Early Years Learning Framework

EYLF Principles

The Early Years Learning Framework describes childhood as a time of belonging, being and becoming. • Belonging is the basis for living a fulfilling life. Children feel they belong because of the relationships they have with their family, community, culture and place. • Being is about living here and now. Childhood is a special time in life and children need time to just ‘be’—time to play, try new things and have fun. • Becoming is about the learning and development that young children experience. Children start to form their sense of identity from an early age, which shapes the type of adult they will become.


Secure, respectful, reciprocal relationships


High expectations and equity

Respect for diversity

Ongoing learning and reflective practice


EYLF Practices

Holistic approaches

Responsiveness to children

Learning through play

Intentional teaching

Learning environments

Cultural competence

Continuity of learning and transitions

Assessment for learning


EYLF Learning Outcomes

  1. Children have a strong sense of identity

1.1: Children feel safe, secure and supported

1.2: Children develop their emerging autonomy, inter-dependence, resilience and sense of agency

1.3: Children develop knowledgeable and confident self identities

1.4: Children learn to interact in relation to others with care, empathy and respect

  1. Children are connected with and contribute to their world

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

2.2: Children respond to diversity with respect

2.3: Children become aware of fairness

2.4: Children become socially responsible and show respect for the environment

  1. Children have a strong sense of wellbeing

3.1: Children become strong in their social and emotional wellbeing

3.2: Children take increasing responsibility for their own health and physical wellbeing

  1. Children are confident and involved learners

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

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

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

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

  1. Children are effective communicators

5.1: Children interact verbally and non-verbally with others for a range of purposes 5.2: Children engage with a range of texts and gain meaning from these texts

5.3: Children express ideas and make meaning using a range of media

5.4: Children begin to understand how symbols and pattern systems work

5.5: Children use information and communication technologies to access information, investigate ideas and represent their thinking