EYLF Curriculum Implementation: A Reflective Journal

The assignment content is about an early childhood educator's experience during a work placement. The educator reflects on their preparation before starting, their implementation of a five-day curriculum plan, and their collaboration with other educators and families. They highlight the importance of understanding children's strengths, abilities, and relationships, as well as creating an engaging environment that promotes active learning. The EYLF (Early Years Learning Framework) is used as a guiding framework throughout the assignment.

Running head: ASSESSMENT 8
Assessment 8
Name of the Student
Name of the University
Author note

1ASSESSMENT 8
Reflective Journal 1
This reflective journal deals with the professional development in my area of practice as
an educator in a childcare centre with three year olds in Sydney Australia.
Before the start: 27th Aug, 2017- I need to develop the skills required for a concrete academic
education of two to three year olds at the childcare centre which is my primary goal. According
to the Early Years Learning Framework for Australia (EYLF), Australia the educators should
assist the toddlers with opportunities for maximizing their potential and provide strong
foundation for the successful learning1. I also need to develop my understanding of child
psychology so that I can work well with them. Therefore, for the accomplishment of my primary
goal, it is important for me to develop a basic understanding of the EYLF framework so that I
build my EYLF learning skills while working with the toddlers. For this accomplishment, I need
to develop strategies that fulfil the EYLF goal, Australia.
The strategies include:
Firstly, I have to document information on the EYLF framework and learning strategies in
Sydney, Australia so that I understand their way of providing quality education. For this, I will
search on internet for information on EYLF learning and experiences. I have to look for the
alignment of the childcare services that take place at my centre to the EYLF outcomes and
ensure the way of learning takes place at the childcare centre. I need to ensure that the learning
taking place here ensures that every toddler receives proper education and care through quality
and experienced learning. I will prepare a proper documentation of my findings, share that with
1 Peers, C. and 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), pp.914-928

2ASSESSMENT 8
my workplace Supervisor, and ask for his feedback. This would help me to work on the areas
that require improvement and provide scope for development.
Second entry: 3rd Sept 2017: I researched internet and I gathered a lot of information about the
framework and skills required as an early child educator. After the analysis of EYLF framework
and learning, I analysed that there are various area of improvement required at the childcare
centre to work in accordance to this framework. I understood the importance of verbal and non-
verbal communication while interacting with the kids.
Third entry: 9th Sept 2017: After the completion of two weeks, I understood a bit of the child
psychology and the ways to interact with them. However, I lacked the learning skills like verbal
and noon-verbal communication to interact with the toddlers. For this, I searched for the services
that offer professional development in the area of childcare and how they work. They provide
training in the EYLF while working in collaboration with the kids, their parents and play
learning2. In the meanwhile, I worked closely with four two to three year old toddlers named:
Taya, Khade, Andrew and Allsys. After analysing them, I made a documentation of the kids’
behaviour and linked it with the EYLF learning outcomes in areas of sense of identity and well-
being, connections, confidence and in becoming active learners. Then, I showed this documented
file to my Workplace Supervisor. He advised me to prepare a five-day curriculum plan for the
four focused children based on their strengths and ability to form relationships and its evaluation
after completion.
2 Sumsion, J., 2017. Provision for ‘Under 3s’ in Australian Early Childhood Education and Care Policy
Commitments: A Metaphorical Canary in the Coal Mine?. In Under-three Year Olds in Policy and Practice (pp.
205-216). Springer Singapore.

3ASSESSMENT 8
Final entry: the five-day curriculum was prepared according to the needs and strengths of the
four focused children. Speech and play therapy for Taya as she is shy, slow-paced activities for
Khade as he is aggressive and have behavioural issues, Andrew and Allsys are happy, bright and
active kids, so dance, sports, puzzles and object identification to enhance their communication
skills. They also love to talk and small group plays are designed for them in the curriculum.
Reflective Journal 2
This journal focuses on my role in the planning and implementation of the five-day
curriculum.
Before start: Before the planning of the curriculum, it is important for me to understand the
behaviour, strengths and ability to establish relationships as outlined in EYLF learning outcomes.
Taya, a three-year-old girl is shy and non-verbal and that acts as a barrier to communication.
This leads to lack of sense of identity and wellbeing in her and deviated for learning. Therefore,
activities like singing, play and speech therapy, singing and talking activities would help her to
become verbal. Khade has behavioural issues (biting and hitting) and lack ineffective
communication because of his parents’ divorce. Activities like slow-paced and playgroup
activities would help him to get distracted from his aggressive confrontations. Similarly, Andrew
loves to play soccer and a kind and happy boy, so activities like outdoor games and pairing with
other children would help him to enhance his belongingness with others. Allsys loves to talk and
dance, talk, and so activities like dancing sessions, puzzle solving, object identification and
animal identification would give him an opportunity to enhance his intelligence.
For the set-up of these activities, it is important to look for the indoor and outdoor
facilities and services that are required for the kids to make them engaged and environment that

