Victorian Early

Years Learning
and Development
Framework
For all Children from Birth to
Eight Years
Published by Early Childhood Strategy Division
Department of Education and Early Childhood Development
and Victorian Curriculum and Assessment Authority
Melbourne
January 2011
State of Victoria (Department of Education
and Early Childhood Development) 2011
The copyright in this document is owned
by the State of Victoria (Department
of Education and Early Childhood
Development), or in the case of some
materials, by third parties (third party
materials). No part may be reproduced by any process
except in accordance with the provisions of the Copyright
Act 1968, the National Education Access Licence for Schools
(NEALS) (see below) or with permission.
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such an institution may copy and communicate the
materials, other than third party materials, for the
educational purposes of the institution.
Authorised by the Department of Education
and Early Childhood Development,
2 Treasury Place, East Melbourne, Victoria, 3002.
And the Victorian Curriculum and Assessment Authority.
41 St Andrews Place, East Melbourne, Victoria, 3002
Australia.
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email edline@vic.gov.au
ISBN 978-0-7594-0590-5
This document is available on the internet at
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Acknowledgments
This paper draws on initial work completed by Professor
Collette Tayler and colleagues at the University of
Melbourne.
Discussion Paper Victorian Early Years Learning and
Development Framework and the Victorian Essential
Learning Standards (December 2008)

Victorian Early Years Learning and Development Framework for Children from Birth to Eight Years 3
The Framework: vision and purpose 5
Advancing childrens learning and development from birth to eight years 5
A framework for all children in Victoria 7
Supporting childrens learning and development in Victoria 7
Using the Framework 8
Practice Principles for Learning and Development 9
Collaborative
1. Family-centred practice 10
2. Partnerships with professionals 10
3. High expectations for every child 10
Effective
4. Equity and diversity 11
5. Respectful relationships and responsive engagement 11
6. Integrated teaching and learning approaches 12
7. Assessment for learning and development 13
Reective
8. Reective practice 14
Early Years Learning and Development Outcomes 17
Outcome 1: Children have a strong sense of identity 18
Outcome 2: Children are connected with and contribute to their world 20
Outcome 3: Children have a strong sense of wellbeing 22
Outcome 4: Children are condent and involved learners 25
Outcome 5: Children are effective communicators 28
Supporting childrens transitions 33
What does effective transition look like? 33
Who is involved in transition to school? 34
Supporting childrens learning and development through times of transition 34
The Transition: A Positive Start to School initiative 35
Conclusion 37
Appendices 38
Appendix 1: Overview of early childhood professional roles 39
Appendix 2: Overview of early childhood services 40
Appendix 3: Overview of key Departmental discipline-specic resources 44
Appendix 4: Bibliography 47
Appendix 5: Glossary 51

Contents
Victorian Early Years Learning and Development Framework for Children from Birth to Eight Years 4
Victorian Early Years Learning and Development Framework for Children from Birth to Eight Years 5
The Framework: vision and
purpose
The Victorian Early Years Learning and Development Framework advances all childrens learning
and development from birth to eight years. It does this by supporting all early childhood
professionals to work together and with families to achieve common outcomes for all children.
In this Framework, the term Early childhood professional includes any person who works with
children between the ages of birth and eight years. It includes, but is not limited to, maternal
and child health nurses, all early childhood practitioners who work directly with children in early
childhood settings (educators), school teachers, family support workers, preschool eld ofcers,
inclusion support facilitators, student support service ofcers, primary school nurses, primary
welfare ofcers, early childhood intervention workers, play therapists, health professionals
and teachers working in hospitals, and education ofcers in cultural organisations. Appendix 1
describes the roles of these professionals in more detail.
The Victorian Framework is informed by the principles of the United Nations Convention on the
Rights of the Child (1989) and the Victorian Charter of Human Rights and Responsibilities Act
2006. The United Nations Convention on the Rights of The Child advances an image of children
as subjects of rights and full members of society, capable of participating in their social worlds
through their relationship with others. These principles are consistent with contemporary early
childhood research.
Advancing childrens learning and development from birth to
eight years
Children learn from birth and their learning and development at each stage of life forms the
foundation for the next. During the period from birth to eight years, children experience more rapid
brain development and acquire more skills and knowledge than in any other period in their lives.
By the time they enter school, children have already developed key communication, learning and
thinking skills; learned to build and maintain relationships; and formed a strong sense of their
own identity. These skills and knowledge are the foundation for learning at school, and for
lifelong learning.



Victorian Early Years Learning and Development Framework for Children from Birth to Eight Years 6
The Victorian Framework sets the highest expectations for every child.
It identies ve Early Years Learning and Development Outcomes for all children:
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 confdent and involved learners
Children are effective communicators.
The Victorian Framework describes each of these Outcomes for children from birth to eight
years, linking the learning outcomes from the Early Years Learning Framework for Australia
to the Victorian Essential Learning Standards (VELS)

Levels 1 and 2. The Outcomes provide
a shared language for all early childhood professionals and families to use when planning
for childrens learning and development.
The Victorian Framework identies eight Practice Principles for Learning and Development,
which describe the most effective ways for early childhood professionals to work together
and with children and families to facilitate learning and development. These Principles are
based on the pedagogy of the Early Years Learning Framework for Australia and the P12
Principles of Learning and Teaching, and on the latest international evidence about the
best ways to support childrens learning.
In addition, the Victorian Framework emphasises the importance of supporting childrens
and families transitions as they move within and across services throughout the early
childhood period.
The diagram below depicts the three elements of the Victorian Framework and the
importance of early childhood professionals working with families and children to advance
learning and development.

Figure 1: Elements of the
Framework



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Victorian Early Years Learning and Development Framework for Children from Birth to Eight Years 7
Image 5
A framework for all children in Victoria
The Victorian Framework recognises that childrens learning and development takes place
in the context of their families, and that families are childrens rst and most important
educators. Families provide children with the relationships, the opportunities and the
experiences that shape their learning and development.
The Victorian Framework acknowledges that the families and communities in which
children live are diverse, and childrens learning and development is enhanced when early
childhood professionals respect their cultures and ways of knowing and being.
In particular, the Victorian Framework recognises and respects Aboriginal cultures and the
unique place of these in Victorias heritage and future. Learning about and valuing the place
of rst nations people will enhance all Victorian childrens sense of place in our community.
The Victorian Framework recognises that every child will take a unique path to the ve
Outcomes and that all children will require different levels of support, some requiring
signicantly more than others.
Supporting childrens learning and development in Victoria
Children and families in Victoria have access to a range of services that support learning
and development. From the birth of their children, all families have access to maternal
and child health services. Maternal and child health nurses work with families to support
childrens learning and development.
Families can also access a range of early childhood services, including playgroups, long
day care, family day care, occasional care, outside school hours care, kindergartens and
schools, as well as sporting, community education and cultural organisations. Cultural
organisations include libraries, museums, botanic gardens, galleries and zoos.
Victorian Early Years Learning and Development Framework for Children from Birth to Eight Years 8
Targeted and intensive services provide learning and development support for children
and families. These include child and family support services, and early start kindergarten,
as well as a range of community, primary and specialist health services. In addition, the
early childhood intervention system in Victoria works with families to support childrens
inclusion in early childhood services and schools.
Throughout the rst eight years of childrens lives, all early childhood professionals
working in these settings collect important information, which provides a rich picture of
each childs learning and development. It is important that families and early childhood
professionals access and share this information so that they can build a whole picture of
the child to facilitate each childs learning and development.
Using the Framework
The Victorian Framework provides a common language to describe childrens learning and
common principles to guide practice. It complements the discipline-specic resources
that support early childhood professionals working with children and families. It assists
all professionals to work together and with families to support childrens learning and
development. A list of the discipline-specic resources is at Appendix 3.
The Victorian Early Years Learning and Development Framework will be supported by a
number of Implementation Guides. These Implementation Guides will be developed
in partnership with the early childhood profession. They will provide detailed practice
examples, case studies and guidance about how the Practice Principles for Learning
and Development can be used to support childrens learning and development; and
more detailed descriptions of childrens learning and development in the ve Early Years
Learning and Development Outcomes. They will be developed for a range of audiences,
including families, early childhood educators working in a range of settings, and early
childhood professionals more broadly.
