Victorian Early Years Learning Framework.

Under the National Law and Regulations, services are required to base their educational program on an approved learning framework. This should focus on addressing the developmental needs, interests and experiences of each child, while taking into account individual differences

Our programs draws on the Victorian Early Years Framework and therefore reflect experiences that support children to work towards the five learning outcomes;

Identity,

Community,

Wellbeing,

Learning and

Communication.

Below we have outlined some of the aspects of each outcome.

Identity: to assist children to develop a strong sense of Identity

  • sense and respond to a feeling of belonging
  • openly express their feelings and ideas in their interactions with others
  • initiate and join in play
  • are open to new challenges and make new discoveries
  • increasingly cooperate and work collaboratively with others
  • celebrate and share their contributions and achievements with others
  • show interest in other children and being part of a group
  • reflect on their actions and consider consequences for others

Community – to support children with connecting and contributing to their world

  • understand different ways of contributing through play and projects
  • cooperate with others and negotiate roles and relationships in play episodes and group experiences
  • listen to others’ ideas and respect different ways of being and doing
  • begin to think critically about fair and unfair behaviour
  • participate with others to solve problems and contribute to group outcomes
  • Wellbeing –to support children with developing a strong sense of wellbeing
  • assert their capabilities and independence while demonstrating increasing awareness of the needs and rights of others
  • share humour, happiness and satisfaction
  • make choices, accept challenges, take considered risks, manage change and cope with frustrations and the unexpected
  • combine gross and fine motor movement and balance to achieve increasingly complex patterns of activity including, dance, creative movement and drama
  • show increasing independence and competence in personal hygiene, care and safety for themselves and others
  • Learning – to encourage and assist children with becoming confident and involved learners
  • are curious and enthusiastic participants in their learning
  • follow and extend their own interests with enthusiasm, energy and concentration
  • initiate and contribute to play experiences emerging from their own ideas
  • use reflective thinking to consider why things happen and what can be learnt
  • try out strategies that were effective to solve problems in one situation in a new context
  • transfer knowledge from one setting to another
  • experience the benefits and pleasures of shared learning exploration

Communication – to encourage and assist children in becoming effective communicators

  • respond verbally and non-verbally to what they see, hear, touch, feel and taste
  • contribute their ideas and experiences in play, small and large group discussion
  • interact with others to explore ideas and concepts, clarify and challenge thinking, negotiate and share new understandings
  • sing chant rhymes, jingles and songs
  • share the stories and symbols of their own culture and re-enact well-known stories