This resource is designed to help you understand the principles, practices and the 5 Learning Outcomes of EYLF V2.0.
The EYLF (Early Years Learning Framework) is the common ground for early childhood education in Australia.
It assists educators, teachers and approved providers in planning learning experiences for children from birth to five and through the transition to school.
The current framework is Belonging, Being and Becoming: The Early Years Learning Framework for Australia V2.0. It is about children’s learning, development and wellbeing, and is grounded in a shared vision, eight principles, seven practices and five learning outcomes.
The EYLF is often referenced in the context of NSW preschools, but is a national framework that is applied throughout Australia. It can be supported by state-based frameworks, such as Queensland’s QKLG and Victoria’s VEYLDF.
What is the EYLF?
The EYLF is used by educators to inform their planning, delivery and evaluation of early childhood programs.
It is not a set curriculum or list of classroom activities, but a general outline that services can use for their own children, families, communities and local context.
The framework recognises children as capable and active participants in their learning. It emphasises the following:
- Play-based learning
- Relationships with families and educators
- Children’s rights and agency
- Culture, language and identity
- Equity and inclusion
- Aboriginal and Torres Strait Islander perspectives
- Children’s physical and mental wellbeing
- Continuity of learning and transitions
The EYLF also provides a shared language for educators and families to talk about children’s learning, strengths, development and progress.
What is the meaning of Belonging, Being and Becoming?
The EYLF is based on three interrelated concepts: belonging, being and becoming.
Belonging
Belonging is about the relationships and connections that help children understand where and with whom they belong.
Children are part of families, cultural groups, neighbourhoods and communities. They feel accepted, valued and confident to explore and learn in secure and trusting relationships.
Being
Being recognises the importance of childhood in the present.
The early years are not just about getting ready for school or adult life. They are also an important time for children to develop their identities, to have relationships, to explore their interests and to make sense of the world around them.
Becoming
Becoming reflects the changes that take place as children grow.
They are still developing their identities, skills, knowledge, relationships and capabilities as a result of their experiences and interactions with families, educators, communities and environments.
What are the eight EYLF principles?
The EYLF principles outline the values and beliefs that underpin effective early childhood education.
- Secure, respectful and reciprocal relationships
When children feel safe, respected and supported, they are more likely to explore, participate and learn. Trust is established through consistent responses from educators, acknowledging children’s feelings and establishing positive relationships.
- Partnerships
Children’s first and most important educators are their families. Effective partnerships are those in which educators, children, families, schools, communities and other professionals share knowledge and make decisions that are in the best interests of the child.
- Respect for diversity
Every child has their own family experiences, language, culture, beliefs and understanding of the world. Respecting diversity involves acknowledging these differences as strengths and incorporating them in a meaningful way into the learning environment.
- Aboriginal and Torres Strait Islander perspectives
The framework encourages all services to incorporate Aboriginal and Torres Strait Islander histories, cultures, languages and ways of knowing, being and doing. This responsibility applies to all services and educators, whether or not Aboriginal or Torres Strait Islander children are enrolled at the service.
- Equity, inclusion and high expectations
All children are entitled to access early childhood education. Equity is not the same as equality. It involves recognising barriers and providing the support, resources or reasonable adjustments each child needs to participate.
- Sustainability
Sustainability is about the environment, society and economy. Children can be helped to develop an understanding of their connection to the natural world, to take care of shared resources, and to engage in equitable and responsible communities.
- Critical reflection and ongoing professional learning
Educators reflect on their decisions, assumptions and teaching practices on a regular basis. Critical reflection is more than just a description of what happened. It asks why something happened, who was involved and how practice could be improved in the future.
- Collaborative leadership and teamwork
Early childhood teams share leadership. Educators collaborate, share ideas, consider their practice and share responsibility for children’s learning, development and wellbeing.
What are the 7 EYLF practices?
The EYLF practices outline how educators implement the framework in their daily practice.
- 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
These practices are not designed to work independently. For instance, an educator can design a play-based learning activity that is based on a child’s interests, is culturally responsive, and allows for the opportunity to see the child’s growth.
What are the five learning outcomes of the EYLF?
The five EYLF learning outcomes outline the general areas of learning, development and wellbeing that educators foster.
They are not a checklist that every child has to go through in the same order or at the same time. Children will show progress in different ways, depending on their age, abilities, interests, culture and experiences.
Outcome 1: Children have a strong sense of identity
This outcome is about children feeling safe, secure and supported and developing confidence in who they are.
Children might show this outcome by:
- Seek help or comfort from trusted adults
- Make decisions about their play and learning
- Show increasing independence
- Continue to do activities when they are difficult
- Express pride in their family, culture or achievements
- Communicate with others in a caring, empathetic and respectful way
This can be achieved by educators establishing reliable relationships, acknowledging children’s strengths and giving them opportunities to make decisions.