Victorian Early Years Learning and Development Framework for Children from Birth to Eight Years 9
Practice Principles for
Learning and Development

39
Childrens learning and development is holistic, advancing simultaneously in the areas of
health, cognition, personal and social development, and wellbeing.
Childrens learning and development is advanced when they are provided with
opportunities, support and engagement within their families and in partnership with
early childhood professionals.
By acknowledging each childs identity, culture and spirituality, and responding
sensitively to their emotional states, early childhood professionals build childrens
condence, sense of wellbeing and safety and willingness to engage in learning.
The Practice Principles for Learning and Development, which are outlined below, are
the foundations for professional practice for early childhood professionals working with
Victorian children from birth to eight years and their families. They are based on the
understanding that when professionals establish respectful and caring relationships
with children and families they are able to work together to deliver effective learning and
development experiences relevant to children in their local contexts. These experiences
gradually expand childrens knowledge and understanding of the world and promote
their health, safety and wellbeing.
The Practice Principles integrate the pedagogy that forms the basis of the Early Years
Learning Framework for Australia with the P12 Principles of Learning and Teaching,
which inform the work of teachers in Victorian schools. The Practice Principles are based
on the latest international evidence about the best ways to support childrens learning.
They are interrelated and designed to inform each other.
The Practice Principles are arranged into three categories:
Collaborative
1 family-centred practice
2 partnerships with professionals
3 high expectations for every child
Effective
4 equity and diversity
5 respectful relationships and responsive engagement
6 integrated teaching and learning approaches
7 assessment for learning and development
Reective
8 reective practice.
Spirituality refers to a range of human
experiences, including a sense of awe and
wonder, a search for purpose and meaning,
and an exploration of being and knowing.


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Victorian Early Years Learning and Development Framework for Children from Birth to Eight Years 10
1 Family-centred practice
Children learn in the context of their families and families are the primary inuence on
childrens learning and development. Professionals too, play a role in advancing childrens
learning and development. Professionals engage in family-centred practice by respecting the
pivotal role of families in childrens lives. Early childhood professionals:
use families understanding of their children to support shared decision-making about
each childs learning and development
create a welcoming and culturally inclusive environment where all families are encouraged
to participate in and contribute to childrens learning and development experiences
actively engage families and children in planning childrens learning and development
provide feedback to families on their childrens learning and information about how
families can further advance childrens learning and development at home and in the
community.
2 Partnerships with professionals
Early childhood professionals are from diverse professional backgrounds. They use
multidisciplinary approaches to provide better support to families and draw on the skills and
expertise of their peers. Early childhood professionals:
work collaboratively to share information and plan to ensure holistic approaches to
childrens learning and development
understand each others practice, skills and expertise, and make referrals when
appropriate
acknowledge the signifcance of transitions within and across early childhood services
and schools, and ensure that children understand the process and have an active role
in preparing for these transitions
build on childrens prior learning and experiences to build continuity for their learning
and development from birth to eight years of age.
3 High expectations for every child
Every child has the ability to learn and develop. Having high expectations is especially
important in achieving better outcomes for the most vulnerable children. Some children
require additional supports and different learning experiences and opportunities to help
them to learn and develop. Early childhood professionals:
commit to high expectations for all childrens learning and development
ensure that every child experiences success in their learning and development
recognise that every child can learn, but some children require quite different
opportunities and supports to do this
work with families to support childrens learning and development at home and in the
community.
Victorian Early Years Learning and Development Framework for Children from Birth to Eight Years 11
4 Equity and diversity
Childrens personal, family and cultural histories shape their learning and development.
Children learn when early childhood professionals respect their diversity and provide them
with the best support, opportunities and experiences. Early childhood professionals:
support childrens evolving capacities to learn from birth
ensure that the interests, abilities and culture of every child and their family are
understood, valued and respected
maximise opportunities for every child
identify areas where focused support or intervention is required to improve each
childs learning and development
recognise bi- and multi-lingualism as an asset and support these children to maintain
their rst language and learn English as a second language
promote cultural awareness in all children, including greater understanding of
Aboriginal and Torres Strait Islander ways of knowing and being
support children to develop a sense of place, identity and a connection to the land
encourage children as active participants for sustainability, inuencing the quality of
life now, and for future generations.
5 Respectful relationships and responsive engagement
From birth, secure attachments formed through warm and respectful relationships with
familiar adults are fundamental to childrens learning and development.
These relationships protect, regulate and buffer children. They provide a secure base that
helps children to feel safe and condent to try new things and to learn.
Interactions with children and families inform early childhood professionals knowledge
of childrens distinctive interests, skills, cultures and abilities. This is crucial to providing
positive experiences and a safe and stimulating environment that will encourage children
to expand their capacities and deepen their knowledge and understandings.
Early childhood professionals:
initiate warm, trusting and reciprocal relationships with children
provide safe and stimulating environments for children
develop learning programs that are responsive to each child and build on their
culture, strengths, interests and knowledge to take their learning and development
forward
understand, communicate and interact across cultures by being aware of their own
world view
respect the views and feelings of each child.
Victorian Early Years Learning and Development Framework for Children from Birth to Eight Years 12
6 Integrated teaching and learning approaches
Early childhood professionals recognise that a gradual shift in emphasis occurs over the
rst eight years of a childs life, along a continuum from play to more structured learning
in formal settings. Early childhood professionals apply strategies to support sustained and
shared interactions with children through play to more focused experiential learning.
Learning is an active process that must involve childrens engagement. Play is essential for
its ability to stimulate and integrate a wide range of childrens intellectual, physical, social
and creative abilities. Active engagement with, and attunement to children in their play
extends and supports their learning. Shared, sustained conversations are also a powerful
and important feature of active adult engagement. The integration of child-directed play
and learning; guided play and learning; and adult-led learning is illustrated in Figure 2.
Figure 2: Integrated teaching and learning approaches

Child-directed play and learning
Guided play and learning
Adult-led learning
Victorian Early Years Learning and Development Framework for Children from Birth to Eight Years 13
Early Childhood Professionals:
encourage children to explore, solve problems, communicate, think, create and construct
use their judgement to support childrens learning and development through a
combination of child-led and adult-led play-based learning, as well as active teacher-
led learning
create physical environments that support a range of opportunities for learning and
physical activity, both indoors and outdoors
build on childrens interests, abilities, cultures and previous learning experiences to
extend their thinking, learning and development
use child-centred approaches to explicitly teach particular knowledge and skills
recognise the connections between aspects of childrens learning and development.
7 Assessment for learning and development
Assessment is designed to discover what children know and understand, based on what they
make, write, draw, say and do. Early childhood professionals assess the progress of childrens
learning and development, what children are ready to learn and how they can be supported.
All children benet when assessment reects a whole-child approach, providing an holistic
view of learning and development. Early childhood professionals use a range of assessment
tools, processes and approaches to build on prior learning, avoid duplication and add value.
Early childhood professionals understand that families play a vital role in their childrens
learning and development. Early childhood professionals are aware of the health and
wellbeing of the family when planning for the childs learning and development.
Early childhood professionals assess childrens learning in ways that:
inform their practice
include childrens views of their own learning
are authentic and responsive to how children demonstrate their learning and
development
draw on families perspectives, knowledge, experiences and expectations
consider children in the context of their families and provide support to families
when necessary
value the culturally specifc knowledge embedded within communities about
childrens learning and development
are transparent and objective, and provide families with information about their
childrens learning and development, and about what they can do to further
support their children
gather and analyse information from a wide range of sources to help them assess
and plan effectively
provide the best possible advice and guidance to children and their families.
Victorian Early Years Learning and Development Framework for Children from Birth to Eight Years 14
8 Reective practice
Childrens learning and development is advanced when they experience interactions with
highly effective early childhood professionals. Early childhood professionals become
more effective through critical reection and a strong culture of professional enquiry. Early
childhood professionals:
gather information that supports, informs, assesses and enriches decision-
making about appropriate professional practices
continually develop their professional knowledge and skills to enable them to
provide the best possible learning and development opportunities for all children
promote practices that have been shown to be successful in supporting childrens
learning and development
use evidence to inform planning for early childhood experiences and practice
challenge and change some practices.
