Early childhood educators use early years learning framework principles to keep themselves on track

Early childhood educators rely heavily on early years learning framework principles, practices, and learning outcomes. These are three elements of most national or state/provincial curriculum frameworks. Educators utilise these three elements when planning. This strategy keeps their programs focused on children’s learning.

I’ve written this post as a counterbalance to other posts, where I focus on utilising the ‘elements of music’ as a planning tool.

It is recommended reading for music teachers who don’t have an early childhood background.

Here’s a list of three curriculum elements you’ll commonly find in an early years learning framework – principles, practices and outcomes

I’m using the Australian curriculum document Belonging, Being, Becoming (2022), commonly known as the Early Years Learning Framework (EYLF), for two reasons: I am Australian and work in Australia, and it has been translated into 20 languages and is freely available. You may prefer to consult your national or state early years curriculum.

The whole framework is comprised of a vision statement and three elements.

The vision is the guiding part, of course. Then, we have the principles, practices, and learning outcomes.

1. PRINCIPLES
2. PRACTICES
3. LEARNING OUTCOMES (the bulk of the document)

Brief Quotes

What follows are some brief quotes. If you lack training in early childhood education, I encourage you to read the entire document.

In their Vision for Children’s Learning, they state:

“All children experience learning that is engaging and builds success for life.” (Belonging, Being and Becoming 2022, p. 7)

The framework outlines a shared vision for children’s learning, centred on the idea that all children engage in learning that fosters their development into confident, creative individuals and successful lifelong learners. It emphasises that all children are active, informed members of their communities, equipped with knowledge of Aboriginal and Torres Strait Islander perspectives.

Their vision is strongly connected to the themes of belonging, being, and becoming, which is the title of the document.

In Elements of the Framework, they state:

“The Framework puts children’s learning at the core and comprises three interrelated elements: Principles, Practice and Learning Outcomes … All three elements are fundamental to early childhood pedagogy and curriculum decision-making.” (Belonging, Being and Becoming 2022, p. 10)

Again, they stress that the three themes of belonging, being and becoming overlap the three elements of principles, practices, and learning outcomes.

They present a section on Pedagogy

Here’s a small sample:

“The term pedagogy refers to the holistic nature of early childhood educators’ professional practice (especially those aspects that involve building and nurturing relationships), curriculum decision-making, teaching and learning.” (Belonging, Being and Becoming 2022, p. 12)

Element 1 – Five Principles

Here’s a list:

1. “Secure, Respectful and Reciprocal Relationships
2. Partnerships
3. High Expectations and Equity
4. Respect for Diversity
5. Ongoing Learning and Reflective Practice”

Each of the five principles is explained. (Belonging, Being and Becoming 2022, pp. 14-19)

Element 2 – Seven Practices

Here’s a list:

1. “Adopting holistic approaches
2. Being responsive to children
3. Planning and implementing play-based learning with intentionality
4. Creating physical, temporal, intellectual, social and emotional learning environments
5. Valuing the cultural and social contexts of children and their families
6. Providing for continuity in experiences and enabling effective transitions
7. Analysing, assessing, monitoring and evaluating children’s learning, development and wellbeing in ways to understand, acknowledge and document children’s progress and their achievement of Learning Outcomes.”

Each of the seven practices is explained. (Belonging, Being and Becoming 2022, pp. 20-26)

They present a section on the planning cycle

Here’s a small sample:

“The planning cycle describes the process educators follow in planning, documenting, responding to and supporting children’s learning. Educators make many decisions about curriculum planning based on their professional knowledge, their knowledge of children and local contexts, and their understanding of the Vision, Principles, Practices and Learning Outcomes of the Framework. The steps, sequences and components of the planning cycle that are identified and explained in Diagram 2 can occur spontaneously, ‘in the moment’, throughout the day or over a period. Educators use these 5 components to inform their thinking about children’s experiences and improvement of practice to develop and implement a curriculum that is inclusive of all children. It is important to note that documentation occurs at every stage of the planning cycle.”

(Belonging, Being and Becoming 2022, p. 27)

Five Components of the Planning Cycle

Here’s a list:

1. Observe/Listen/Collect information
2. Assess/Analyse/ Interpret learning
3. Plan/Design
4. Implement/Enact
5. Evaluate/Critically reflect

The stages are explained. (Belonging, Being and Becoming 2022, p. 28)

Element 3 – Five Learning Outcomes

The bulk of the document is devoted to the learning outcomes. This is where we find spaces where we can talk directly about music, movement, drama — the performing arts. Our arts principles and practices affect each of the five learning outcomes, although this is not always obvious. My strong belief is that it is our work to create, implement, evaluate and refine performing arts practices that serve the learning outcomes cherished by early childhood practitioners.

“The Learning Outcomes are:

1. Children have a strong sense of identity
2. Children are connected with and contribute to their world
3. Children have a strong sense of wellbeing
4. Children are confident and involved learners
5. Children are effective communicators.”

(Belonging, Being and Becoming 2022, p. 29)

Each of the five learning outcomes is explained along with signs of evidence and examples of how educators promote the learning. (Belonging, Being and Becoming 2022, pp. 30-63)

Conclusion: Early Years Learning Framework Principles, Practices and Learning Outcomes

This has been a brief outline of an important official Australian Government publication. Please download and read the EYLF Framework and keep it as a constant reference when you are observing, assessing, planning, implementing, and evaluating music experiences for children under six, as I do. See the link in References.

Find Musical Child’s Perspective on the EYLF?

I have written a blog about the music and movement and EYLF. I invite you to read it and leave a comment. It is entitled:

EYLF Outcomes (Early Years Learning Framework) – Music and Movement

If you found this useful, found any misinterpretations or errors, or would like to add any updates, please leave a comment below.

References

Belonging, Being and Becoming: The Early Years Learning Framework for Australia. 20022 Produced by the Australian Government Department of Education, Employment and Workplace Relations for the Council of Australian Governments.

This document is commonly referred to as ‘The Early Years Learning Framework for Australia V2’ or simply ‘The EYLF’.