The Early Years Learning Framework (EYLF)

In Little Stars, children’s learning is delivered through a play based emergent curriculum focusing on positive dispositions and learning outcomes of the Early Years learning Framework and the Victorian Early Years Learning Development Framework.

The Early Years Learning Framework (EYLF) is built on the understanding that the principles of early childhood pedagogy (EYLF, 2009) guide the practice of early childhood educators. In implementing the EYLF, as the educator should discuss and describe their understandings of the practice principles. One of the practices most commonly used in the early childhood sector is ‘learning through play’. Play-based learning is described in the EYLF as ‘a context for learning through which children organize
I will create the emotional climate with respect the difference to many aspects of the learning environment. Additionally, deliberately select equipment and materials and put them in places where children will notice and want to use them and to provide stimulating and imaginative learning environments and ensuring that children have adequate time to play. I want my teaching to give for talk and exploration, but at the same time by guided by children’s interactions and conversions. Children’s learning occurs in social contexts, the interactions and conversations are vitally important for their learning. Throughout project-based learning experience, I will encourage children to learn from more knowledgeable peers, solve the problem from exploring more resources, I will give children opportunities to set their own goals, that children can decide when something is successfully completed and when to move to a new activity for their
The project-based learning experience will include the knowledge about the community and the environment and the world they live in, and the information that is important about how we live. Children actively construct their own understandings and contribute to other’s learning. They recognize their agency, the capacity to initiate and lead learning, and their rights to participate in the decision that affects them, including their learning. (EYLF, 2009). The project-based learning experience is dynamic, complex and holistic, provide children with physical, social, emotional, personal, spiritual, creative, cognitive and linguistic aspect of learning. Through exploring these context, children organize and make sense of their social worlds, understand knowledge across different subjects, include mathematics, science. They connect with the environment, as they engage actively with people, objects, and representations, they gain the knowledge of the environment they live, start the concepts of the sustainability. Project-based learning experience allows children to discover, create, improvise, imagine, ask questions, solve problems and engage in critical thinking. When children work together with other children they create social groups, test their ideas, expand their own thinking, challenge each other’s thinking and build new understandings. In these ways, play