Victorian Early Years Learning and Development Framework for Children from Birth to Eight Years 15
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Victorian Early Years Learning and Development Framework for Children from Birth to Eight Years 17
The Victorian Framework identies ve Outcomes for all children from birth to eight years:
Children have a strong sense of identity (identity)
Children are connected with and contribute to their world (community)
Children have a strong sense of wellbeing (wellbeing)
Children are confdent and involved learners (learning)
Children are effective communicators (communication).
Children learn at different rates, in different ways and at different times. Their
development is not always easy or straightforward. For some children and families,
learning and development involves considerable struggle and requires much
perseverance. Therefore, different kinds of support and engagement will be required.
Early childhood professionals use the Practice Principles for Learning and Development to
provide the support necessary for every child to learn and develop.
The descriptions of the ve Outcomes included here are neither exhaustive, nor
exclusive. The tables show the link between the outcomes from the Early Years Learning
Framework for Australia and the VELS. They provide examples of childrens learning and
development. They can be used by early childhood professionals to design experiences
and opportunities for advancing childrens development and assessing childrens progress
toward these Outcomes. The ve Outcomes provide a common language to support
collaborative approaches between all early childhood professionals and families.
Early Years Learning and
Development Outcomes



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Victorian Early Years Learning and Development Framework for Children from Birth to Eight Years 18
Outcome 1: Children have a strong sense of identity
Relationships are the foundations for childrens construction of identity. In order to form a
strong sense of self, children need to build secure relationships rst within the family and
then with caring, attentive adults in other settings. For babies and young children, strong
attachments are critical. Childrens positive experiences of relationships and places support
their understanding of themselves as secure, signicant and respected individuals. A positive
sense of identity strengthens childrens interest and skills in being active participants in their
communities.
Children develop a sense of autonomy and a sense of agency when they seek and accept
new challenges, use their bodies effectively and make new discoveries. They increasingly
cooperate and work collaboratively with others.
In early childhood, children begin to take the initiative by asking questions and attempting
small projects. With support, children begin to reect on their achievements, acknowledge the
value of persistence and enjoy their accomplishments.
As children develop a more knowledgeable sense of self, they reach out and communicate the
need for comfort, assistance and companionship. Dramatic play is a way to explore different
identities and different points of view. All children, with support, can develop a strong sense
of self and learn to interact with others with care, empathy and respect. As they show interest
in others and in being part of a group, children can participate in play with others and begin
to develop friendships. This condence can be transferred to a range of social situations and
children can increasingly recognise and accept that there are consequences for their actions.
The maintenance of rst or home languages has a signicant and continuing role in the
construction of identity. This is supported when early childhood professionals respect
childrens cultures and languages.
Early childhood professionals respect for diversity assists children to begin to appreciate
the similarities and differences between individuals and groups, including different cultural
groups. Children develop a deeper sense of identity through participating in cultural
experiences and celebrations.
Victorian Early Years Learning and Development Framework for Children from Birth to Eight Years 19
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Victorian Early Years Learning and Development Framework for Children from Birth to Eight Years 20
Outcome 2: Children are connected with and
contribute to their world
From birth, children live and learn with others in families, early childhood settings and
local communities.
Childrens connectedness with and different ways of belonging to people, country and
communities help them to learn ways of being, reecting the values, traditions and
practices of their families and communities.
As children move into early childhood settings and then schools, they broaden their
experiences, relationships and communities.
Over time and with opportunity and support, the ways in which children connect and
participate with others increase. Participating in their communities strengthens childrens
sense of identity and wellbeing.
Babies participate through crying, imitating and making sounds to show their level of
interest in relating to or participating with others. Babies learning is strengthened when
adults respond to their cues and observe and follow their lead.
Toddlers participate and connect with peers through such gestures as offering their toys to
a distressed child, or welcoming a new child enthusiastically. Older children show interest
in how others regard them, and develop understandings about friendships. They come to
realise that their actions or responses affect how others feel.
Children learn to live interdependently with others and within different environments.
This occurs when they participate collaboratively in everyday routines, events and
experiences and have opportunities to contribute to decisions. Some children require
carefully constructed experiences to support their participation in a variety of community
connections. Some children may require explicit direction and support to remain safe.
With support, children establish their own important friendships with other children. They
explore their responsibilities and rights and those of others in familiar settings, such
as the family, groups, the classroom and the playground. They begin to think in terms
of other peoples feelings and needs, and respond to diversity with respect. Stories and
group discussions assist children in talking through conicts, supporting development of
social skills and tolerance for others.
Children show concern for others and practise peaceful and inclusive ways of resolving
conicts. This includes using appropriate language and actions. With support, they
regulate their own behaviour and nd positive ways of managing frustrations.
Children show increasing awareness of themselves as part of the environment and the
broader society. Environmental sustainability provides important learning experiences
centred on a commitment to making the world a safe place to live. They become aware of
the impact the environment can have on them and future generations by exploring how
and why environmental factors affect their lives.
What community do we belong to?
My mummy, daddy, they are my parents
Molly, Age 5 years.
Kinder Cody, Age 5 years.
On earth Molly, Age 5 years.
The planet Kate, Age 5 years.
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Outcome 3: Children have a strong sense of wellbeing
During early childhood, the foundations for social, emotional and spiritual wellbeing are laid.
Wellbeing includes good mental and physical health, feelings of happiness and satisfaction.
Relationships that are warm and supportive assist babies to express feelings such as joy,
sadness, frustration and fear, and support strong attachments. Childrens resilience helps
them to regulate and balance their emotions to cope with day-to-day stresses and challenges.
The readiness to persevere and have a go when faced with unfamiliar and challenging
learning situations provides children with a sense of achievement. It also teaches children to
be exible and adapt to new environments and events. With support and guidance, children
can learn to manage disappointments, frustration and loss.
Babies and young childrens learning and physical development are evident through
their movement patterns, from physical dependence and reex actions at birth through to
the development of spatial awareness and the ability to move around their environment
condently and safely.
Children progress through the development of basic motor skills running, jumping, hopping,
balancing and skipping on to the complex integration of sensory, motor and cognitive
systems required for the playground games and organised experiences that characterise the
early years of school. Dance and drama experiences combine stillness and movement and
children learn to create and perform simple rhythmical movement sequences.
Children develop self-reliance and condence in personal hygiene, care and safety for
themselves and others. Routines, rituals and rules, such as hand-washing, toileting and
packing away, provide opportunities to learn about health and safety.
A healthy diet is essential for healthy living. Early childhood settings provide many
opportunities for children to experience a range of nutritious foods and to learn about food
choices from early childhood professionals and other children. Children also gain a basic
understanding of the aspects of an active lifestyle.
I really like doing bother work Aidan
Age 5 Years.
Bother time is when the children
discuss issues which are concerning
them. They gather together and each
child is encouraged to give their views.
Victorian Early Years Learning and Development Framework for Children from Birth to Eight Years 23
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Victorian Early Years Learning and Development Framework for Children from Birth to Eight Years 24
Victorian Early Years Learning and Development Framework for Children from Birth to Eight Years 25
Outcome 4: Children are condent and involved learners
Children learn in the context of their families and community. Throughout the early years, children
acquire knowledge and skills that form the foundations of their later achievement. They learn how
to learn and they develop dispositions for learning and a sense of agency, where children are able
to make decisions and choices, to inuence events and to have an impact on their world.
Babies explore the world through touch, sight, sound, taste, smell and movement. Their sensory
and physical explorations increase brain development.
When babies and young children are relaxed and involved they express wonder and interest in
their environments. When they are encouraged and supported to be curious and enthusiastic
participants in learning, they begin to develop positive dispositions for lifelong learning.
From their earliest years, children develop the view that learning is exploratory, fun and rewarding.
They use their imagination and curiosity to generate ideas, solve problems and apply that knowledge
to new situations. With support, children expect to learn and they use their senses and their bodies
to explore the world around them and begin to develop simple explanations for observed phenomena.
Children consider why things happened and what they can learn from experiences, reecting on
their own thinking processes and approaches to learning.
