Our educational programs at St Paul's Lutheran Kindergarten are based on the Early Years Learning Framework (EYLF). The Framework is designed to assist educators to provide young children with opportunities to maximise their potential and develop a foundation for future success in learning. It ensures each child receives quality educational programs in their early childhood setting.
The Framework focuses on play-based learning that is engaging, supports children’s transition to school and builds success for life providing the most appropriate stimulus for brain development. The Framework also recognises the importance of communication and language (including early literacy and numeracy) and social and emotional development. The Framework is used in partnership with families (children’s most influential educators), to develop learning programs responsive to children’s ideas, interests, strengths and abilities and recognises that children learn through their play.
The Early Years Learning Framework describes childhood as a time of Belonging, Being and Becoming. It puts children’s learning at the core and comprises three inter-related elements: Principles, Practice and Learning Outcomes. All three elements are fundamental to early childhood pedagogy and curriculum decision-making.
BELONGING, BEING & BECOMING
Belonging is the basis for living a fulfilling life. Children feel they belong because of the relationships they have with their family, community, culture and place.
Being is about living here and now. Childhood is a special time in life and children need time to just 'be' - time to play, try new things and have fun.
Becoming is about the learning and development that young children experience. Children start to form their sense of identity from an early age, which shapes the type of adult they will become.
PRINCIPLES
- Secure relationships and positive interactions- Partnerships with families
- High expectations and equity
- Respect for diversity
- Ongoing learning and reflective practice
LEARNING OUTCOMES
- Children have a strong sense of identity- Children are connected with and contribute to their world
- Children have a strong sense of well-being
- Children are confident and involved learners
- Children are effective communicators
PRACTICES
- Holistic Approaches- Responsiveness to children
- Learning though play
- Intentional teaching
- Learning environments
- Cultural competence
- Continuity of learning and transitions
- Assessment for learning
The Framework focuses on play-based learning that is engaging, supports children’s transition to school and builds success for life providing the most appropriate stimulus for brain development. The Framework also recognises the importance of communication and language (including early literacy and numeracy) and social and emotional development. The Framework is used in partnership with families (children’s most influential educators), to develop learning programs responsive to children’s ideas, interests, strengths and abilities and recognises that children learn through their play.
The Early Years Learning Framework describes childhood as a time of Belonging, Being and Becoming. It puts children’s learning at the core and comprises three inter-related elements: Principles, Practice and Learning Outcomes. All three elements are fundamental to early childhood pedagogy and curriculum decision-making.
BELONGING, BEING & BECOMING
Belonging is the basis for living a fulfilling life. Children feel they belong because of the relationships they have with their family, community, culture and place.
Being is about living here and now. Childhood is a special time in life and children need time to just 'be' - time to play, try new things and have fun.
Becoming is about the learning and development that young children experience. Children start to form their sense of identity from an early age, which shapes the type of adult they will become.
PRINCIPLES
- Secure relationships and positive interactions- Partnerships with families
- High expectations and equity
- Respect for diversity
- Ongoing learning and reflective practice
LEARNING OUTCOMES
- Children have a strong sense of identity- Children are connected with and contribute to their world
- Children have a strong sense of well-being
- Children are confident and involved learners
- Children are effective communicators
PRACTICES
- Holistic Approaches- Responsiveness to children
- Learning though play
- Intentional teaching
- Learning environments
- Cultural competence
- Continuity of learning and transitions
- Assessment for learning