Early Years Education Framework: Belonging, Becoming, Being

This brochure explores the concept of belonging, becoming, and being in early childhood education. It discusses ways to support children's learning and create a safe and secure environment where they feel a sense of belonging. The brochure also highlights the importance of strong relationships between educators, children, and families. Additionally, it explains how the service meets the requirements of the National Quality Framework (NQF) and National Quality Standard (NQS).

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EARLY YEARS EDUCATION FRAMEWORK
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Concept of belonging:
 It is an experience by which children know the places and the persons where they belong
 It is highly significant for the existence of human
 Studies are of the opinion that they belong first to the families and then to the cultural
group, their neighborhood and then the wider community
 This experience mainly acknowledges the interdependence of the children with the
others, they also learn to understand the basis of the relationships in defining their
identities
 Researchers are of the opinion that not only in early childhood but also throughout their
lives, relationship are crucial;
 Belonging is a significant attribute between the becoming and being elements as it helps
in shaping who the children are and what they can become
 It is very important for educators, caregivers and parents to develop a safe and secured
environment where children can experience the sense of belonging; it helps in developing
their sense of security, trust, confidence and comfort in their relationships

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Concept of becoming?
 Researchers are of the opinion that identities, capacities, understandings, skills
knowledge, and relationships of the children altere during their entire childhood
 Different types of events and circumstances are mainly responsible for shaping these
attributes of the children
 This element mainly reflects the rapid as well as the significant procedure of the
important and rapid changes that take place in the early years
 It mainly act by emphasizing the learning procedure by participating fully and actively in
the society

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Concept of being?
 Childhood is that tender period of the human life when children get the time to be, to seek
and thereby to develop meanings of the surroundings
 This element gives an overall impression to the children about the present, significance of
the understanding of “here” and “now” and even building as well as the maintaining of
different types of relationships with different people
 Engagement with the different types of joys as well as the complexities of lives and
meeting everyday challenges in the everyday life
 They are not only about getting ready for the future nut also to understand the daily life
aspects of the future

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Ways by which the service makes children feel that they belong:
 Creation of the supportive as well as the caring learning environment
 Prioritization of the high quality teacher-pupil relationships
 Offering emotional support to the different children
 Being extremely sensitive to the emotions and the needs of the children
 Trying to understand the point of view of thee children
 Showing interests in the children, their likings, preferences and others
 Respectful as well as fair treatment of the children irrespective of their cultural and ethnic
backgrounds
 Promotion of the concept of cultural diversity and encouraging children to accept and
unite with others coming from various background irrespective of their caste, creed, raec,
religion and classes
 Fostering of the positive peer relationships as well as mutual respect among the
classmates for the establishment of the sense of community
 Positive classroom management

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Actions of the service for supporting children learning:
 A large number of innovative play sessions are developed by teachers which allows the
children to express their personality as well as uniqueness, enhancement of thee
dispositions like curiosity and creativity
 The teachers help the children to participate in the play sessions and guide them in ways
by which they make connections between their prior experiences and new learning and
assist them in development of relationships and concepts; help in stimulation of the sense
of well-being
 Take the help of previously established psychological, developmental, behavioral
theories to develop innovative methods and correctly identify the needs of the children
particular to the age. Accordingly they try to develop interventions that align with the age
of the child and requirement and learning needs of child in that age
 Educators interact with children in ways by which they develop nurturing relationships;
they provide const emotional support that help children in developing skills and

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understanding by which the latter can learn about their responsibilities to others, value
collaboration and teamwork and learn to be confident
 The educators can successfully identify the barriers that contribute to inequities as well as
prevent children from achieving educational success; they identify the unique needs of
each of the children coming from various cultural backgrounds and accordingly make
curriculum decisions that promote inclusion as well as participation by all children, they
continually try to find the equitable as well as effective ways for ensuring that all children
have equal opportunities to achieve the same learning outcomes
Strong relationship between the educators, children and the families:
 Development of effective partnership between the early childhood educators and that of
the families and children are significant
 Educators know that families are children’s most influential and the first line of teachers
and therefore they create a suitable form of environment; in this environment children
and families are respected and they are actively encouraged for effective collaboration
with the educators about the decisions for the curriculum’ this help in ensuring that the
learning experiences are meaningful

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 The strong relationship between the three members are based entirely on the foundations
of understanding expectations and attitudes in each other
 All of them should value each other’s knowledge, value each other’s contribution to and
roles in the life of the children and trust each others, communicate freely and respectfully
with each other; Sharing of the insights and the perspectives about each child and engage
in decision-making
Ways by which service meets the requirements of the NQF and NQS:
 The initiatives that the service takes up met with the different requirements of the
National quality Standard or the NQF and NQS
It believes in developing collaborative partnership with families and communities
Believes in developing relationships with children in ways by which they feel
belonged
They also make proper staffing arrangements by developing warm relationships
with children and developing environments where children can actively engage
in the learning program
Believe in developing a physical environment that helps in safeguarding the
children and promoting their healthy, well-being and safety

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Services are children centered and helps in enhancing and extending the learning
and development of children