Comparing EYLF and FFSAC: Key Differences in Australian Pedagogy

This assignment provides a comparison of the Early Years Learning Framework (EYLF) and the Framework for School Aged Care (FFSAC), two crucial educational frameworks in Australia. The document identifies and describes three key differences between the frameworks, supported by page number references from the original documents. It also links Article 29 of the United Nations Convention on the Rights of the Child to the EYLF, highlighting its holistic and individualistic approach to child development and its alignment with fundamental human rights. The assignment emphasizes the importance of these frameworks in shaping early childhood education and school-aged care practices within the Australian context, drawing on resources such as the Commonwealth of Australia (2009) and Jones and Harcourt (2013). The document provides a concise overview of how these frameworks differ in their approach to children's learning and development, and how they align with international human rights standards.

Running head: AUSTRALIAN PEDAGOGY
AUSTRALIAN PEDAGOGY
Name of the student
Name of the university
Author Note

1AUSTRALIAN PEDAGOGY
1. According to information retrieved from Commonwealth of Australia (2009) the basic
difference between Early Years Learning Framework (EYLF) and Framework for School
Aged Care (FFSAC) is that the educators under FFSAC engages the children in
experiences, conversations and routines that promote safety, healthy lifestyle and
nutrition (FFSAC, pg 32); whereas EYLF challenge and support children to engage in
and persevere at tasks and play (EYLF, pg 34). The main and customary difference
between EYLF and FFSAC is that EYLF is framed for children from birth to five years
of age (EYLF, pg 5), whereas, FFSAC is framed for the school going children who are
assumed to be above five years (FFSAC, pg 5). The FFSAC framework is designed in the
way that it provides the children, through play and recreational activities, to confidently
take up responsibility of their own learning, personal regulation, leadership development
and contribution to social environment(FFSAC, pg 33), whereas, the EYLF framework is
designed in the way that it provides the children confidence to explore new ideas through
academics, making them competent and involved learners with family and community
under the standards of early childhood settings(EYLF, pg 36).
2. the Article 29 of Convention on the Rights of the Child under United Nations Human
Rights states:
States Parties agree that the education of the child shall be directed to:
(a) The development of the child's personality, talents and mental and physical abilities to their
fullest potential;

2AUSTRALIAN PEDAGOGY
(b) The development of respect for human rights and fundamental freedoms, and for the
principles enshrined in the Charter of the United Nations;
(c) The development of respect for the child's parents, his or her own cultural identity, language
and values, for the national values of the country in which the child is living, the country from
which he or she may originate, and for civilizations different from his or her own;
(d) The preparation of the child for responsible life in a free society, in the spirit of
understanding, peace, tolerance, equality of sexes, and friendship among all peoples, ethnic,
national and religious groups and persons of indigenous origin;
(e) The development of respect for the natural environment.
2. No part of the present article or article 28 shall be construed so as to interfere with the liberty
of individuals and bodies to establish and direct educational institutions, subject always to the
observance of the principle set forth in paragraph 1 of the present article and to the requirements
that the education given in such institutions shall conform to such minimum standards as may be
laid down by the State (Ohchr.org.2019).
The respective article (Article 29) can be linked with EYLF network of Australia. The EYLF
network of Australia is framed in a way that it strives to provide an enriched learning to the
children from birth to five years of age and during transition to school based on the principles of
Belonging, Being and Becoming. According to Jones and Harcourt (2013, pg 1)The learning
outcome of EYLF is that it provides the children with a strong sense of identity, unprejudiced
mindset towards diversity, strong sense of well being, personality, physical and cognitive
abilities and helps the children develop holistically. The Article 29 also states the intrinsic

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objectives of EYLF, that it strives for a holistic, individualistic and collective development of
children which falls under the fundamental human rights of every child born under the national
network of Australia.

4AUSTRALIAN PEDAGOGY
References:
Commonwealth of Australia (2009). Belonging, being & becoming: the early years learning
framework for Australia. Retrieved September 12, 2019 from
http://files.acecqa.gov.au/files/National-Quality-Framework-Resources-Kit/
belonging_being_and_becoming_the_early_years_learning_framework_for_australia.pdf
Jones, L. and Harcourt, D., 2013. Social competencies and the early years learning framework:
Understanding critical influences on educator capacity. Australasian Journal of Early Childhood,
38(1), pp.4-10.
My Time Our Place. (2016). Welcome to My Time, Our Place. Retrieved September 12, 2019
from http://www.mytimeourplace.com.au/
Ohchr.org.2019. Available at: https://www.ohchr.org/en/professionalinterest/pages/crc.aspx