Active involvement in learning builds childrens understanding of the concepts, creative thinking
and inquiry processes necessary for lifelong learning. They can challenge and extend their own
thinking and that of others through interactions and negotiations. Childrens active involvement
changes what they know, can do and value, and transforms their learning.
Long periods of uninterrupted play support children to invent, investigate and discover, using a
rich variety of open-ended materials and resources. When provided with many opportunities and
a rich supply of natural and manufactured materials and tools, children create, build, sculpt, draw,
paint and construct.
Children learn with peers and share feelings and thoughts about learning from others. They begin
to understand that listening to the responses of others can assist them to understand and make
new meaning of experiences. Children become more condent over time in seeking assistance
from adults.
Childrens increasing understanding of their environment forms the basis for their concept
development. As they develop, they generate questions about situations and phenomena, and
make predictions.
Children broaden their learning about the world through connecting with people, places,
technologies and natural materials. They manipulate objects to investigate, assemble, invent and
construct. They explore ideas using imagination, creativity and play, and they use their own and
others feedback to revise and build on an idea.
Children need many opportunities to generate and discuss ideas, make plans, brainstorm solutions
to problems, reect and give reasons for their choices. They investigate what products and systems
can do, and how they work. Increasingly, they begin to use information and communication
technologies to assist their thinking and to represent what they know and understand.
What do you do if you get stuck
when youre learning something?
If you get stuck, try it again. If you
create fear in yourself then you
cant do anything Pranav, age 7
years.
I dont really get stuck except on
trampoline my legs got sore, and
monkey bars, shins got sore so I
tried not to do it Suhani, age 5
years.
Tell someone if you have a
problem, dont keep it to yourself
Ashleigh, age 7 years.
Victorian Early Years Learning and Development Framework for Children from Birth to Eight Years 26
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Victorian Early Years Learning and Development Framework for Children from Birth to Eight Years 28
Outcome 5: Children are effective communicators
Children communicate with others from birth. They begin by using gestures, visual and
non-verbal cues, sounds, language and assisted communication in forming relationships.
Over time, communication becomes more intentional.
Childrens wellbeing, identity and sense of agency are dependent on their communication
skills and are strongly linked to their capacity to express their feelings and thoughts, and
to be understood.
Most children are innately social, creative and motivated to exchange ideas, thoughts,
questions and feelings. Children respond non-verbally and verbally to what they see, hear,
touch, feel and taste. Through relationships with responsive adults, they take turns to
explore sound and movement patterns, sing songs and are exposed to chants and rhymes.
Maintenance of rst language is important for childrens identity, wellbeing,
communication and learning. Children can successfully learn English as a second
language through quality exposure to English, explicit modelling and language teaching
and appropriate time to acquire the new language. This requires early childhood
professionals to be knowledgeable about the way children learn a second language, the
stages of acquisition and the recognition that children differ in their rate of acquisition.
In school settings, children may have the opportunities to learn languages other than
English (LOTE). For some children this may be an opportunity to continue their rst
language, and for others the opportunity to learn a new language.
Childrens rich spoken language, as well as their gestures and actions, underpin the
development of basic literacy and numeracy concepts.
Initially, children use symbols in play to represent and make meaning. Then they begin to
be aware of the relationships between oral and visual representations and to recognise
patterns and relationships and the connection between them. They recognise how sounds
are represented alphabetically and identify some letter sounds, symbols, characters and sign
Victorian Early Years Learning and Development Framework for Children from Birth to Eight Years 29
relationships. They also recognise the function and value of visual elements and use them in
art works to symbolise meaning, for example using colour in painting to express emotions.
Children express ideas verbally and use a wide range of media. They share the traditional
stories and symbols from their own culture, re-enact well-known stories and use the
creative arts, such as drawing, painting and sculpture, drama, dance and movement.
They create and explore imaginary worlds through dramatic play and artworks that
communicate their ideas, observations and feelings.
Children begin to engage with a range of texts and media, obtaining meaning from them
and sharing the enjoyment of language in a variety of ways. Older children start to read
printed text from left to right and use information in context from pictures and other
sources to assist in making meaning. As they progress through this period, children begin
to self-correct when reading aloud and distinguish between texts that represent real and
imaginary experiences.
Fundamental to this development is the understanding of how symbols and pattern
systems work. Children begin to explore written communication by scribbling, drawing and
producing approximations of writing. Print-rich environments and adults who model and
respond to childrens written messages strengthen the progression to using conventional
letters, groups of letters and simple punctuation.
Over time, children use simple texts about familiar topics and select content, form and
vocabulary in their writing. As their skills advance, they accurately spell frequently used
words and make use of known spelling patterns to make plausible attempts at spelling
unfamiliar words.
From an early age, children use information and communication technologies to communicate,
learn and play, using multimedia resources such as DVDs and websites. As children gain
independence in the world of information and communications technologies, they create and
display their own information in a way that suits different audiences and purposes.
Victorian Early Years Learning and Development Framework for Children from Birth to Eight Years 30
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Victorian Early Years Learning and Development Framework for Children from Birth to Eight Years 33
Transitions occur on a daily basis for families with young children. One of the earliest
transitions for most children is the transition after birth from hospital to home.
In the rst few years of life, children may also move from the care of a parent to a
grandparent, or move into child care and between rooms within the child care centre. As
children become older they may make the transition to kindergarten, and most children
experience the transition to school.
Change is a key feature throughout each of these transition periods. Children need to feel
secure, condent and connected to people, places, events, routines and understandings
when they move into new environments.
What does effective transition look like?
A combination of approaches and processes is required to support effective transition,
which is achieved when:
respectful, trusting and supportive relationships are maintained among all those
working with children and their families
information about the children is well understood, shared and valued
children have the opportunity to have their say about what is important to them
processes are adapted in response to the local communities
children and families who require additional support are identifed early, and
support is planned and delivered through a collaborative approach.
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Transitions
Victorian Early Years Learning and Development Framework for Children from Birth to Eight Years 34
Who is involved in transition processes?
Children, families and early childhood professionals are involved in the transitions
throughout early childhood. Successful transitions rely on children, families and early
childhood professionals developing positive, supportive relationships.
Childrens learning and development is advanced when they feel that the new environment
is a place where people care about them and where they can succeed. Families also need
to be valued and respected, as well as included in the new environment.
Childrens transitions are more successful when they are involved in planning transition
programs. It is important to listen to their perspectives.
Families are the most important people in childrens lives and play a central role in
supporting their learning. They must be involved in the transition process it is not only
children who experience changes during periods of transition.
Early childhood professionals from different contexts also have a lot to contribute to
childrens transitions. They bring professional knowledge and experience about childrens
learning and development. By sharing this knowledge and experience, and working
in partnership with families, educators can recognise a childs strengths and plan
appropriate learning and teaching programs.
Supporting childrens learning and development through
times of transition
Children learn everywhere, all the time. It is now well recognised internationally that
when children experience learning opportunities that are responsive to their strengths,
interests, cultures and abilities, and build on their previous experiences, their learning and
development is enhanced.
Victorian Early Years Learning and Development Framework for Children from Birth to Eight Years 35
Throughout the early childhood period, early childhood professionals develop their
knowledge of each childs strengths, interests, cultures and abilities. They also develop
strong relationships with childrens families. Some of this knowledge is gained through
assessments of childrens learning and development such as the School Entry Health
Questionnaire, the Parents Evaluation of Developmental Status or the Transition Learning
and Development Statement. Other knowledge is gained through the daily interactions
with children and their families.
When this information is shared with other professionals, new learning and development
opportunities can be planned in a way that responds to childrens strengths, interests,
cultures and build on what they have learned before.
Conversations between professionals about childrens learning and development are
enhanced when the family is involved. It is also essential when sharing any information
about the child or family that the familys consent is gained.
The Transition: A Positive Start to School initiative
Starting school is a major life transition for children and their families. Its a time of
change that can be both challenging and exciting, in which children and families adjust to
new roles, identities and expectations, new interactions and new relationships.
The Transition: A Positive Start to School initiative is an important step towards achieving
the following Blueprint goal:
... by the time Victorian children start school they will be ready to learn at school
and schools will be ready for them.