4ASSESSMENT 8
promote active learning. For the outdoor set up, proper courtyard is required for the soccer
session and other outdoor games. Yoga mats are required for the yoga sessions to enhance their
physical development. The indoor set up requires a major amount of arrange arrangements.
There should be separate rooms for dancing and singing sessions along with an art room for the
kids. A language enriching room is required for the literacy development in Australian English
for the kids with nursery rhymes books, storybooks and other reading materials so that toddlers
get engaged during the reading sessions3. The rooms should be colourful and highly appealing so
that the children are engaged in the curriculum designed for them.
The documentation will be done regularly after the completion of everyday curriculum.
For every activity, the children will be monitored and documentation of their progress will be
done at the end of the activity.
Second entry: During the implementation of the five-day curriculum, I developed many skills
and played the role of educator, facilitator of the program and as a leader. I learned about many
teaching strategies that are practiced in EYLF framework, Australia that helped me to enable the
kids who are novice to learn and solve a problem4. For this, scaffolding tool was used that helped
the kids to explore the various concepts of language, literacy, science and environment at their
own pace based on their strengths5. For example, the activities like singing and storytelling
helped Taya to overcome her shyness and acknowledge her feelings and emotions. Another
pedagogical practice outlined by EYLF for active learning is intentional teaching. Strategies like
remodelling, demonstration, open questioning, explaining, speculating and engagement in
3 Grieshaber, S. and Graham, L.J., 2017. Equity and educators enacting the Australian early years learning
framework. Critical Studies in Education, 58(1), pp.89-103.
4 Logan, T., Lowrie, T. and 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!, p.621.
5 Blomberg, G., Sherin, M.G., Renkl, A., Glogger, I. and Seidel, T., 2014. Understanding video as a tool for teacher
education: investigating instructional strategies to promote reflection. Instructional Science, 42(3), pp.443-463.

5ASSESSMENT 8
problem solving and shared thinking were employed to extend learning and children thinking
ability6.
Third entry: I learned from the pedagogical practice that children are highly sensitive and they
have their own set of ideas and experiences regardless of any syllabus. The observations they
make, experiences through learning while playing in small group activities made me learn that
children should be set free to explore their concepts and meanings that build their knowledge.
The recognition of their strengths and enhancing them would help kids to overcome their
weaknesses and fear. It greatly aligned with the EYLF learning outcomes of being, belonging
and becoming which are measurable and broad7. I also learned the strengths and areas of need of
the children. This helped in facilitating and leading the program.
Fourth entry: As outlined by EYLF curriculum, I want to support children in their learning by
providing materials and activities that makes them engaging. In this way, I can also work as a
facilitator by providing them a developmentally appropriate learning environment, adequate
time, interesting materials, interaction, play so that they find learning easy as well as fun8.
Reflective Journal 3
This section of journal focuses on collaboration while making decision with others.
Before entry: Planning a curriculum that meet the needs and requirements of every child is a
challenging task. Every child is different with different needs coming from varied communities
and cultural backgrounds. Therefore, while designing the curriculum, the involvement of other
6 Bredekamp, S., 2016. Effective practices in early childhood education: Building a foundation. Boston: Pearson.
7Elliott, S., Carr, V., Ärlemalm-Hagsér, E. and Park, E., 2017. Chapter 14 Examining curriculum policy and
pedagogy across borders: re-imagining socially transformative learning in early childhood education. In Envisioning
futures for environmental and sustainability education (pp. 319-341). Wageningen Academic Publishers.
8 Cheeseman, S., Sumsion, J. and Press, F., 2014. Infants of the knowledge economy: the ambition of the Australian
Government’s Early Years Learning Framework. Pedagogy, Culture & Society, 22(3), pp.405-424.