Outcome 2: Children are connected with and contribute to their world
This outcome reflects children’s relationships with families, groups, communities and the natural world.
Children can show it by:
- Join in group activities
- Make friends and work together with others
- Understand fairness and respect the rights of others
- Be sensitive to cultural differences and respond appropriately
- Take care of animals, plants and shared environments
- Share ideas and decisions in their community
This is fostered by educators who encourage children to work together, talk about fairness and provide opportunities for children to be involved in their local and wider community.
Outcome 3: Children have a strong sense of wellbeing
Wellbeing encompasses children’s physical, social, emotional and mental health.
Children can show it by:
- Identify and express feelings
- Practise techniques to regulate emotions
- Develop coping skills when facing difficulties
- Make decisions about their personal safety
- Participate in physical activity
- Develop coordination, strength and movement skills
- Start to learn about healthy habits and decisions
This outcome recognises that children learn best when they feel physically and emotionally safe.
Outcome 4: Children are confident and involved learners
This outcome is about children’s curiosity, creativity, problem-solving and willingness to learn.
Children can show it by:
- Investigate ideas through play
- Ask questions and test out potential solutions
- Persist when their first attempt is unsuccessful
- Be imaginative and creative
- Transfer something they have learned into a new situation
- Use tools, materials and technologies in an experimental way
- Work independently or collaboratively
Educators provide opportunities for children to explore and extend their thinking with questions, resources and collaborative problem-solving, thereby supporting confident learners.
Outcome 5: Children are effective communicators
Communication is more than just speech. Children express themselves by using gestures, movement, play, drawing, music, stories, digital media, writing and conversation.
They can show this outcome by:
- Communicate verbally or non-verbally
- Listen to and respond to others
- Interact with books, stories and texts
- Communicate ideas through art, music, movement or dramatic play
- Investigate letters, numbers, patterns and symbols
- Use their home language
- Develop early literacy and numeracy skills
- Use digital technologies to investigate or communicate ideas
The EYLF acknowledges that children’s home languages are linked to their identity and learning. Communication should therefore be facilitated in a manner that is respectful to each child’s language and culture.
How is the EYLF used in everyday practice?
The EYLF has a five-part planning cycle that helps educators make informed decisions about children’s learning.
Documentation may occur at any point in the process, not as a final task.
Families are also a key part of this process. Their knowledge enables educators to know each child’s routines, culture, communication, experiences, interests and needs.
Where does preschool administration fit?
The EYLF informs educational programs and professional practice. It does not specify the enrolment or administration system that a service should use.
But proper documentation and communication can help support the environment in which the framework is used.
For instance, the enrolment process can provide a service with valuable information regarding a child’s:
- Family and home life
- Cultural background
- Home language
- Health and support needs
- Authorised contacts
- Previous early learning experiences
- Individual interests or needs
Maintaining up-to-date and readily available information can facilitate respectful communication between services and families, and ensure continuity when things change.
EnrolNow can help with this. Services can reduce the time spent on disjointed administration and focus more on supporting children and families by consolidating enrolment information, documentation, communications and child records in one place.
EnrolNow is not a substitute for the professional judgement of educators or the management of the delivery of the EYLF. Rather, it facilitates administrative procedures related to enrolment, family engagement and proper record keeping.
Read the official EYLF V2.0
This article offers a general, non-technical description of the framework. Services and educators should use the full official document to inform decisions regarding educational programs and practice.
Read the official approved learning frameworks and EYLF resources
Frequently asked questions
What is the meaning of EYLF?
EYLF is the Early Years Learning Framework. The current version is called Belonging, Being and Becoming: The Early Years Learning Framework for Australia V2.0.
How many learning outcomes are there in the EYLF?
The five learning outcomes are: children have a strong sense of identity; children are connected with and contribute to their world; children have a strong sense of wellbeing; children are confident and involved learners; and children are effective communicators.
How many principles are there in the EYLF?
There are eight principles in EYLF V2.0. They include topics on relationships, partnerships, diversity, Aboriginal and Torres Strait Islander perspectives, inclusion, sustainability, professional reflection and collaborative leadership.
How many EYLF practices are there?
There are seven EYLF practices. They describe how educators use the framework in their planning, teaching, learning spaces, assessment and interactions with children and families.
Is the EYLF only used in NSW?
No. The EYLF is a national Australian framework. There may also be other frameworks or guidelines at the individual state or territory level that complement it.
Primary source
Australian Government Department of Education (2022), Belonging, Being and Becoming: The Early Years Learning Framework for Australia V2.0.