The initiative aims to improve childrens experience of starting school by enhancing the
development and delivery of transition programs. This approach will enable a shared
understanding between early childhood services and schools about what is important for
children and their families during this exciting time.
It also introduces the Transition Learning and Development Statement, which families and
educators can use to share information about childrens learning and development.
The initiative is accompanied by a comprehensive Transition: A Positive Start to School
Resource Kit for schools and early childhood services, which provides detailed information
about effective programs and approaches to transition planning, including advice about
additional support for specic groups of children and families.
For children with a severe disability to make a positive transition from kindergarten to
school, the Sharing Our Journey resource has been developed. This includes a protocol
for early childhood services and schools, support groups for families and early childhood
professionals, and an information kit for families. The resource kit includes some
information sheets for families, a planner outlining actions to support the childs move
from kindergarten to school and an additional family section of the Transition Learning and
Development Statement.
Victorian Early Years Learning and Development Framework for Children from Birth to Eight Years 36
Victorian Early Years Learning and Development Framework for Children from Birth to Eight Years 37
Conclusion
The Victorian Early Years Learning and Development Framework advances all childrens
learning and development from birth to eight years. It does this by supporting all
early childhood professionals to work together and with families to achieve common
outcomes for all children.
It sets the highest expectations for all children in every community across Victoria, and
generates new opportunities for families and early childhood professionals to work
together to advance all childrens learning and development.
The Victorian Framework emphasises the importance of collaborative, effective and
reective practice. It informs daily collaborations and interactions with children, families
and with other professionals. Local discussions and learning networks will enable
professionals to reect on their work and on childrens learning to inform future practice.
The Framework will be used as the basis for new research in early childhood. This will
support growth, transformation and continuous improvement of all professionals who
work with children in these formative early childhood years.
By creating a common language and understanding of childrens learning and
development, the Framework supports opportunities for increased coordination and
integration of all early childhood services.
The Victorian Framework is enacted as early childhood professionals engage with it
and use it to inform their practice for the immediate and long-term benet of all children
in Victoria.
Victorian Early Years Learning and Development Framework for Children from Birth to Eight Years 38
Appendices
Appendix 1: Overview of early childhood professional roles
Early childhood educators are dened in the Early Years Learning Framework for Australia
as all early childhood practitioners who work directly with children in early childhood
settings. This includes unqualied, certicate-qualied, diploma-qualied and degree-
qualied teachers or educators working across all forms of all early childhood settings.
These settings include long day care, family day care, occasional care, playgroups, outside
school hours care and kindergarten.
Teachers are degree-qualied and work as educators in early childhood settings and
schools, including special schools.
Early childhood intervention workers are professionals from a range of health and education
backgrounds who work in a variety of settings to support children with a disability or
developmental delay in early childhood education and care, and their families.
Maternal and child health nurses are registered nurses with qualications in midwifery
and family and child health. They work in maternal and child health services, which offer
support, information and advice regarding parenting, child health and development, child
behaviour, maternal health and wellbeing, child safety, immunisation, breastfeeding,
nutrition and family planning.
Preschool eld ofcers provide consultancy to kindergarten teachers and parents to
facilitate the inclusion of all children in state-funded kindergarten programs.
Inclusion support facilitators (ISF) are usually specialists in inclusive support practice. They
work directly with child care services to support staff in a variety of ways, such as linking
services with other child care professionals, community groups and organisations; facilitating
skills development; assisting services to access specialised equipment; assisting with
inclusion readiness planning; and developing service support plans.
Education support ofcers comprise teacher aides and integration aides who together play
an important role in supporting teachers and schools to implement inclusive approaches to
education. They support children and families who experience a disability or developmental
delay, or require access to a special needs program.
Student support service ofcers include visiting teachers, psychologists, guidance ofcers,
speech pathologists, social workers and other allied health professionals. Their role is to
enhance the capacity of Victorian government schools to meet the additional learning and
wellbeing needs of children and young people through the provision of access to school and
community specialist support.
Play therapists, health professionals and teachers support wellbeing and the continuity of
childrens learning and development whilst accessing services through hospital settings.
Primary school nurses conduct health assessments of all students in participating schools
in their rst year of school; provide follow-up contact with parents; respond to referrals from
school staff regarding identied health issues for students at any year level; and provide
referrals to relevant health practitioners.
Victorian Early Years Learning and Development Framework for Children from Birth to Eight Years 39
Primary welfare ofcers enhance the capacity of schools to support students who are at
risk of disengaging from school and not achieving their educational potential. They inform
the development of tailored programs to meet the individual needs, interests and abilities
of at risk students. Their work is central to building and maintaining continuity of care
for students and their families, by ensuring ongoing engagement with the school, school
community and relevant services.
Family support workers include professionals from a range of health, welfare and/or
education backgrounds, who provide support and services to vulnerable families to assist
with parenting capacity, family strengthening and connection with other community
supports and services. Family support workers are employed by family support agencies.
Cultural organisations such as libraries, museums, zoos, galleries and botanic gardens
employ early childhood professionals to design and deliver programs to support learning
and development for children and families. Early childhood services and schools work with
cultural organisations through on-site, online and outreach programs.
Victorian Early Years Learning and Development Framework for Children from Birth to Eight Years 40
Appendix 2: Overview of early childhood services
Maternal and Child Health Services
Maternal and Child Health Services deliver a universal health service free of charge for all
Victorian families with children from birth to six years. The service supports families and their
children in the areas of parenting, child health and development, child behaviour, maternal
health and wellbeing, child safety, immunisation, breastfeeding, nutrition and family planning.
The Universal Maternal and Child Health Service consists of the Key Ages and Stages
consultations and a exible service component. It also includes an enhanced service which
provides a more intensive level of support for children, mothers and families at risk of poor
health and wellbeing outcomes, in particular where multiple risk factors for poor outcomes are
present.
The Maternal and Child Health phone line (13 22 29) is a 24-hour telephone line which provides
appropriate information, advice, support, counselling and referral to families with children from
birth to school age. More information about maternal and child health services is available at:
www.education.vic.gov.au/oced/maternal-child-health.html
Parenting services
The Department of Education and Early Childhood Development funds parenting information,
education and support services throughout Victoria. All parents and carers of children birth to
eighteen years can contact the services.
In the rst instance, parents can contact Parentline, a statewide telephone information,
education and counselling service, for the cost of a local call. Parentlines professional
counsellors provide advice on a variety of issues affecting parenting and relationships.
Parentline can provide contact details for community services and respects the condentiality
and right to privacy of callers. In addition to Parentline, the Victorian Government funds a
network of regionally based parenting support services (Regional Parenting Services).
Victorian Early Years Learning and Development Framework for Children from Birth to Eight Years 41
The Victorian Government will also conduct an Early Home Learning Study. The Study will be
of international signicance and will support vulnerable families to promote their home as a
positive learning environment for their children. The Study will support 2000 vulnerable families
to strengthen their home environment for learning and at the same time build the evidence base
around what works.
Regional Parenting services
Regional Parenting Services promote the independence and healthy development of families
with children aged birth to eighteen years by providing information and education on parenting
to parents and professionals who work with parents and children (for example Maternal and
Child Health nurses, teachers and child care workers). They provide families with the opportunity
to participate in local, effective and relevant parenting programs that focus on key transition
points in the lives of children and families. To reinforce the importance of parent education for all
members of the community, parenting groups are run in easily accessible venues such as schools,
preschools and neighbourhood houses.
Regional Parenting Services operate in all Department of Education and Early Childhood
Development regions. Regional Parenting Services also offer consultation, linkages, resources
and professional development to professionals who work with families. A list of these services can
be found on the Parentline website at: www.parentline.vic.gov.au
Playgroups
Playgroups are an excellent way for babies, toddlers, preschoolers and their parents to socialise.
They are informal, low cost and run by the parents. Parents stay with their children at playgroup.
This gives them the chance to meet other people going through similar experiences and break
down the isolation that can come with caring for young children. Families can be gently introduced
to community, health and support services while they are at playgroup.
