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Foundations for learning:

Relationships between the

Early Years Learning Framework

and the Australian Curriculum

AN ECA!ACARA PAPER

This paper was researched and written by Jenni Connor, Early Childhood Consultant and Writer.

2 | Foundations for learning: Relationships between the Early Years Learning Framework and the Australian Curriculum AN ECA!ACARA PAPER

• Foreword Contents
• Executive summary
• Introduction
• A time in Australia’s history
• The Melbourne Declaration underpins the EYLF and the Australian Curriculum
• The nature of the EYLF and the Australian Curriculum
• 1. The Early Years Learning Framework
• 2. The Australian Curriculum
• The Australian Curriculum builds on early learning
• What does it mean to say ‘the Australian Curriculum builds on the EYLF’?
  • Respecting the nature of learners
  • Recognising foundational knowledge and skills
  • Acknowledging diverse starting points for learning
  • Connecting pedagogies
• General capabilities and the Early Years Learning Framework
• Table of relationships
• A closer examination of connections
• Implications for the enactment of the Australian Curriculum
• Recommendations for effective provision in the early years
• Conclusion
• References

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Executive summary

Introduction

The Melbourne Declaration on Educational Goals for Young Australians^1 (2008) presents an inspiring vision to drive current educational reforms in the prior-to-school and school sectors: As a nation Australia values the central role of education in building a democratic, equitable and just society—a society that is prosperous, cohesive and culturally diverse, and that values Australia’s Indigenous cultures as a key part in the nation’s history, present and future (p. 4). Both The Early Years Learning Framework for Australia^2 (EYLF) (DEEWR, 2009) and The Shape of the Australian Curriculum^3 (ACARA, 2011) are underpinned by the Declaration and its commitment to quality in education and care, with improved outcomes for young Australians. Having both the EYLF and the first phase of the Australian Curriculum available to educators at this time presents both opportunities and challenges. There is a golden opportunity to forge connections and relationships of mutual respect between early childhood educators working in school and non-school settings and to provide continuity of support for children’s learning in the vital early years. As well, educators, some of whom are working across sector and curriculum boundaries, deal with the complexities of planning, teaching and assessing with different curriculum documents. This paper, Foundations for learning, aims to inform early childhood educators in varied settings about developments in the national education context that affect them. It seeks to describe relationships between the EYLF and the Australian Curriculum; to highlight the contribution that quality early childhood practice, based on the EYLF, makes to young children’s learning; and to reassure educators and families that key national documents work in harmony to support educational achievement from the earliest years through to the end of schooling.

The nature of the

two frameworks

The Early Years Learning Framework and the Australian Curriculum have a great deal in common. Both take up the challenge of the Melbourne Declaration; both respond to a rapidly changing world context; and both are underpinned by the belief that education has the power to transform the individual and society. The Early Years Learning Framework is focused on learning and the role of the educator. It aims to guide the complex, interactive work of early childhood educators that enables particular kinds of learning and nurtures particular kinds of learners^4. The framework therefore gives serious attention to essential elements of high-quality early childhood practice, including play-based pedagogies, strong relationships with children and families and intentional teaching. On these foundations, the EYLF is structured around three interrelated elements: Principles, Practices and Learning Outcomes.

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The Australian Curriculum

builds on early learning

The educational goals for young Australians enshrined in the Melbourne Declaration are lifelong aspirations with the learning process beginning at birth. The Early Years Learning Framework (EYLF) respects children as competent and resourceful learners from birth and aims to extend that learning in a variety of early learning settings in partnership with children and families. The Shape of the Australian Curriculum (p. 10) recognises that the EYLF establishes the foundations for effective learning in school and throughout life and aims to build on those foundations as learners move through schooling: The Australian Curriculum is aligned with the Early Years Learning Framework and builds on its key learning outcomes, namely: children have a strong sense of identity; children are connected with and contribute to their world; children have a strong sense of wellbeing; children are confident and engaged learners; and children are effective communicators. The broad Learning Outcomes of the EYLF clearly articulate with the General capabilities of the Australian Curriculum. For example: r
Outcomes 1, 2 and 3 of the EYLF provide essential foundations for ‘Personal and social competence’. r
Outcome 2 underpins the capacity for ‘Ethical behaviour’ and ‘Intercultural understanding’. r
Outcome 4 develops the dispositions for ‘Critical and creative thinking’. r
Outcome 5 includes the fundamental concepts and skills required for ‘Literacy’, ‘Numeracy’ and ‘Information and communication technology (ICT) competence’.

Similar learning emphases

There are specific links between ‘learning content’ in both frameworks. For example, EYLF Outcome 4 closely relates to the Australian Curriculum—Science^5. EYLF Outcome 4: Children are engaged and confident learners, Key component 2: Children develop a range of skills and processes such as problem solving, inquiry, experimentation, hypothesising, researching and investigating. This is evident when they: r
apply a wide range of thinking strategies to engage with situations and solve problems r
make predictions about their daily activities, aspects of the natural world and environments r
explore their environment r
manipulate objects and experiment with cause and effect, trial and error and motion r
use reflective thinking to consider why things happen and what can be learnt from these experiences.

Australian Curriculum—Science

Foundation Year Level Description From Foundation to Year 2, students learn that observations can be organised to reveal patterns, and that these patterns can be used to make predictions about phenomena. In Foundation, students observe and describe the behaviours and properties of everyday objects, materials and living things. They explore change in the world around them, including changes that impact on them, such as the weather, and changes they can effect, such as making things move or change shape. They learn that seeking answers to questions and making observations is a core part of science and use their senses to gather different types of information.

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Connecting content and pedagogy

Both the EYLF and the Australian Curriculum recognise that personal and social competence, health and wellbeing and literacy and numeracy should be core focus areas for young children’s learning. Both respect young children’s entitlement to opportunities to develop their sensory, cognitive and affective appreciation of the world around them through exploratory and creative learning. In terms of continuity of pedagogy, the Australian Curriculum recognises that early childhood approaches espoused by the EYLF continue to be appropriate in the early years of school. The Australian Curriculum, Assessment and Reporting Authority (ACARA) has distributed an Information sheet for use by state and territory school and curriculum authorities titled Connections to the Early Years Learning Framework. It encourages teachers, especially in the first years of school, to use their professional judgement and pedagogical repertoire to: r
accommodate the varied learning experiences and diverse backgrounds that children bring to school r
flexibly apply the key principles and practices of early childhood teaching articulated in the Early Years Learning Framework r
recognise the complex and integrated nature of learning as described in the EYLF’s key Learning Outcomes and as reflected in the General capabilities and Cross-curriculum priorities.

Implications for educators

The EYLF and the Australian Curriculum are complementary and can provide an articulated pathway of learning from prior-to-school, into school and beyond. The EYLF presents a national set of priorities for young children’s learning. Using the EYLF, high-quality early childhood settings build the values, dispositions, concepts and skills that are prerequisite to successful engagement with the Australian Curriculum. Teachers in the early years of school are encouraged to build on what children know and can do, consolidating capabilities essential for later learning. They gradually introduce the content of the Australian Curriculum as learners demonstrate the ability to access it and they revisit concepts and skills as required to ensure solid foundations for next stage learning. As the Information sheet referred to earlier confirms, quality early childhood education before and into school applies the Principles and Practices of the EYLF: r
ongoing learning and reflective practice r
holistic approaches r
responsiveness to children; and r
learning through play. The EYLF makes a significant contribution to the broader education community through its clear enunciation of pedagogy and the principles that underpin effective practice. Principles, values and professional behaviours, such as respect for diversity and a commitment to equity, remain relevant throughout the education spectrum. The EYLF and the Australian Curriculum are both operating in the early childhood education arena in various ways. This highlights the importance of cross-sectoral conversations between early childhood educators.

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Introduction

Unless otherwise specified, references to the text of the EYLF are drawn from Belonging, Being & Becoming: The Early Years Learning Framework for Australia (DEEWR, 2009)^1. The Shape of the Australian Curriculum, v 3.0 (ACARA, 2011)^2 is the source of direct quotations regarding the Australian Curriculum. There is concerted agreement that the first years of a child’s life are a critical period for learning and development: There is powerful evidence from neuroscience that the early years of development from conception to age six, particularly the first three years, set the base for competence and coping skills that will affect learning, behaviour and health throughout life (McCain & Mustard, 1999)^3. The authors also noted: There is encouraging evidence that good nutrition, nurturing and responsive caregiving in the first years of life, linked with good early childhood programs, improve the outcomes for all children’s learning, behaviour and physical and mental health throughout life. It is therefore very important to identify the significant ways in which education in these early years establishes the foundations for young children’s current and future learning success; to see these developments in the context of Australia’s overall vision for its young people; and to describe key relationships between the EYLF and the Australian Curriculum as they apply to the early years of school. Identifying such connections has the potential to reassure educators and families that there is a coherent national direction and to contribute to continuity of support for children’s learning across transition points. Australia is at a pivotal moment in the history of early childhood education. A new national Early Years Learning Framework (EYLF) for early childhood education and care settings was launched in 2009 and a new Australian Curriculum is being implemented in schools from 2011. Having both sets of documents available to educators at the same time affords exciting opportunities to forge connections between sectors of early childhood education and to encourage collaboration between professionals working in different types of early childhood settings. This paper has been written to inform educators in early learning settings before full-time schooling and educators in the first years of school—Foundation to Year 2—about the relationship between two major current curriculum developments that affect them. Educators working with children from birth to age five in Children’s Services, preschool and kindergarten settings are using Belonging, Being & Becoming: The Early Years Learning Framework for Australia in conjunction with state or territory curriculum documents as required. Educators working with children from age five enrolled in full-time school will be using the Australian Curriculum from ‘Foundation’ as each phase of curriculum is developed nationally and implemented in their jurisdiction. Families with young children often engage with both sectors of early care and education and children make transitions between settings which use different guidelines for planning and providing learning programs. In early years’ composite classes, teachers may face the challenge of working with two or more curriculum documents.

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A time in Australia’s history

The Early Years Learning Framework (EYLF) is significant for a number of reasons: r
it marks a point in Australia’s history when supporting young children’s learning became a national priority r
it is the first national statement to guide learning and teaching across the varied settings providing early childhood education r
it applies to different early childhood service types, breaking down the traditional ‘care’ and ‘education’ dichotomy that has characterised the sector r
it validates the work of early childhood educators as valued and highly skilled professionals r
it offers families a coherent and agreed view about what constitutes quality early childhood provision in the twenty-first century. Sumsion et al.^8 (2009) on behalf of the Consortium charged with developing the EYLF, explains that the framework carries ‘narratives of hope’—hope that the EYLF can actively contribute to reconciliation between Indigenous and non-Indigenous Australians; and hope that: … the EYLF will lead to increased valuing by society of the important role of early childhood settings and enhanced professional status for early childhood practitioners through public recognition of the complexity of their work.

‘An “education revolution” is seen as central to

increasing national productivity and improving

the quality of early childhood education and

care is recognised as a core strategy to achieve

these aims.’

McCain and Mustard and subsequent studies (for example Gallinsky, 2006; Gauntlett et al., 2001)^4 ,^5 persuasively argued that investing in family support and high-quality early education and care programs brings far greater returns to society and the economy than interventions later in life. The Early Years Learning Framework (EYLF) and the Australian Curriculum were both developed in a political and policy context that reflects this commitment to young children and their families.

‘The Early Years Learning Framework and

the Australian Curriculum both reflect a

commitment to young children and families.’

The Australian Government in 2007 announced a ‘productivity agenda’ to strengthen the economy through increased investment in social and human capital. An ‘education revolution’ is seen as central to increasing national productivity and improving the quality of early childhood education and care is recognised as a core strategy to achieve these aims^6. The EYLF is part of the Council of Australian Governments reform agenda for the early years and a key component of the National Quality Framework^7. The National Quality Framework will be underpinned by universal access to early childhood education in a variety of settings and a National Quality Standard designed to ensure delivery of high-quality, nationally consistent early childhood education and care.

Foundations for learning: Relationships between the Early Years Learning Framework and the Australian Curriculum AN ECA!ACARA PAPER | 11

The nature of the EYLF and

the Australian Curriculum

1. The Early Years Learning

Framework

The Early Years Learning Framework (EYLF) is built on a number of fundamental beliefs and understandings about young children and their learning. It has ‘a view of children’s lives as characterised by belonging, being and becoming’ (p. 7). These concepts stress that connection to family and community is vital for children’s security and identity; recognise that children have the right to enjoy being a child in a particular time and place; and acknowledge the distinctive, rapid change that occurs as young children learn and grow. On these foundations, the EYLF is structured around three interrelated elements: Principles, Practices and Learning Outcomes.

Principles and Practices in the EYLF

The EYLF (pp. 12–13), on the basis of international research evidence, identifies five Principles which underpin effective early childhood practice: r
secure, respectful and reciprocal relationships r
partnerships between early childhood educators and families r
high expectations and equity r
respect for diversity r
ongoing learning and reflective practice. The Early Years Learning Framework and the Australian Curriculum have a great deal in common. Both take up the challenge of the Melbourne Declaration; both respond to a rapidly changing world context; and both are underpinned by the belief that education has the power to transform the individual and society. The Early Years Learning Framework is focused on learning and the role of the educator. It aims to guide the complex, interactive work of early childhood educators that enables particular kinds of learning and nurtures particular kinds of learners^10. The framework therefore gives serious attention to essential elements of high-quality early childhood practice, including play-based pedagogies, strong relationships with children and families and intentional teaching. The Australian Curriculum has a similar mission to foster ‘successful, confident and creative learners and active and informed citizens’. It ‘recognises the entitlement of each student to knowledge, understanding and skills that provide a foundation for successful and lifelong learning and participation in the Australian community’ (16a p. 10). The EYLF and the Australian Curriculum have similar aims represented differently in structure and content emphases. This paper therefore begins by outlining the content of each framework separately in the interests of clarity, before identifying the many connections and meeting points between them.

‘The Early Years Learning Framework … aims

to guide the complex, interactive work of early

childhood educators that enables particular

kinds of learning and nurtures particular

kinds of learners.’

12 | Foundations for learning: Relationships between the Early Years Learning Framework and the Australian Curriculum AN ECA!ACARA PAPER The EYLF highlights eight pedagogical Practices (pp. 14–18) as essential to promote all children’s learning: r
adopting holistic, integrated approaches to teaching and paying attention to children’s physical, personal, social, emotional and spiritual wellbeing as well as cognitive aspects of learning r
being responsive to children, valuing their different ways of knowing and building on their strengths, skills and knowledge r
planning and implementing play-based programs and engaging with children’s play to extend their learning r
intentional teaching, which includes providing challenging experiences and interactions that foster high-level thinking skills r
creating vibrant and flexible learning environments which respond to the interests and needs of children and families, and which also provoke complex and increasingly abstract thinking r
valuing the cultural and social contexts of children and their families and developing ‘cultural competence’—the ability to interact effectively with people across cultures r
providing for continuity of experiences and successful transitions for children—from home to early childhood settings, between settings, and from early childhood settings to school r
assessing and monitoring children’s learning to inform provision and to support children in achieving learning outcomes.

Learning Outcomes in the EYLF

The EYLF (p. 19) identifies five Learning Outcomes as fundamental to the current and future wellbeing, engagement and success of young learners: r
Children have a strong sense of identity r
Children are connected with and contribute to their world r
Children have a strong sense of wellbeing r
Children are confident and involved learners r
Children are effective communicators. The EYLF (p. 19) explains that: The five Learning Outcomes are designed to capture the integrated and complex learning and development of all children across the birth to five age range. The outcomes are broad and observable. They acknowledge that children learn in a variety of ways and vary in their capabilities and pace of learning. An examination of the outcomes and their 19 key components reveals that they are long-term goals, not finite skills that can be declared ‘mastered’. For example, ‘a sense of identity’ develops and changes throughout life; ‘resilience and a sense of agency’ varies according to life experiences and circumstances; ‘responding to diversity with respect’ is learned over time through intentional teaching, sensitive modelling and intervention. While the Learning Outcomes encompass lifelong goals, it is expected that educators will: r
plan and provide programs that optimise learning and development across the five outcomes r
monitor and assess each child’s progress r
record a ‘snapshot’ of children at significant points in their learning journey. The EYLF is not ‘content-free’ and the five Learning Outcomes include dispositions towards learning that underpin engagement, and the knowledge, skills and understandings that are essential foundations for future learning success. The EYLF Learning Outcomes represent a national set of priorities for young children’s learning, enabling consistency of provision and a shared language for conversation between educators in different settings about children’s wellbeing, engagement and learning progress.

‘The EYLF Learning Outcomes represent a

national set of priorities for young children’s

learning, enabling consistency of provision

and a shared language for conversation

between educators.’

14 | Foundations for learning: Relationships between the Early Years Learning Framework and the Australian Curriculum AN ECA!ACARA PAPER The Australian Curriculum (63 p. 21) identifies seven general capabilities, which derive from the ‘Commitment to Action’ for young Australians described in the Melbourne Declaration. They include: r
Literacy r
Numeracy r
Information communication technology (ICT) competence r
Critical and creative thinking r
Ethical behaviour r
Personal and social competence r
Intercultural understanding.

Cross-curriculum priorities

In line with the goals of the Melbourne Declaration, the Australian Curriculum (65 p. 22) gives special attention to three priorities that are relevant to the lives of students and address the contemporary issues they face: r
Aboriginal and Torres Strait Islander histories and cultures —to ensure that all young Australians will be given the opportunity to gain a deeper understanding and appreciation of Aboriginal and Torres Strait Islander histories and cultures, their significance for Australia and the impact these have had and continue to have, on our world r
Asia and Australia’s engagement with Asia —to reflect the importance of young people knowing about Asia and Australia’s engagement with Asia because as they develop a better understanding of the countries and cultures of the Asia region, they will appreciate the economic, political and cultural interconnections that Australia has with the region r
Sustainability —to allow young people to develop an appreciation of the need for more sustainable patterns of living, and to build capacities for thinking, valuing and acting necessary to create a more sustainable future.

Foundations for learning: Relationships between the Early Years Learning Framework and the Australian Curriculum AN ECA!ACARA PAPER | 15

The Australian Curriculum

builds on early learning

What does it mean to say

‘the Australian Curriculum

builds on the EYLF’?

It means: r
respecting the nature of learners at particular stages in their learning lives r
recognising that there is a set of foundational dispositions, knowledge and skills that underpin future learning success r
acknowledging the diversity of starting points that learners bring to next-stage learning r
allowing teachers to connect their pedagogical practices in the first years of school to those used in prior-to-school contexts.

Respecting the nature of learners

The EYLF (p. 9) ‘puts children’s learning at the core’ and affirms that: Children’s learning is dynamic, complex and holistic. Physical, social, emotional, personal, spiritual, creative, cognitive and linguistic aspects of learning are all intricately interwoven and interrelated. The Foundation to Year 2 section in the introduction to each learning area on the Australian Curriculum website outlines the premises about young learners considered relevant to that learning area context. For example, in the Australian Curriculum: Science (ACARA, 2011)^11 : The educational goals for young Australians enshrined in the Melbourne Declaration will take at least a lifetime to achieve with the learning process beginning at birth. The EYLF respects children as competent and resourceful learners from birth and aims to extend that learning in a variety of early learning settings in partnership with children and families. The Australian Curriculum recognises that the EYLF establishes the foundations for effective learning in school and throughout life and aims to build on those foundations as learners move through schooling.

‘The EYLF respects children as competent and

resourceful learners from birth and aims to

extend that learning in a variety of early learning

settings in partnership with children and families.’

The Australian Curriculum, in its propositions (16d p. 10), explicitly states the relationship between the learning children have been doing in settings using the EYLF and the learning they will engage with at school: The Australian Curriculum is aligned with the Early Years Learning Framework and builds on its key learning outcomes, namely: children have a strong sense of identity; children are connected with and contribute to their world; children have a strong sense of wellbeing; children are confident and involved learners; and children are effective communicators.

‘The Australian Curriculum recognises that the

EYLF establishes the foundations for effective

learning in school and throughout life and

aims to build on those foundations as learners

move through schooling.’

Foundations for learning: Relationships between the Early Years Learning Framework and the Australian Curriculum AN ECA!ACARA PAPER | 17 The EYLF also confirms the importance of diagnostic assessment to identify children who may require additional support to achieve particular outcomes and to inform collaboration with families and specialists: The five Learning Outcomes … provide early childhood educators with key reference points against which children’s progress can be identified, documented and communicated to families, other early childhood professionals and educators in schools (p. 17). Both the EYLF and the Australian Curriculum stress that the key purposes for assessment are to: r
plan for learning r
communicate about progress r
determine what might be impeding progress r
identify children who might need additional support r
evaluate the effectiveness of teaching programs r
reflect on pedagogy that will suit this context and these children. The Australian Curriculum, Assessment and Reporting Authority (ACARA) has distributed an Information sheet for use by state and territory school and curriculum authorities titled Connections to the Early Years Learning Framework. It highlights statements made throughout the Shape paper about the need for teachers to adapt their programs to suit the different learning starting points of individual students: The Australian Curriculum is designed to accommodate the varied learning experiences and diverse backgrounds that children bring to school. Taking the child on from where they are in knowledge and skill is part of teacher judgement and teacher expertise. A ‘capabilities’ approach works from a child’s entry-level competence and builds capacity.

Connecting pedagogies

The Australian Curriculum organises knowledge, skills and understanding by learning areas. However, it also recognises (57 p. 20) that: Rather than being self-contained or fixed, disciplines are interconnected, dynamic and growing. A discipline-based curriculum should allow for cross-disciplinary learning that broadens and enriches each student’s learning. Teachers therefore, are encouraged to make professional judgements about how to deliver the curriculum in age-appropriate, contextualised and cross-disciplinary ways (55 p. 19): Teachers are able to choose how best to introduce concepts and processes and how to progressively deepen understanding to maximise the engagement and learning of every student. The Information sheet explicitly encourages age-appropriate pedagogies and integrated learning programs: The Australian Curriculum provides teachers with the flexibility to apply the key principles and practices of early childhood teaching articulated in the Early Years Learning Framework, including: r
ongoing learning and reflective practices; r
holistic approaches; r
responsiveness to children; r
learning through play; and r
intentional teaching. The Australian Curriculum’s focus on general capabilities and cross-curriculum priorities also reflects the interconnected nature of learning as described in the Early Years Learning Framework’s key Learning Outcomes.

‘Teachers therefore, are encouraged to make

professional judgements about how to

deliver the curriculum in age-appropriate,

contextualised and cross-disciplinary ways.’

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General capabilities and

the Early Years Learning

Framework

Table of relationships

The following table on page 19 indicates relationships between the EYLF and the Australian Curriculum. It includes ‘broadbrush’ connections that are philosophical and conceptual and some more specific links at the level of Learning Area content. References to Learning Areas in the Australian Curriculum Phase 1 are drawn from Foundation Year Content Descriptions. EYLF references relate to the Learning Outcomes and their Key Components. The Australian Curriculum (p. 20) recognises that knowledge is not static, nor will it fit immutably into discipline-based ‘silos’: Increasingly, in a world where knowledge itself is constantly growing and evolving, students need to develop a set of skills, behaviours and dispositions or ‘general capabilities’ that apply across subject-based content and equip them to be lifelong learners able to operate with confidence in a complex, information-rich, globalised world (60 p. 20). ... the Melbourne Declaration on Educational Goals for Young Australians sees these general capabilities as including ‘planning and organising, the ability to think flexibly, to communicate well and to work in teams, the capacity to think creatively, innovate, solve problems and engage with new disciplines’ (61 p. 20). Because of the complex and interrelated nature of the EYLF Learning Outcomes, it is potentially misleading to draw simplistic lines of connection between them and the Australian Curriculum’s general capabilities. However, a careful analysis reveals significant points of contact: r
Outcomes 1, 2 and 3 of the EYLF provide essential foundations for ‘Personal and social competence’. r
Outcome 2 underpins the capacity for ‘Ethical behaviour’ and ‘Intercultural understanding’. r
Outcome 4 develops the dispositions for ‘Critical and creative thinking’. r
Outcome 5 includes the fundamental concepts and skills required for ‘Literacy’, ‘Numeracy’ and ‘ICT competence’.