EYLF Framework and Activities

This assignment delves into the Early Years Learning Framework (EYLF), examining its core principles and how they translate into real-world activities in early childhood settings. It analyzes the relationship between the framework's theoretical underpinnings and pedagogical practices, highlighting the importance of building relationships, curriculum planning, and teaching methodologies. The discussion also touches upon the professional development of early childhood educators within the context of the EYLF.

EDU10002 Assignment 1B: Learning activity plan
Your name:
url for your SoundCloud
oral presentation
recording
1. Learning activity title
Development of oral speech activity
2. Age group
0-4 years
3. Focus concept/s:
Identify and describe relevant key concept(s) of language and literacy that are the focus of your learning activity plan (approx. 100 words)

Language and speech are the way to express oneself. A person can express himself through his speech to others. Speech is the most powerful way of
expressing the feeling of a person. Language is the effective means of communication. The language and literacy has been considered as the major domains of
early childhood development. This is the development of the skills that are used to communicate with others through the use of language. Therefore, the
development in language is one of the major necessities (Jones & Harcourt, 2013). The key concept of language and literacy include the development in the
childhood learning in order to speak the native language and further the reading in that language as well as writing in that language. The concept of literacy is
defined as the ability to read as well as write the language (Harcourt & Jones, 2016).
4. Learning activity:
Description of a practical language or literacy activity you could use in the early childhood setting to support the child/children’s oral language development
in the Australian context. How are you going to introduce the activity, what do you do during the activity (to involve the child/children and support their
learning) and how are you going to conclude the activity? (approx. 200 words).
In order to support the development of the literacy and the language of the child different activities can be adopted. The activity would include the encouraging
the child to make the vowel-like and the consonant-vowel sounds such as, “ ma”, “da”, and “ba”. The activity would include the reinforcement of activity like
makin attempts by maintaining the eye contact, arranging responding speech and imitating vocalizations by using different patterns and emphasis ( Logan,
Lowrie & Bateup, 2017). This can be done by raising the pitch of the voice while making any questions or to make any remarkable announcement. The activity
would further proceed by conducting a competition that would include teaching the child to imitate the actions, like clapping hands, throwing kisses and

playing finger games like the pat-a-cake, peek-a –boo. (Garvis, et al., 2013).
The activity can be concluded by declaring one child as the winner of the activities as this would inculcate a sense of competition and would increase the
sportsman spirit in the child. The most important activity that should be included in the conclusion of the activity is wishing goodbye to the kids and teaching
them the same thing. This is a gesture that the children must be taught and they must be explained the use of it. It is used to convey a message. This is the best
way of ending up the activities (Davis, Torr & Degotardi, 2015).

5. Resources/prompts:
Resources/prompts which would be used for the activity (you can include images if you wish) (50 words)
To conduct the activity the resources that are required are the books, to conduct the activity a faculty of good teachers are required who have completed the
pre-primary and the Montessori training. The other resource that is required is a pre-primary school with proper infrastructure where such activities can be
conducted. Resources like the activity blocks are also required to complete the activities (Cheeseman, Sumsion & Press, 2014).

6. Curriculum connection:
How the plan relates to the Early Years Learning Framework (EYLF) (approx. 50 words)
The early years learning framework includes the framework of Australia that aims at enriching the learning of the children from birth to five years of age. This
frame work has been designed to assist the educators to provide the young children the opportunities to maximize their potentials and develop a foundation for
the future success in teach (Peers & Fleer, 2014). The activities that is mentioned above includes the players like the educators, children from the age group
zero to four years. It also includes the play-based activities, and there is a particular curriculum which is an essential element of the EYLF framework. The
activities also includes a particular pedagogy which includes the practice of early childhood educator`s professional (Edwards, et al., 2016). Therefore, there is
a big connection between the EYLF frameworks. The activities include the building and nurturing the relationships, curriculum decision-making, teaching and
learning. All these are essential components of the framework (Barblett, Knaus & Barratt-Pugh, 2016).

7. Reference list:
APA conventions (not included in word count)
Barblett, L., Knaus, M., & Barratt-Pugh, C. (2016). The pushes and pulls of pedagogy in the early years: Competing knowledges and the erosion of play-based
learning. Australasian Journal of Early Childhood, 41(4), 36.
Cheeseman, S., Sumsion, J., & Press, F. (2014). Infants of the knowledge economy: the ambition of the Australian Government’s Early Years Learning
Framework. Pedagogy, Culture & Society, 22(3), 405-424.
Davis, B., Torr, J., & Degotardi, S. (2015). Infants and toddlers: how visible are they in the Early Years Learning Framework?. International Journal of Child
Care and Education Policy, 9(1), 12.
Garvis, S., Pendergast, D., Twigg, D., Fluckiger, B., Kanasa, H., Phillips, C., ... & Leach, D. (2013). The Victorian early years learning and development
framework: Managing change in a complex environment. Australasian journal of early childhood, 38(2), 86.
Harcourt, D., & Jones, L. (2016). Re-thinking professional development: Positioning educational documentation as everyday professional
learning. Australasian Journal of Early Childhood, 41(4), 81.
Jones, L., & Harcourt, D. (2013). Social competencies and the'early years learning framework': Understanding critical influences on educator
capacity. Australasian Journal of Early Childhood, 38(1), 4.
Logan, T., Lowrie, T., & Bateup, C. (2017). Early Learning STEM Australia (ELSA): Developing a Learning Program to Inspire Curiosity and Engagement in
STEM Concepts in Preschool Children. 40 years on: We are still learning!, 621.
Peers, C., & Fleer, M. (2014). The theory of ‘belonging’: Defining concepts used within belonging, being and becoming—The Australian early years learning
framework. Educational Philosophy and Theory, 46(8), 914-928.
Edwards, S., Skouteris, H., Cutter-Mackenzie, A., Rutherford, L., O’Conner, M., Mantilla, A., ... & Elliot, S. (2016). Young children learning about well-being

and environmental education in the early years: a funds of knowledge approach. Early Years, 36(1), 33-50.
Kerr, W. (2016). Putting the spotlight on musical play-some tips and techniques. Educating Young Children: Learning and Teaching in the Early Childhood
Years, 22(3), 48.
Weston, K., & Tayler, C. (2016). A policy frame on early learning and teaching. Learning and Teaching in the Early Years, 26.