Early Years Learning Framework and Framework for School Age Care in Australia

This document discusses the Early Years Learning Framework (EYLF) and the Framework for School Age Care in Australia. It explores the practices, principles, and ways to support educators in implementing these frameworks. The document emphasizes the importance of reflective practice, partnership with families, and creating a safe learning environment for children.

Healthcare

Table of Contents
Early Years Learning framework and framework for school age care in Australia...............................2
Practices from the relevant framework.................................................................................................2
Creating a list of ways the services encourages and supports educators...............................................4
Identification of principles.....................................................................................................................4
References.............................................................................................................................................6
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Early Years Learning framework and framework for school age care in Australia
The Early Years Learning Framework describes the practices, principles, and outcomes that
enhance and support the learning of young children from birth to five years of age. The
framework is considered to be an aspect of the National Quality Framework for early
childhood care and education. The framework supports the vision that all children learning
experience is based on achieving success in life. It is being used in the service philosophy
because early childhood services would be able to develop the required strategies for
implementing its objectives (Hand et al., 2014).
My Time, Our Place-Framework for School Age Care in Australia is considered to be the
first national framework in Australia for school-age care. The Council of Australian
Governments developed the framework to assist educators to enrich children's development
and wellbeing in after and before vacation and school care settings. It is used in service
philosophy because it contributes to the ongoing development of children. The service
philosophy reflects the beliefs and values of the families and educator that belong to the
service.
Practices from the relevant framework
Identified philosophy
information
EYLF MTOP
The aim is to provide
children with the required
skills and knowledge in order
to reach their objectives
regardless of their diverse
necessities and irrespective
High equity and expectations School-aged care educators
believe in the capacities of all
children. They foster
children's happiness, sense of
fun and optimism. The
progress of a child
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of abilities and
circumstances. Continuous
communication is made with
support agencies in order to
ensure that all children
should get equal opportunity
for learning (Veisson et al.,
2012).
continuously occurs when on
them, their educators,
community members, and
parents hold high
expectations. Educators
determine and take actions
towards removing the
barriers of children in
achieving a positive view of
future, sense of purpose and
self-identity. They make
decisions that promote
participation and inclusion of
all children. The
development of professional
skills and knowledge and
working in collaboration with
communities, families,
children, agencies and other
services ensures that all
chidden get equal
opportunity for achieving
better outcomes.
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Creating a list of ways the services encourages and supports educators
Reflective practice can be considered as a mantra for early childhood educators as it can help
in understanding the positive impact of high-quality teaching pedagogies regarding the
learning of children and also to their own professional practice as an educator. Reflection
helps an educator to think about what they are doing while they are doing it. It can also help
them in improving their strategies and approach (Harrison, Anderson and van Vliet, 2012).
Educators should develop relationship and partner with all families of children because it can
impact on the wellbeing of families and children as a whole. If this partnership will be
expended to the wider community including other support professionals then wellbeing will
become stronger for all. Involvement of parents has extended teaching outside of the
classroom (Singer, 2013).
The program of educational practice of educators is focusing on the child, restorative and
maximizing opportunities for expanding and developing each child's learning. Children
require to be provided with quality education and care in such an environment that protects
children's wellbeing and safety. Physical environment must be safe and should provide a
different type of experiences that encourage the learning of children and development
(Margetts and Raban-Bisby, 2011).
Identification of principles
EYLF has eight practices that require special attention from childhood educators. Learning
through play is one of the practices of EYLF. The play is considered to be a component of
care program and early childhood education. Play schools can help children in learning about
themselves and the world around them. Children can learn while playing and it provides an
opportunity to learn naturally, making choices and solving problems without having fear of
being a failure. Children's growing understanding of safety is getting support from thoughtful
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educators. They provide play-based experience and materials, room and time to children for
getting fully engaged in it (Raban-Bisby and Margetts, 2012). Adults can help children in
enhancing their thinking by being their partner in play, a guide, and a role model. The playful
study can be encouraged in many ways by an educator. The outside environment is the best
place for children to explore ideas and creating scenarios of their own.
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References
Hand, K., Baxter, J., Sweid, R., Bluett-Boyd, N. and Price-Robertson, R.
(2014). Access to early childhood education in Australia. 4th ed. Melbourne, Vic.:
Australian Institute of Family Studies.
Harrison, C., Anderson, T. and van Vliet, H. (2012). ‘Play School’ –a catalyst for
play. International Journal of Play, 1(2), pp.151-164.
Margetts, K. and Raban-Bisby, B. (2011). Principles and practice for driving the
EYLF. 3rd ed. Albert Park [Victoria]: Teaching Solutions.
Singer, E. (2013). Play and playfulness, basic features of early childhood
education. European Early Childhood Education Research Journal, 21(2), pp.172-
184.
Sutterby, J. (2012). Early education in a global context. 4th ed. Bingley, U.K.:
Emerald.
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