The Supported Playgroups and Parent Groups Initiative is a Victorian Government program that
aims to engage disadvantaged and vulnerable families and provide quality play opportunities for
children at a critical time in their development. The initiative builds parents capacity to support
their childrens health, development, learning and wellbeing, and aims to increase families
participation and linkages with other early years services and supports. More information about
playgroups is available at: www.playgroup.org.au/
Child care
Child care is provided for children in a range of settings. Child care services provide active, play-based
education and care programs including long day care, occasional care, family day care and outside
school hours care services. In Victoria, all these services are required to be licensed and must meet
the requirements of the Childrens Services Act 1996 and the Childrens Services Regulations 2009.
Long day care services, outside school hours care services and family day care services are
typically used by working parents and the hours of operation are structured to meet these
families requirements. The Commonwealth Government provides funding for eligible families to
assist them in meeting the costs of these services.
Victorian Early Years Learning and Development Framework for Children from Birth to Eight Years 42
Occasional care is generally provided for short periods of time in a variety of settings,
including neighbourhood houses and sports and leisure services.
Long day care, occasional care and family day care services predominantly cater for children
aged birth to ve years, while outside school hours care services provide care for primary
school-aged children. More information about childcare is available at:
www.education.vic.gov.au/ecprofessionals/childcare/default.htm
Kindergarten
The Victorian Government provides funding to kindergarten programs delivered by a
qualied early childhood teacher for children in the year before school. Additional subsidies
are provided by the Victorian Government that makes kindergarten free for:
three and four year old Aboriginal and/or Torres Strait Islander children
three year old children known to Child Protection
four year old children who hold, or whose families hold a Health Care Card,
pensioner Concession Card, Department of Veterans Affairs Gold Card, Temporary
Protection/Humanitarian Visas 447, 451, 785 and 786, Asylum Seeker Bridging
Visas A-F, Refugee and Special Humanitarian Visas 200-217, and triplets/
quadruplets in the same year of kindergarten.
Many kindergartens also provide programs for three year old children as an introduction to
four year old kindergarten.
More information about kindergarten is available at:
www.education.vic.gov.au/earlychildhood/careandkinder
Kindergarten Inclusion Support Services
Kindergarten inclusion support services (KISS) provide supplementary assistance to
support the inclusion of children with severe disabilities in their local kindergarten
programs. An inclusive program encourages and allows all eligible children to access
and participate in the kindergarten program. Inclusion fosters the development of a
sense of belonging and respects individuality and diversity, in order to promote learning,
development and wellbeing in childrens early years.
This program is funded by the Victorian Government through the Department of Education
and Early Childhood Development and the Commonwealth Government.
More information about kindergarten inclusion support services is available at: www.
education.vic.gov.au/ecsmanagement/careankinder/inclusion/disabilities.htm
Early Childhood Intervention Services
Early Childhood Intervention Services (ECIS) support children with a disability or
developmental delay from birth to school entry and their families. ECIS provide special
education, therapy, counselling, service planning and coordination, assistance and
support to access services such as kindergarten and child care.
Victorian Early Years Learning and Development Framework for Children from Birth to Eight Years 43
Services are tailored to meet the individual needs of children and focus on supporting
children in their natural environments and in their everyday experiences. These services are
funded through the Department of Education and Early Childhood Development and provided by
specialist childrens services teams and early childhood intervention agencies.
The overall aim of these services is to provide families with the knowledge, skills and support
to meet the needs of their children and to optimise childrens development and their ability
to participate in family and community life. All services are provided using a family-centred
approach, recognising the importance of working in partnership with the family. More information
about ECIS is available at: www.education.vic.gov.au/ecsmanagement/intervention/
Program for Students with Disabilities
Program for Students with Disabilities is an additional program for a dened student
population with moderate to severe disabilities. The Program for Students with Disabilities
supports the education of students with disabilities in Victorian government schools by
providing schools with additional resources. Resources are provided to schools to assist in the
education of students with disabilities, not to individual students. More information about the
Program for Students with Disabilities is available at:
www.education.vic.gov.au/healthwellbeing/wellbeing/disability/
The broader context
Children are at the centre of the Ecological Model of Child Development that illustrates the
broad social, political and economic environment.
This model illustrates the strong network of services and programs that exist to support
childrens learning and development.
This model identies families as signicant inuences throughout childhood and illustrates a
range of other factors that may impact on learning and development.
Fig 3: Ecological model
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Education
and Care
Victorian Early Years Learning and Development Framework for Children from Birth to Eight Years 44
Appendix 3: Overview of key discipline-specic resources
Early childhood professionals are informed by a range of discipline specic resources. A
list of key resources is below. The Victorian Framework complements, rather than replaces
these resources. Professionals will continue to use these resources and will also use the
Victorian Framework to support common understandings and shared conversations with other
professionals and families to support childrens learning and development.
Maternal and Child Health
Maternal and Child Health Practice Guidelines 2009 - cover the Departments piloted new Key
Ages and Stages framework, guidelines, contexts and denitions. The guidelines are available
at: www.education.vic.gov.au/ecsmanagement/mch/policy/
Key Ages and Stages (KAS) Service Activity Framework - March 2009 - introduces a new
approach to the ten KAS visits provided to parents and children by the universal Maternal and
Child Health Service. The new framework sets out new evidence-based activities for each of the
ten age and stage visits. The framework is available at: www.eduweb.vic.gov.au/edulibrary/
public/earlychildhood/mch/serv_activity_frameworkmar09.pdf
The Enhanced Maternal and Child Health Service Guidelines 2003-04 were developed as part of
a wide-ranging information management strategy. The guidelines are available at:
www.eduweb.vic.gov.au/edulibrary/public/earlychildhood/mch/guidelinemchenhanced.pdf
Early Childhood Intervention Service (ECIS)
The Early Childhood Intervention Service Program Framework promotes the development and
implementation of evidence-based approaches in service delivery components within ECIS
and assists providers in understanding their roles and responsibilities with the service system.
The framework is available at: www.eduweb.vic.gov.au/edulibrary/public/earlychildhood/
intervention/framework2005.pdf
The Specialist Childrens Service (SCS) Program Standards were developed by SCS service
providers as a practical tool for continuous quality improvement. The standards apply to SCS
teams, early intervention services and preschool eld ofcers. They are available at:
www.eduweb.vic.gov.au/edulibrary/public/earlychildhood/intervention/programstandards.pdf
Kindergarten Inclusion Support Services for Children with Severe Disabilities provides
information about the support of children with severe disabilities in Victorian kindergarten
programs. These documents are available at: www.education.vic.gov.au/ecsmanagement/
careankinder/inclusion/disabilities.htm
Early childhood education and care services
The Early Years Learning Framework for Australia is the rst national learning framework for all
educators working with children from birth to ve years.
The framework and other key documents for the framework can be found at: www.deewr.gov.au/
EarlyChildhood/Policy_Agenda/Quality/Pages/EarlyYearsLearningFramework.aspx
Victorian Early Years Learning and Development Framework for Children from Birth to Eight Years 45
The Outdoor Play Guide for Victorian Childrens Services provides information about the
planning and design of the outdoor play space for children. It is available at:
www.education.vic.gov.au/ecsmanagement/careankinder/csg/outdoorguide/default.htm
The VicRoads, Starting Out Safely (SOS) program is designed to provide road safety information
and support to families of children under six years of age. The program aims to encourage
families to act as role models in road safety, to supervise children effectively in and near the
trafc and to educate children in pedestrian and passenger safety. The program is delivered
through maternal and child health, family day care, and early childhood services. It is available at:
www.vicroads.vic.gov.au/Home/RoadSafety/TrafcSafetyEducation/earlychildhood
National Healthy Eating and Physical Activity Guidelines for Early Childhood Settings provide
evidence-based, practical information and advice to support and promote healthy eating and
physical activity in children attending early childhood settings. The Guidelines are linked to
the new National Quality Framework for Early Childhood Education and Care currently being
developed by the Department of Education, Employment, and Workplace Relations. Guidelines
are available at www.health.gov.au/internet/main/publishing.nsf/content/phd-early-
childhood-nutrition-index
School services
The Victorian Essential Learning Standards (VELS) is the Prep to Year 10 curriculum for Victorian
schools. The VELS is available at: www.vcaa.vic.edu.au/prep10/vels/index.html
The P12 Principles of Learning and Teaching articulate six principles that can be used by
schools, teams of teachers and individuals to reect on practice and support professional
dialogue to strengthen pedagogical practices. The principles are available at: www.education.
vic.gov.au/studentlearning/teachingprinciples/principles/principlesandcomponents.htm
The e
5
Instructional Model is designed to assist school leaders and teachers to develop a
shared understanding of how teachers can improve their practice as well as to provide a
focus for professional learning and growth. It is available at: www.education.vic.gov.au/
management/schoolimprovement/panddc/default.htm
Shared Vision; Resource Kit for Outside of School Hours Care is a practice document for
educators in Outside School Hours Care. The 2004 edition forms part of a resource kit
produced by Community Child Care Association. Shared Visions draws on the expertise of
Community Child Care to provide the outside school hours care sector with a resource to assist
programming. It is available at: www.education.vic.gov.au/earlylearning/eyldf/default.htm
The VicRoads, Kids on the Move is the core trafc safety education resource for primary
schools. It targets a minimum level of trafc safety education for children in Prep to Year 2.
Primary school road safety education focuses on passenger and pedestrian safety. Children
begin to take more responsibility for keeping themselves safe on the road such as
remembering to use a seat belt and using the correct road crossing procedure. It is available
at: www.vicroads.vic.gov.au/Home/RoadSafety/TrafcSafetyEducation/primaryschools
Victorian Early Years Learning and Development Framework for Children from Birth to Eight Years 46
Aboriginal Early Years Support
The In Home Support for Aboriginal Families Program Guidelines have been developed to
provide direction for those interested or involved in the In Home Support for Aboriginal
Families (In Home Support) initiative. In particular, they provide guidance to support
funded agencies to implement this initiative. The guidelines are available at:
www.eduweb.vic.gov.au/edulibrary/public/earlychildhood/inhomesupport.pdf
The Koorie Kindergarten Inclusion Kit provides a kindergarten cultural awareness tool to
enhance support for Aboriginal children. It also provides material to promote the values of
kindergarten to aboriginal children and their families. It is available at: www.education.vic.
gov.au/ecsmanagement/careankinder/inclusion/koorie.htm
Dardee Boorai: the Victorian Charter of Safety and Wellbeing for Aboriginal Children and
Young People denes key actions and measures of progress required in improving the
safety, health, development, learning and wellbeing of Aboriginal children and young
people. It is available at: www.education.vic.gov.au/edulibrary/public/govrel/policy/
thecharter/dardeeboorai/charter.pdf
The Wannik education strategy for Koorie students reinforces the Governments
commitment and is the major strategy in place to improve educational outcomes for Koorie
students. It is available at: www.education.vic.gov.au/about/directions/aboriginal/wannik/
Where do you feel happy at kindergarten,
who would be with you and what would
you be doing?
The sand, the turtle, I like it
Jaafar, Age 5 years.
Victorian Early Years Learning and Development Framework for Children from Birth to Eight Years 47
Appendix 4: Bibliography
Australian Government Department of Education, Employment and Workplace Relations
for the Council of Australian Governments (2009). Belonging, Being and Becoming - The
Early Years Learning Framework for Australia. Commonwealth of Australia, Canberra.
Bernard van Leer Foundation (2006). A Guide to General Comment 7: Implementing Child
Rights in Early Childhood. United Nations Committee on the Rights of the Child United
Nations Childrens Fund, The Netherlands.
Bertram, T & Pascal, C. (2002). Early Years Education: An International Perspective London:
Qualications and Curriculum Authority, Great Britain. Towards an Early Years Learning
Framework. www.inca.org.uk/pdf/early_years.pdf
Bronfenbrenner, U (1979). The Ecology of Human Development. Havard University Press, USA.
Centre for Community Child Health (2008). Towards an Early Years Learning Framework for
Australia.( Policy Brief No 12 ). Centre for Community Child Health, Parkville, Victoria.
www rch.org.au/ccch/resources.cfm?docd=10886
Centre for Equity and Innovation in Early Childhood (2008). Literature Review Transition:
A Positive Start to School. Melbourne Graduate School of Education, Melbourne.
Clarke, P. (2009). Supporting Children Learning English as a Second Language in the
Early Years. Discussion paper commissioned by the Victorian Curriculum and Assessment
Authority (In progress). www.vcaa.vic.edu.au/earlyyears/publications.html
Csikszentmihayli, M. (1979). Concept of Flow. In Sutton-Smith, B. (Ed) Play and Learning.
New York, Gardner.
Cunha, F., Heckman, J. J., Lochner, L. J. & Masterov, D. V. (2006). Interpreting the evidence
on life cycle skill formation. In: Hanushek, E.A., Welch,F. (Eds). Handbook of the Economics
of Education. North-Holland, Amsterdam.
Cunha, F. & Heckman, J. J. (2007). The Evolution of Uncertainty in Labour Earnings in the
US Economy. Unpublished manuscript, University of Chicago.
Dockett, S. & Perry B. (2007). Transitions to School perceptions, expectations,
experiences. UNSW Press, Sydney
Dockett, S. & Perry B. (2006). Starting School a handbook for early childhood educators.
Pademelon Press, Castle Hill.
Department of Education and Childrens Services (2008). Assessing for Learning and
Development in the Early Years using Observation Scales: Reect Respect Relate. DECS
Publishing, Adelaide.
Department of Education Training and Employment (2001). South Australian Curriculum,
Standards and Accountability Framework. DETE Publishing, Adelaide.
Edgar D., & Edgar P. (2008). Television, Digital Media and Childrens Learning. Discussion
paper commissioned by Victorian Curriculum and Assessment Authority. www.vcaa.vic.
edu.au/earlyyears/publications.html
Victorian Early Years Learning and Development Framework for Children from Birth to Eight Years 48
Elliot, S. (Ed) (2008). The Outdoor Play Space Naturally for Children Birth to Five Years.
Pademelon Press, Castle Hill, NSW.
Fleer, M. & Raban, B. (2007). Early childhood literacy and numeracy: Building good
practice. Australian Government Department of Education, Employment and Workplace
Relations, Commonwealth Australia.
Gammage, P. (2008). The social agenda and early childhood care and education: Can we
really help create a better world? Online Outreach Paper 4. Bernard van Leer Foundation,
The Hague.
Laevers, F. (Ed) (1994). Dening and assessing quality in Early Childhood Education.
Leuven:Leuven University Press, Belgium.
Lally, R. (2005). The human rights of infants and toddlers: A comparison of childcare
philosophies in Europe, Australia, New Zealand and the Unites States. Zero to Three. 25(3)
43-46.
Lally, J. R. & Mangione, P. (2006). The Uniqueness of Infancy Demands a Responsive
Approach to Care. Young Children, 61 (4): 14-20
OECD (2006). Starting Strong II: Early Childhood Education and Care. OECD, Paris.
Perry, B. & Dockett, S. (2006). Our Family is Starting School a handbook for parents and
carers. Pademelon Press, Castle Hill.
Rogoff, B. (2003). The cultural nature of human development. Oxford: Oxford University
Press, Oxford.
Shonkoff, J. & Phillips, D. K. (2000). From neurons to neighbourhoods: The science of early
childhood development. Academies Press, Washington, DC.
Siegel D.J. (1999). The Developing Mind. Guilford Press, New York.
Siraj-Blatchford, I. (2009). Conceptualising progression in the pedagogy of play and
sustained shared thinking in early childhood education: A Vygotskian perspective.
Educational and Child Psychology 26 (2) June.
Siraj-Blatchford, I., Clarke, K., & Needham, M. (Eds) (2007). The Team Around the Child:
Multi-agency working in the early years. Trentham Books, Stoke-on Trent.
Siraj-Blatchford, I., Sylva, K., Muttock, S., Gilden, R., & Bell, Danny (2002). Researching
Effective Pedagogy in the Early Years. Research Report No 356. Queens Printer, Norwich, UK.
Sylva, K., Melhuish, E., Sammons, P., Siraj-Blatchford, I., & Taggart, B. (2004). The Effective
Provision of Pre-school Education: A longitudinal study funded by the DfES 1997-2004.
Final report. DfES Sure Start Publications & The Institute of Education, London.
