Early Years Learning Framework Learning Outcomes

There are 5 EYLF Learning Outcomes. These 5 learning outcomes will -:

  • Guide decision making
  • Assist in planning, implementing & evaluating programs
  • Underpin curriculum
  • Inspire dialogue between the educators, children and individual families

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Let us just recap our Principles, Practices and then Learning Outcomes

3 intertwined elements

  • Principles – RELATIONSHIPS / PARTNERSHIP / EXPECTATIONS & EQUITY / RESPECT / PRACTICE
  • Practices – HOLISTIC / RESPONSIVE / PLAY / INTENTIONAL / ENVIRONMENTS / CULTURAL COMPETENCE / CONTINUITY / ASSESSMENT
  • Learning Outcomes – IDENTITY / WELL BEING / CONNECTED & CONTRIBUTE / WELL BEING / CONFIDENT & COMPETENT LEARNERS / EFFECTIVE COMMUNICATORS

Early Years Learning Framework Practices

There are 8 Early Learning Practices that need to be considered and developed within early childhood pedagogy. As educators we will be mindful of what each practice means in our teaching practice.

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1. Holistic approach to teaching & learning

  • Educators value holistic approaches to teaching
  • Educators pay close attention to physical, personal, social & emotional, spiritual well being andf cognitive aspect of learning

2. Responsiveness to Children

  • Educators respond to strengths, abilities and interests
  • Educators build on strengths, knowledge & skills to motivate children
  • Educators reflect and respond to children’s experience, culture, language and special needs of children
  • Educators respond to ideas of children
  • Educators respond to play to form curriculum decisions, extend learning,
  • Educators make use of spontaneous teachable moments to scaffold learning
  • Educators stimulate thinking as children play and are involved in  ongoing projects

3. Learning Through Play

  • Educators value play
  • Educators see children enjoy being
    •  as a means for learning, creating, discovery, imagination
    • test out ideas, challenge thinking, build new understanding
    • Ask questions, solve problems, engage in critical thinking
  • Educators take on many roles during play
  • Educators use a range of strategies to support learning
  • Educators engage in shared and estended converstations to extend the thinking of children
  • Educators support child led, child initiated and educator supported learning
  • Eduicators create learning environments that encourgae children to explore, solve problems, create and construct
  • Educators help chidlren learn the skills to play constructively

4. Intentional Teaching

  • Educators understand intentional teaching is deliberate, purposeful and thoughtful
  • Educators use powerful strategies to teach – modelling, open questioning, speculating, explaining, engaging in shared thinking and problem solving
  • Educators plan intentional teaching opportunities
  • Educators document and monitor children’s learning

5. Learning Environments

Indoor

  • Educators create welcomning spaces that reflect lives and identities of children and families
  • Educators create an environment that responds to interests and needs of students
  • Educators klearning environments cater for different learning capapbilities & learning styles
  • Educators provide opportuniites for families to contribute ideas, interests and questions

Outdoor 

  • Educators include plants, trees, edible gardens, sand, rocks, water and other elements of nature
  • Educators plan environments that allow open ended interactions, spontenaity, risk taking, exploration, discovery and connection with nature
  • Educators use the outdoor environment to provide ongoing environmental education
  • Educators use materials that are sustainable

6. Cultural Competance

  • Educators respect multiple ways of knowing, seeing adn living, celebrate the benefits of diversity
  • Educators commit to developing their cultural competance with families and communities
  • Educators develop cultural competance
    • Aware fo own world view
    • Develop positivve attitudes
    • Gain knowldege of different cultural practices
    • Develop skills for communication and interaction across cultures

7. Continuity of learning transitions

  • Educators provide learning continuity from home to school and early learning settings.
  • Educators build upon children’s prior and current experiences helps them to feel secure, confident and connected to people, places, events and understandings.
  • Educators work collaboratively with all those involved in the child’s life in order to for each cild to successfully transition

8. Assessment & Learning

  • Educators plan effectively for children’s current and future learning
  • Educators communicate about children’s learning and progress
  • Educators determine the extent to which all children are progressing toward realising learning outcomes and if not, what might be impeding their
    progress
  • Educators identify children who may need additional support in order to achieve particular learning outcomes, providing that support or assisting
    families to access specialist help
  • Educators evaluate the effectiveness of learning opportunities, environments and experiences offered and the approaches taken to enable children’s learning
  • Educators  reflect on pedagogy that will suit this context and these children.
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