6ASSESSMENT 8
educators, parents, is important to support learning. Firstly, I was nervous while talking to other
educators and kids’ families as how they would react to the curriculum planning and knowing
about their own kids’ strengths and weaknesses. However, the other educators and families were
very cooperative and praised me for this program as it enriches learning and quality education.
There would be many challenges as to understand every child and engage their family into the
decision-making is not an easy task.
Every child is different and to meet every specific needs of it is an arduous job. It is
important to note that every child would engage in this curriculum or not, whether the program
enrich learning and fulfil the goals of EYLF framework. To overcome this, I interacted with
other educators and families through effective communication explaining every aspect and
objectives of the program.
For the preparation of the curriculum, collaboration from other educators is required for
the set-up of the indoor and outdoor facilities and train teachers in different activities so that
every activity is completed successfully.
Second entry: after the first week, it was observed that children are participating in the
curriculum and being engaged in the activities. At first, they were highly hesitant and shy to
engage in the activities, however, with passing days; they started taking interest in the activities
that engaged their being and belongingness. In the meanwhile, the meetings with other educators
and families were interesting and gradually, they started providing their suggestions that also
helped in the development of curriculum planning. Children were encouraged through
empathetic communication and listening to what they say, helped to make the children engaging.

7ASSESSMENT 8
Third entry: For seeking feedback from the families and other educators, weekly meeting was
held to work on the progress of the children at home and at the childcare centre whether they
have overcome their weaknesses and barriers in learning and communication. The curriculum
was planned in such a way that meets the needs of every child with measurable outcomes and
that helped the parents to become a part of the program.
Last entry: From the collaborative planning, I learned that the high quality of education and
learning could be achieved. Children, their families and other educators work as facilitators in
the learning process and provide an enriching environment for the children in the early education
years. It provides overall development for the children at the childcare centre as well as at home.
Reflective Journal 4
This journal deals with the learning experiences, centre of learning, routines and
transitions in the implemented curriculum.
Before start: The type of information like the interests, likes, strengths and behaviour of the
children would be helpful for the designing of the curriculum. This would help to inculcate the
activities and programs that they are interested into the curriculum enhancing their strengths and
relationships with others.
The existing information like the indoor and outdoor facilities and services that are
required for the activities in the curriculum is required. It is important to ensure that all the
materials and equipments that are required for the activities like colouring books, crayons,
painting colours story and poem books, music player, are available for use or not.

8ASSESSMENT 8
Second entry: The information required for the indoor and outdoor environment is regarding the
facility for a proper playground for soccer and other games. Availability of sufficient yoga mats
for the sessions, colouring books, colour pencils, water colour, pencils, music player, story
books, alphabets and object identification books, puzzles are available at the childcare centre or
not.
For the outdoor games, environment was modified by making a proper courtyard in the
playground for the children. Moreover, for promoting respect for environment, sustainability,
trees and flowering plants were planted for the kids to make them understand the importance of
nature and sustainable environment.
Third entry: After two weeks, the science and language learning centres were evaluated in the
five-day curriculum. The art room, play, dance and singing room was designed in a colourful and
appealing manner with attractive pictures and alphabets on it that helped the children to learn in
an effective manner by visualising them.
Two learning centres took place that helped to enhance the interests of the children in the
curriculum. Science and language development were monitored in the five-day curriculum plan.
Play based learning helped them to enhance their communication skill, language development
and social and physical development like storytelling and rhyming books making them familiar
to Australian English. Animal and object identification, outdoor games, puzzle and picture books
helped them to understand the concept and importance of science and environment in their lives.
Monitoring of children interests can be done through assessment and evaluation. During
the activity session, I will be focusing on the degree of engagement and their development in

9ASSESSMENT 8
accomplishing the activity given to them. This would also be helpful in the assessment of the
children regarding their enhancement in language and ability to make relationships with peers.
Children learned in a way where they got the opportunities to learn how to solve a
problem, listen, cooperate, and develop social skills to interact with others. The picture
schedules, simple language for instruction and repetition of information helped them to
understand the concepts well as there was no rushing of time.
Fourth entry: EYLF framework acted as a guiding factor while assisting me in planning and
implementing the effective five-day curriculum plan. Children learned through play and activity
based learning as the curriculum provided them a rich learning environment9. This framework
provided an opportunity for me to accomplish my goal of being a successful early child educator
in Australia. It gave me an opportunity to focus on learning and wellbeing of children, share a
common language in the curriculum, plan, promote and assess learning through this framework
with improved quality education for the toddlers and children. It also made me understand the
value of collaborative planning by including other educators and families in the child learning10.
9 Wright, S., 2015. Children, meaning-making and the arts. Pearson Higher Education AU.
10 Gregory, E. ed., 2017. One child, many worlds: Early learning in multicultural communities. Routledge.