Tayler, C., Ure, C., Deans, J., & Brown, R. (2008). Victorian Early Years Learning and
Development Framework and the Victorian Essential Learning Standards. Discussion
paper commissioned by the Victorian Curriculum Assessment Authority.
www.vcaa.vic.edu.au/earlyyears/publications.html.
Victorian Early Years Learning and Development Framework for Children from Birth to Eight Years 49
United Nations Convention on the Rights of the Child (1989). United Nations, Committee
on the Rights of the Child, Comment No. 7 (2005) Implementing Child Rights in Early
Childhood.
Victorian Curriculum and Assessment Authority (2007). Victorian Essential Learning
Standards (VELS). State Government of Victoria. vels.vcaa.vic.edu.au/.
Victorian Equal Opportunity & Human Rights Commission (2006). Victorian Charter of
Human Rights and Responsibilities. www.humanrightscommission.vic.gov.au
Wilks, A., Nylands, B., Chancellor, B., & Elliot, S. (2008). Analysis of Curriculum/ Learning
Frameworks for the Early Years Literature Review (Birth to 8). Commissioned by the
Victorian Curriculum and Assessment Authority, East Melbourne, Victoria. www.vcaa.vic.
edu.au/earlyyears/publications.html.
Woodhead, M. (2006). Changing perspectives on early childhood: theory, research
and policy. (Paper commissioned for the EFA Global Monitoring Report 2007, Strong
foundations: early childhood care and education). The Open University, UK.
Victorian Early Years Learning and Development Framework for Children from Birth to Eight Years 50
What makes you feel happy?
When Im climbing I am happy
because it makes me strong,
Adam, Age 5.
Victorian Early Years Learning and Development Framework for Children from Birth to Eight Years 51
Appendix 5: Glossary
Active involvement in learning: occurs in an active learning environment in which children
are encouraged to explore and interact with the environment to make (or construct) meaning
and knowledge through their experiences, social interactions and negotiations with others.
To support active involvement in learning educators play a crucial role of encouraging
children to discover deeper meanings and make connections among ideas and between
concepts, processes and representations.
This requires educators to be engaged with childrens emotions and thinking. (Adapted
from South Australian Curriculum Standards and Accountability (SACSA) Framework,
General Introduction).
Agency: being able to make choices and decisions, to inuence events and to have an
impact on ones world.
Attend: being attentive and aware. Children display a range of non-verbal signals,
including eye contact, body orientation, stillness and an alertness. Gauging a childs
attendance is useful, for example with infants and toddlers, where English is not the rst
language, or if augmented communication is used.
Attunement: includes the alignment of states of mind in moments of engagement, during
which affect is communicated with facial expression, vocalisations, body gestures and eye
contact.
Communities: social or cultural groups or networks that share a common purpose,
heritage, rights and responsibilities and/or other bonds. Communities is used variously
to refer, for example, to the community within early childhood settings, extended kinships,
the local geographic community and broader Australian society.
Dispositions for life long learning: enduring habits of mind and actions, and tendencies
to respond in characteristic ways to situations, for example, maintaining an optimistic
outlook, being willing to persevere, approaching new experiences with condence.
Inclusion: involves taking into account all childrens social, cultural and linguistic diversity
(including learning styles, abilities, disabilities, gender, family circumstances and
geographic location) in curriculum decision-making processes. The intent is to ensure that
all childrens experiences are recognised and valued, and that all children have equitable
access to resources and participation, and opportunities to demonstrate their learning and
to value difference.
Involvement: a state of intense, whole hearted mental activity, characterised by sustained
concentration and intrinsic motivation. Highly involved children (and adults) operate at
the limit of their capacities, leading to changed ways of responding and understanding
leading to deep level learning (adapted from Laevers, 1994).
Childrens involvement can be recognised by their facial, vocal and emotional expressions,
the energy, attention and care they apply and the creativity and complexity they bring to
the situation. (Adapted from Reect, Respect, Relate, DECS 2008)
Victorian Early Years Learning and Development Framework for Children from Birth to Eight Years 52
Literacy: in the early years, literacy includes a range of modes of communication,
including music, movement, dance, story telling, visual arts, media and drama, as well as
talking, viewing, reading and writing.
Multidisciplinary approaches: describes a partnership where two or more professionals
are involved in the provision of integrated and coordinated services for children and
families to support the best outcomes. In the early years, multidisciplinary approaches
may include, but are not limited to educators, community workers, allied health
professionals and medical personnel.
Numeracy: broadly includes understandings about numbers, structure and pattern,
measurement, spatial awareness and data, as well as mathematical thinking, reasoning
and counting.
Pedagogy: early childhood educators professional practice, especially those aspects that
involve building and nurturing relationships, curriculum decision making, teaching and
learning.
Shared sustained conversations: can be both child initiated and adult initiated. They
are an effective learning/teaching interaction where two or more individuals share their
thinking for a sustained time, work together to make observations, solve a problem,
clarify a concept, extend ideas and narratives, or evaluate activities (adapted from Siraj-
Blatchford, 2009).
Spirituality: refers to a range of human experiences including a sense of awe and wonder,
a search for purpose and meaning and the exploration of being and knowing.
Technologies: includes much more than computers and digital technologies used for
information, communication and entertainment. Technologies are the diverse range of
products that make up the designed world. These products extend beyond artefacts designed
and developed by people and include processes, systems, services and environments.
Texts: things that we read, view and listen to and that we create in order to share meaning.
Texts can be print-based, such as books, magazines and posters or screen-based, for
example internet sites and DVDs. Many texts are multimodal, integrating images, written
words and/or sound.
Transitions: the process of moving between home and childhood setting, between a range
of different early childhood settings, or from early childhood settings to school settings
The United Nations Convention on the Rights of the Child (1989): advances an image of
children as subjects of rights and full members of society, capable of participating in their
social worlds through their relationships with others.
The 54 Articles contained in the UNCRC (1989) promote childrens rights through four key
principles, namely:
1. protection against discrimination
Young children and groups of children must not be discriminated against. Discrimination
may take the form of reduced levels of nutrition; inadequate care and attention; restricted
Victorian Early Years Learning and Development Framework for Children from Birth to Eight Years 53
opportunities for play, learning and education; or inhibition of free expression of feelings
and views.
2. the right to survival and development
All measures possible to create conditions that promote the wellbeing of all young
children during this critical phase of their lives.
3. the best interests of the child
This applies to all actions concerning children and requires active measures to protect their
rights and promote their survival, growth and wellbeing, as well as measures to support and
assist parents and others who have day to day responsibility for realising childrens rights.
4. the right to participation
The child has a right to express his or her views freely in all matters affecting the child,
and to have them taken into account. This right reinforces the status of the young child as
an active participant in the promotion, protection and monitoring of their rights.
United Nations Committee on the Rights of the Child (CRC) the body of independent
experts that are appointed to monitor implementation of the UNCRC
General Comment No. 7 Implementing child rights in early childhood (2005) (CRC/C/
GC7): a statement by the committee that seeks to guide States with respect to the
measures required to secure implementation of the various rights under the CRC (CRC/C/
GC7, 2005: 2). The value of this document for early childhood professionals is that it
acknowledges the tensions around enacting the key principles underlying childrens rights
and explores principles and practical measures for implementing rights-based principles
in early childhood educational contexts.
The Victorian Charter of Human Rights and Responsibilities Act 2006: is an Act of
Parliament that clearly sets out our rights and freedoms, and the responsibilites that
go with them, in one document. The Charter is an agreed set of human rights, freedoms
and responsibilities protected by law. Government departments and public bodies must
observe these rights when they create laws, set policies and provide services.
This means that Government, public servants, local councils, Victoria Police and others
are required to act in a way that is consistent with the human rights protected under the
Charter. These bodies will have to comply with the Charter and take human rights into
account in their day-to-day operations.
www.equalopportunitycommission.vic.gov.au/home.asp
Wellbeing: Sound wellbeing results from the satisfaction of basic needs - the need for
tenderness and affection; security and clarity; social recognition; to feel competent;
physical needs and for meaning in life (adapted from Laevers 1994). It includes happiness
and satisfaction, effective social functioning and the dispositions of optimism, openness,
curiosity and resilience.