(NQF) and the Early Years Learning Framework (EYLF)

Overview: The National Quality Framework (NQF) andthe Early Years Learning Framework (EYLF)Further information on the National Quality Framework and the Early Years LearningFramework can be accessed from the Australian Children’s Education and Care QualityAuthority (ACECQA) via their website: www.acecqa.gov.auMapping of CHC08 Children’s Services qualifications to the Early Years LearningFramework for Australia can be accessed at:www.cshisc.com.au/docs/Childrens%20Services/draft_mapping_v2.pdfLearning begins long before children start school. The years from birth to age 5 are importantformative years which set the foundations for a child’s development. During these years childrendevelop important skills and knowledge which can determine their future success in learning.Quality early childhood education and care services are necessary to support this development.Through the introduction of a National Quality Framework, the Australian government willregulate the provision of early childhood education and enhance children’s learning in their firstfive years. This reform of early childhood services supports the government’s objective of givingall Australians access to high quality childcare.National Quality Framework (NQF)The National Quality Framework (NQF) puts in place compulsory, nationwide standards tomaintain quality across a range of early childhood education and care services, including longday care, preschools, family day care and outside school hours care services.A key aspect of the NQF is the National Quality Standard (NQS) which sets Australia-widequality standards for early childhood education and services. It directs providers on how toimprove their services and enhance the quality of information available to families when they aremaking decisions about which service is best for their child.The NQS will improve quality through:• improved staff-to-child ratios• increased staff qualification requirements• a new quality rating system for services• a new national body to monitor the consistent application of the Standard.The National Quality Standard replaces licensing and regulation processes unique to each state.Early Years Learning Framework (EYLF)

The Early Years Learning Framework (EYLF) is another component of the NQF. Developedthrough consultation with experts in the field, the EYLF is Australia’s first national curriculumframework for early childhood education. It emphasises play-based activities to enhance earlylearning and the importance of communication and language (including early literacy andnumeracy). The EYLF covers the childhood years up to transition into primary school.The EYLF is a mandatory component of the NQS and providers will need to show evidence ofthe EYLF in the delivery of their programs. An Educators’ Guide to the Early Years LearningFramework is available to assist educators in implementing the Framework.Each childcare provider will need to familiarise themselves with the EYLF in order to use itappropriately according to their own needs and context. Educators should also draw on their ownprofessional knowledge and work with families to support children’s learning and understand anindividual child’s strengths and interests.The overarching objectives of the EYLF are embodied in the terms belonging, being andbecoming.Belonging acknowledges the importance of children’s interdependence with others, starting withthe family and expanding out to the wider community. Through belonging children’s identity isbeing shaped and affects who they will become.Being identifies the significance of the present in children’s development and valuing the joysand challenges of everyday life, now and into the future.Becoming refers to the rapid process of change that occurs in the early childhood years and leadsto active participation in society. These changes affect children’s identities, knowledge,understandings, capacities, skills and relationships.Structure of the EYLFThe EYLF is structured around the following inter-related elements:• Principles• Practice• Learning OutcomesThe five Principles come from theories and research on the best ways to teach children. TheEYLF Principles are:• Secure, respectful and reciprocal relationships• Partnerships• High expectations and equity• Respect for diversity• Ongoing learning and reflective practiceThe Principles underpin Practice, which is the way the theories are used in everyday programs.Educators can enhance children’s learning by:• adopting holistic approaches

• being responsive to children• planning and implementing learning through play• intentional teaching• creating positive learning environments• valuing the cultural and social contexts of children and their families• providing continuity in experiences and transitions• assessing and monitoring children’s learningThrough using the above Principles and Practice, educators can help children progress towardsLearning Outcomes. The five Learning Outcomes which educators can actively promote intheir services are as follows:• 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• Children are effective communicators.

The following table identifies which of the EYLF principles, practices and outcomes are mostclosely represented in CHCCN301B Ensure the health and safety of children.ComponentPrinciplesHow addressedSecure, respectful, reciprocal relationships Focus on maintaining safety and wellbeing ofall childrenPartnershipsInvolves informing families as requiredHigh expectations and equityAll CHC units promote equityRespect for diversityAll CHC units promote respect for diversityOngoing learning and reflective practice Focus on maintaining safety and wellbeing ofall childrenPracticeHolistic approachesFocus on maintaining safety and wellbeing ofall childrenResponsiveness to childrenFocus on maintaining safety and wellbeing ofall childrenLearning through playWith focus on maintaining safety and wellbeingIntentional teachingWith focus on maintaining safety and wellbeingLearning environmentsWith focus on maintaining safety and wellbeingCultural competenceAll CHC units require cultural competenceContinuity of learning and transitionsProvides a basis for learning about own healthand safetyAssessment for learningProvides a basis for learning about own healthand safetyLearning outcome 1: Strong sense of identityChildren feel safe, secure and supported With focus on maintaining safety and wellbeingChildren develop autonomy, interdependence, With focus on maintaining safety and wellbeingresilience, sense of agencyChildren develop knowledgeable and confidentself identitiesChildren learn to interact with care, empathyand respectWith focus on maintaining safety and wellbeingWith focus on maintaining safety and wellbeingLearning outcome 2: Connect with and contribute to their worldChildren develop sense of belonging to groupsand communitiesChildren develop understanding of reciprocalrights and responsibilities necessary for activeparticipationChildren respond to diversity with respectChildren become aware of fairnessChildren become socially responsible and showrespect for the environmentNot a focus of this unitWith focus on maintaining safety and wellbeingWith focus on maintaining safety and wellbeingWith focus on maintaining safety and wellbeingWith focus on maintaining safety and wellbeingLearning outcome 3: Strong sense of wellbeing

ComponentChildren become strong in their social andemotional wellbeingChildren take increasing responsibility for ownhealth and physical wellbeingHow addressedWith focus on maintaining safety and wellbeingWith focus on maintaining safety and wellbeingLearning outcome 4: Confident and involved learnersChildren develop dispositions for learning –curiosity, cooperation etcChildren develop range of skills and processes– problem solving, inquiry, experimentation etcChildren transfer and adapt what is learned inone context to anotherChildren resource own learning throughconnecting – with people, place technologiesetcChildren interact verbally and non-verbally forrange of purposesChildren engage with and gain meaning fromrange of textsChildren express ideas and make meaningusing range of mediaChildren begin to understand how symbols andpatterns systems workChildren use information and communicationtechnologies to access information, investigateideas and represent their thinkingLearning outcome 5: Effective communicatorsWith focus on maintaining safety and wellbeingWith focus on maintaining safety and wellbeingWith focus on maintaining safety and wellbeingWith focus on maintaining safety and wellbeingWith focus on maintaining safety and wellbeingNot a focus of this unitNot a focus of this unitNot a focus of this unitNot a focus of this unit