10ASSESSMENT 8
References
Blomberg, G., Sherin, M.G., Renkl, A., Glogger, I. and Seidel, T., 2014. Understanding video as
a tool for teacher education: investigating instructional strategies to promote
reflection. Instructional Science, 42(3), pp.443-463.
Bredekamp, S., 2016. Effective practices in early childhood education: Building a foundation.
Boston: Pearson.
Cheeseman, S., Sumsion, J. and Press, F., 2014. Infants of the knowledge economy: the ambition
of the Australian Government’s Early Years Learning Framework. Pedagogy, Culture &
Society, 22(3), pp.405-424.
Elliott, S., Carr, V., Ärlemalm-Hagsér, E. and Park, E., 2017. Chapter 14 Examining curriculum
policy and pedagogy across borders: re-imagining socially transformative learning in early
childhood education. In Envisioning futures for environmental and sustainability education (pp.
319-341). Wageningen Academic Publishers.
Gregory, E. ed., 2017. One child, many worlds: Early learning in multicultural communities.
Routledge.
Grieshaber, S. and Graham, L.J., 2017. Equity and educators enacting the Australian early years
learning framework. Critical Studies in Education, 58(1), pp.89-103.
Logan, T., Lowrie, T. and 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!, p.621.

11ASSESSMENT 8
Peers, C. and 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), pp.914-928.
Sumsion, J., 2017. Provision for ‘Under 3s’ in Australian Early Childhood Education and Care
Policy Commitments: A Metaphorical Canary in the Coal Mine?. In Under-three Year Olds in
Policy and Practice (pp. 205-216). Springer Singapore.
Wright, S., 2015. Children, meaning-making and the arts. Pearson Higher Education AU.

12ASSESSMENT 8
Journal template
1. This journal will focus on your professional development. See task for more detail of what to
include and reflect on.
1st entry – before commencing work placement
I need to develop the skills required for a concrete academic education of two to three year olds at the
childcare centre that is my primary goal.
I also need to develop my understanding of child psychology so that I can work well with them.
Therefore, for the accomplishment of my primary goal, it is important for me to develop a basic
understanding of the EYLF framework so that I build my EYLF learning skills while working with
the toddlers.
The strategies include:
Firstly, I have to document information on the EYLF framework and learning strategies in Sydney,
Australia so that I understand their way of providing quality education
I have to look for the alignment of the childcare services that take place at my centre to the EYLF
outcomes and ensure the way of learning takes place at the childcare centre.
I will prepare a proper documentation of my findings, share that with my workplace Supervisor, and
ask for his feedback
2nd entry – After your first week (or 5 days)
I researched internet and I gathered a lot of information about the framework and skills required as an

13ASSESSMENT 8
early child educator.
I understood the importance of verbal and non-verbal communication while interacting with the kids.
3rd entry –after your 2nd week (or 10 days)
I understood a bit of the child psychology and the ways to interact with them. However, I lacked the
learning skills like verbal and noon-verbal communication to interact with the toddlers.
For this, I searched for the services that offer professional development in the area of childcare and
how they work.
I made a documentation of the kids’ behaviour and linked it with the EYLF learning outcomes in
areas of sense of identity and well-being, connections, confidence and in becoming active learners.
I showed this documented file to my Workplace Supervisor. He advised me to prepare a five-day
curriculum plan for the four focused children based on their strengths and ability to form relationships
and its evaluation after completion.
4th and a final entry at the end of work placement
the five-day curriculum was prepared according to the needs and strengths of the four focused
children.
2. This journal will focus on your role in planning and implementing the curriculum for five
days. See task for more detail of what to include and reflect on.

