EYLF Principles to Underpin Your Practices

In the previous blog, we’ve seen that a growth mindset underpins the belief that abilities can be developed through dedication and hard work. In this post I propose that mindset can be understood as a set of principles.

To see how early childhood professionals think about their shared principles, we turn to a written example of EYLF principles from the Early Years Learning Framework (freely available). This is a link to another blog about the Australian curriculum framework, Belonging, Being and Becoming, 2022*. NOTE: Please source an equivalent document if the Australian framework does not align with your situation.

Once we examine how music and movement mesh with the first of the eight principles, we will explore that alignment the first of the seven practices.

I invite you to then describe how the other seven principles and six practices integrate with your ideas about music and movement activities, experiences, or programs. If you don’t have a strong theoretical background in music, I suggest you search for ideas from videos and blogs about musical ‘elements’ such as melody, rhythm, harmony; timbre, texture and others that turn up when you type ‘elements of music’ into your browser.

This is no easy task! You might start with just one principle that immediately resonates with your thinking, and come back to the others as your experience deepens.

EYLF PRINCIPLES X8

Secure, respectful, and reciprocal relationships

Partnerships

Respect for diversity

Aboriginal and Torres Strait Islander perspectives

Equity, inclusion, and high expectations

Sustainability

Critical reflection and professional learning

Collaborative leadership and teamwork

(Belonging, Being and Becoming 2022, p.14)

EYLF PRACTICES X 7

Holistic, integrated, and interconnected approaches

Responsiveness to children

Play-based learning and intentionality

Learning environments

Cultural responsiveness

Continuity of learning and transitions

Assessment and evaluation for learning, development, and wellbeing

(Belonging, Being and Becoming 2022, p. 20)

EYLF PRINCIPLES: #1 Secure, respectful and reciprocal relationships

Recall My Childhood Music and Movement Experiences

I “consider ethical, socially just and inclusive principles for children’s learning in the early years” (Belonging, Being and Becoming 2022, p.14) when:

I tune in to children’s thoughts and feelings by recalling what it was like when I was learning to sing songs, play instruments, and move in time as a child. I remain aware that I am supporting not just their learning but also their overall development and wellbeing.

I warmly relate to the child’s first attachments (family members or carers) who attend my sessions to establish trust. I provide a secure base from which the child can build their relationship with me and explore my playful music and movement environment.

To ensure healthy brain development, I create a positive, caring climate of relationships, interactions, and noise control when exploring sounds and instruments, singing, and vocal improvisation. I create safe spaces for children to move expressively to sounds and dance to music.

Based in research

“Research has shown the importance of relational and place-based pedagogies for children’s optimal learning, development and wellbeing” (Belonging, Being and Becoming 2022, p.14).

Working with me and the other children (and adults) on group musical projects helps children develop confidence and feel safe, respected, and valued.

As the children become more and more experienced in group music and movement arts practices, they “become increasingly able to recognise and respect the feelings of others and to interact positively with them.” (Belonging, Being and Becoming 2022, p.14)

Familiar routines

I “prioritise nurturing relationships through culturally safe and responsive interactions [over musical tasks,] and provide children with consistent emotional support”. Belonging, Being and Becoming 2022, p.14)

My familiar musical routines and every-session rituals “ensure children develop the abilities and skills, such as self-regulation, and understandings they require for interacting with others. [I] also help children learn about their responsibilities to others, to support their own and others’ wellbeing, to appreciate their connectedness and interdependence as learners, and to value collaboration and teamwork.” Belonging, Being and Becoming 2022, p.14)

EYLF PRACTICES: #1 Holistic, integrated and interconnected approaches

All Dimensions All the Time

“Holistic approaches recognise the integration and connectedness of all dimensions of children’s learning, development and wellbeing”. (Belonging, Being and Becoming 2022, p.20)

I draw on a rich repertoire of pedagogical practices to inform my music and movement curriculum when:

I take a holistic approach, paying attention to children’s physical, personal, social, emotional and spiritual wellbeing and cognitive aspects of learning music and movement.

Planning and Assessment

I attune myself to children by promoting embodied learning of musical languages, skills, and repertoire (songs, actions, dances and pieces of music).

In this approach, I consider children’s voices, actions and movements to be important considerations for planning and assessment. When I plan or assess with a focus on a particular music or movement performance outcome or component of learning, such as beat-keeping or singing in tune, I see children’s learning as integrated and interconnected. I make use of recording technologies to support my observations for planning and assessment.

Families and Communities

I “recognise the connections between children, families and communities and the importance of reciprocal relationships and partnerships for learning.” (Belonging, Being and Becoming 2022, p.20) I see learning in, through and about music and movement as a social activity and value collaborative learning and community participation. I invite families and the community to contribute family songs and music, share experiences such as informal interactive ‘performances’, and celebrate achievements. I invite community-based musicians and dancers into my setting to perform for the children and teach them new repertoire.

Integration of the Vision, Principles, Practices and Learning Outcomes

“Educators promote holistic approaches to learning and teaching. They understand the integrated nature of the Framework, and the connection between the various elements of the Framework. The integration of the Vision, Principles, Practices and Learning Outcomes are key to providing for children’s holistic learning.” (Belonging, Being and Becoming 2022, p.20)

When planning, teaching and assessing learning, I engage with all of these elements of the Framework, along with the elements and concepts of music that are important to me. I consider “the principles underpinning my practices and the impact of these practices on children’s engagement and achievement in learning, development and wellbeing”. (Belonging, Being and Becoming 2022, p.20) 

Connections to the Natural World 

In my holistic approach to teaching and learning, I also focus on the many ways that sound exploration, music and dance-making, and repertoire connect directly with or refer to the natural world. My music and movement practices “foster children’s capacity to understand and respect the natural environment and the interdependence between people, plants, animals and the land”. (pp. 20-21)

The Other Principles and Practices

Continue in this way meshing the other seven principles and six practices with how you manage children’s experiences of music and movement. it takes some mental gymnastics but it’s a great way to uncover where your mindset wants to trip you up. For example, when I was a child, the piano teacher struck me on the knuckles with her pointer stick whenever I played a wrong note. That certainly set up a neural pathway for a fixed mindset that made me a tentative player, ready with self-doubt. Something to work on for a lifetime!

When we take the time to read and apply early childhood principles, we can feel assured that we are heading towards a growth mindset that fosters wellbeing and communication rather than a fixed mindset that only accepts perfectionism not appropriate in early childhood.

If you run into difficulties doing this, 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’.)

Dweck, C. S. (2006). Mindset: The New Psychology of Success. Random House.