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Early years learning

framewoRk (EYLF)

Browse through the key outcomes that we cover in the Early Years Learning Framework (EYLF) below. Our Early Years Educational Incursions specifically align with these outcomes to provide a resourceful experience that will lead your young learners into their future of sustainability and conservation. 

BELONGING, BEING & BECOMING

 

The Early Years Learning Framework for Australia

 

A Vision for Children’s Learning

All children experience learning that is engaging and builds success for life.

Fundamental to the Framework is a view of children’s lives as characterised by belonging,

being and becoming. From before birth children are connected to family, community,

culture and place. Their earliest development and learning takes place through these

relationships, particularly within families, who are children’s first and most influential

educators. As children participate in everyday life, they develop interests and construct

their own identities and understandings of the world.
 

LEARNING OUTCOMES

The five Learning Outcomes are designed to capture the integrated and complex learning and development of all children across the birth to five age range. The 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

  • Children are effective communicators.

 

Outcome 2: Children are connected with and contribute to their world

When educators create environments in which children experience mutually enjoyable, caring and respectful relationships with people and the environment, children respond accordingly. When children participate collaboratively in everyday routines, events and experiences and have opportunities to contribute to decisions, they learn to live interdependently.

 

  • Children develop a sense of belonging to groups and communities and an understanding of the reciprocal rights and responsibilities necessary for active community participation

  • Children respond to diversity with respect

  • Children become aware of fairness

  • Children become socially responsible and show respect for the environment

 

Outcome 4: Children are confident and involved learners

Children develop understandings of themselves and their world through active, hands-on investigation. A supportive active learning environment encourages children’s engagement in learning which can be recognised as deep concentration and complete focus on what captures their interests. Children bring their being to their learning. They have many ways of seeing the world, different processes of learning and their own preferred learning styles.

  • Children develop dispositions for learning such as curiosity, cooperation, confidence, creativity, commitment, enthusiasm, persistence, imagination and reflexivity

  • Children develop a range of skills and processes such as problem solving, enquiry, experimentation, hypothesising, researching and investigating

  • Children transfer and adapt what they have learned from one context to another

  • Children resource their own learning through connecting with people, place, technologies and natural and processed materials