14ASSESSMENT 8
1st entry – before commencing work placement
Before the planning of the curriculum, it is important for me to understand the behaviour, strengths
and ability to establish relationships as outlined in EYLF learning outcomes.
For the set-up of these activities, it is important to look for the indoor and outdoor facilities and
services that are required for the kids to make them engaged and environment that promote active
learning.
The indoor set up requires a major amount of arrange arrangements. There should be separate rooms
for dancing and singing sessions along with an art room for the kids.
A language enriching room is required for the literacy development in Australian English for the kids
with nursery rhymes books, storybooks and other reading materials so that toddlers are engaged
during the reading sessions11.
The documentation will be done regularly after the completion of everyday curriculum.
2nd entry – After your first week (or 5 days)
During the implementation of the five-day curriculum, I developed many skills and played the role of
educator, facilitator of the program and as a leader. I learned about many teaching strategies that are
practiced in EYLF framework, Australia that helped me to enable the kids who are novice to learn and
solve a problem12.
For this, scaffolding tool was used that helped the kids to explore the various concepts of language,
11 Grieshaber, S. and Graham, L.J., 2017. Equity and educators enacting the Australian early years learning
framework. Critical Studies in Education, 58(1), pp.89-103.
12 Logan, T., Lowrie, T. and 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!, p.621.

15ASSESSMENT 8
literacy, science and environment at their own pace based on their strengths13.
Another pedagogical practice outlined by EYLF for active learning is intentional teaching.
3rd entry –after your 2nd week (or 10 days)
I learned from the pedagogical practice that children are highly sensitive and they have their own set
of ideas and experiences regardless of any syllabus.
The recognition of their strengths and enhancing them would help kids to overcome their weaknesses
and fear. It greatly aligned with the EYLF learning outcomes of being, belonging and becoming
which are measurable and broad14.
4th and a final entry at the end of work placement
As outlined by EYLF curriculum, I want to support children in their learning by providing materials
and activities that makes them engaging.
. In this way, I can also work as a facilitator by providing them a developmentally appropriate
learning environment, adequate time, interesting materials, interaction, play so that they find learning
easy as well as fun15.
3. The focus on this journal is collaboration, working with others to make decisions.
See task for more detail of what to include and reflect on.
1st entry – before commencing work placement
13 Blomberg, G., Sherin, M.G., Renkl, A., Glogger, I. and Seidel, T., 2014. Understanding video as a tool for teacher
education: investigating instructional strategies to promote reflection. Instructional Science, 42(3), pp.443-463.
14Elliott, S., Carr, V., Ärlemalm-Hagsér, E. and Park, E., 2017. Chapter 14 Examining curriculum policy and
pedagogy across borders: re-imagining socially transformative learning in early childhood education. In Envisioning
futures for environmental and sustainability education (pp. 319-341). Wageningen Academic Publishers.
15 Cheeseman, S., Sumsion, J. and Press, F., 2014. Infants of the knowledge economy: the ambition of the Australian
Government’s Early Years Learning Framework. Pedagogy, Culture & Society, 22(3), pp.405-424.

16ASSESSMENT 8
Planning a curriculum that meets the needs and requirements of every child is a challenging task.
Every child is different with different needs coming from varied communities and cultural
backgrounds.
Firstly, I was nervous while talking to other educators and kids’ families as how they would react to
the curriculum planning and knowing about their own kids’ strengths and weaknesses.
However, the other educators and families were very cooperative and praised me for this program as it
enriches learning and quality education.
For the preparation of the curriculum, collaboration from other educators is required for the set-up of
the indoor and outdoor facilities and train teachers in different activities so that every activity is
completed successfully.
2nd entry – After your first week (or 5 days)
At first, they were highly hesitant and shy to engage in the activities, however, with passing days;
they started taking interest in the activities that engaged their being and belongingness.
Children were encouraged through empathetic communication and listening to what they say, helped
to make the children engaging.
3rd entry –after your 2nd week (or 10 days)
For seeking feedback from the families and other educators, weekly meeting was held to work on the
progress of the children at home and at the childcare centre whether they have overcome their

17ASSESSMENT 8
weaknesses and barriers in learning and communication.
The curriculum was planned in such a way that meets the needs of every child with measurable
outcomes and that helped the parents to become a part of the program.
4th and a final entry at the end of work placement
Children, their families and other educators work as facilitators in the learning process and provide an
enriching environment for the children in the early education years.
It provides overall development for the children at the childcare centre as well as at home.
4. This journal will focus on the content of the curriculum that you plan i.e. the experiences, the
learning centres, the learning environment that you set up and the routines and transitions that you
implement.
See task for more detail of what to include and reflect on.
1st entry – before commencing work placement
The type of information like the interests, likes, strengths and behaviour of the children would be
helpful for the designing of the curriculum
This would help to inculcate the activities and programs that they are interested into the curriculum
enhancing their strengths and relationships with others.
. It is important to ensure that all the materials and equipments that are required for the activities like