enthusiastic participants in their learning
• share their ideas with others and ask questions of adults
• use play to investigate, experiment, test hypotheses, imagine and explore ideas
• follow and extend their own interests with enthusiasm, energy and concentration
• initiate and contribute to play experiences emerging from their own ideas
• participate in a variety of rich and meaningful inquiry-based experiences
• use reflective thinking to consider why things happen and what can be learned from
these experiences

Learning Outcome 4:
Children are confident and involved
learners

•Educators:
recognise and value children’s involvement in learning
• provide learning environments that are flexible and open-ended
• respond to children’s displays of learning dispositions by commenting on them and providing
encouragement and additional ideas
• model strategies such as positive self-talk to assist children to manage struggles and cope
with challenges or setbacks
• provide feedback to children focused on effort and process over outcome or product
• encourage children to engage in both individual and collaborative explorative learning
processes
• listen carefully to children’s ideas and discuss with them how these ideas might be developed

Learning Outcome 5:
Children are effective communicators

Children:
• respond verbally and non-verbally to what they see, hear, touch, feel and taste
• use language and representations from play, music and art to share and project
meaning
• contribute their ideas and experiences in play, small and large group discussions
• recount events in their life
• listen to and act upon simple directions
• attend and give cultural cues that they are
• share the stories and symbols of their own culture and re-enact well-known stories
• use materials to create art works
• begin to be aware of the relationships between oral, written and visual representations

Learning Outcome 5:
Children are effective communicators

Educators:
• play games that promote listening and following instructions, e.g. I spy with my little eye
• engage in sustained communication with children about ideas and experiences, and
extend their vocabulary
• include real-life resources to promote children’s use of mathematical language
• provide opportunities for visual communication such as signing.
• read and share a range of books and other texts with children
• provide a literacy-enriched environment including display print in home languages and
Standard Australian English
• sing and chant rhymes, jingles and songs
• engage children in play with words and sounds
• research topics and search for information with children

Just remember that the
needs of the child change

over time.

This is where reflection

becomes a tool for us to use.

Reflection.
What is it?

We need to ask ourselves:

Reflection is a form of ongoing learning which involves closely examining all
aspects of our practice from different perspectives.

What are we doing well?
What do others think of my practice?
How does my practice compare with the standard set in the NQF?

Here are some examples on how the framework supports children’s learning:

•learning outcomes are used to plan meaningful experiences;
•learning outcomes can be seen in observations;
•the principles and practices are used by educators to create positive learning
environments for children;
•reflections of experiences and children’s learning allows for improvements to be
made;
•guides educators’ decision making;•assists educators in assessing and monitoring
children’s learning;
•provides continuity in experiences and transitions; and
•values cultural and social context.

https://www.youtube.com/watch?v=UqjEY-kJFjo

There are Stars with the 5 different Learning

outcomes on them, scattered around the room.

I will read out a phrase related to one of the

outcomes.

Move to the (star) point that you feel relates most to

the phrase.

Moving Activity Time!

Inappropriate Practices
What parts of the framework
are not being implemented?

Identify the alternative practices

in line with the Framework

A child walks up to you and
wants to show you the lego
car they have created. You

tell them you do not have the

time and, “I’ll look later”

Below are some examples of practices that are considered not to be in line with the Framework. What is

the educator not doing inline with the Framework and what would you change?

Inappropriate Practices
What parts of the framework
are not being implemented?

Identify the alternative practices

in line with the Framework

A child walks up to you and
wants to show you the lego
car they have created. You

tell them you do not have the

time and, “I’ll look later”

Responsiveness to children.

Secure, respectful and
reciprocal relationships
(Intentional Teaching

Being)

Respond to the child

immediately and squat to
the child’s level to look at
their Lego. (Responsiveness

to Children and Being)
Ask questions about the
car.(Intentional Teaching)

Inappropriate Practices
What parts of the framework
are not being implemented?

Identify the alternative practices

in line with the Framework

An educator makes a

negative comment about a
family “How will they know
what happening. They work

all the time. I don’t even

think they care”.

Below are some examples of practices that are considered not to be in line with the Framework. What is

the educator not doing inline with the Framework and what would you change?

Inappropriate Practices
What parts of the framework
are not being implemented?

Identify the alternative practices in

line with the Framework

An educator makes a negative
comment about a family “How
will they know what happening.
They work all the time. I don’t

even think they care”.

Secure, respectful and
reciprocal relationships.

Partnerships.

High expectations and

equity.

Respect for Diversity.
Continuity of learning

and transition.

The educator recognises that

both parents work full time and

therefore provides alternative
ways to communication via

email and text.(Secure,
respectful and reciprocal

relationships

Partnerships, High expectations

and equity, Respect for

Diversity, Continuity of learning

and transition)

REVIEW:

If you want further
information on this topic
please read the learner guide

Let's look at the assessment

Questions?

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