Early Years Learning Framework
The Early Years Learning Framework (EYLF) is an early childhood curriculum framework, which guides early childhood educators in developing quality, early childhood education programmes. The framework describes the principles, practice and outcomes to support and enhance young children’s learning from birth to five years, as well as their transition to school. This will help ensure consistency in the delivery of learning programmes around Australia.
The Early Years Learning Framework has been developed collaboratively by the Australian and state and territory governments with substantial input from the child care and early learning sector and early childhood academics. The framework included feedback from an extensive consultation process, including two national symposiums, national public consultation forums, focus groups, an online forum and case-study trials. Parents can be confident that the framework supports early childhood educators to focus their practice on delivering quality learning opportunities for young children. The Early Years Learning Framework underpins universal access to early childhood education and has been included in the National Quality Standard to ensure delivery of nationally-consistent and quality early childhood programmes across the country.
Please see the following links to take a look at the EYLF document in more detail:
These documents can also be viewed in multiple languages:
My Time, Our Place
My Time, Our Place provides information and documents relating to the Framework for School Age Care. It supports educators working with school age children in outside school hours care, long day care, and family daycare settings. This site is also home to a lively and supportive.
This Framework builds on the Early Years Learning Framework and extends the principles, practice and outcomes to accommodate the contexts and age range of the children and young people who attend school age care settings.The Framework ensures that children in school age care have opportunities to engage in leisure and play-based experiences which contribute fully to their ongoing development.
To view this document in multiple languages: