VICTORIAN EARLY FOR ALL

YEARS LEARNING CHILDREN

AND DEVELOPMENT FROM BIRTH TO
FRAMEWORK EIGHT YEARS
ACKNOWLEDGEMENT
OF COUNTRY
The Department of Education and Training
(Victoria) and the Victorian Curriculum and
Assessment Authority respectfully acknowledge
Aboriginal people as the Traditional Owners of
the land and waters now known as Victoria.
We acknowledge the Victorian Aboriginal
Elders and recognise their central place as
knowledge holders and teachers across early
years learning communities.
We honour this Acknowledgement throughout the
Victorian Early Years Learning and Development
Framework. We recognise and respect Aboriginal
cultures and their unique place in Victoria’s past,
present and future. Learning about Aboriginal
cultures and valuing the place of Aboriginal people
is essential to understanding and implementing
the Victorian Early Years Learning and
Development Framework, based on the principles
of equity and human rights.

Published by the Department of Education and Training

Melbourne 2016

© State of Victoria (Department of Education and Training) 2016

The copyright in this document is owned by the State of

Victoria (Department of Education and Training), or in the case
of some materials, by third parties (third party materials). No
part may be reproduced by any process except in accordance
with the provisions of the Copyright Act 1968, the National
Education Access Licence for Schools (NEALS) (see below) or
with permission.

An educational institution situated in Australia which is not

conducted for profit, or a body responsible for administering
such an institution may copy and communicate the materials,
other than third party materials, for the educational purposes
of the institution.

We respectfully sought and were given approval for

Acknowledgement of Country by Aunty Joy Wandin Murphy,
Senior Elder of the Wurundjeri people.

Authorised by the Department of Education and Training,

2 Treasury Place, East Melbourne, Victoria, 3002.
ISBN: 978-0-7594-0800-5
CONTENTS

THE FRAMEWORK: VISION AND PURPOSE 2

PROMOTING CHILDREN’S LEARNING AND DEVELOPMENT (BIRTH TO EIGHT YEARS) 2
WHY BIRTH TO EIGHT YEARS? 2
A FRAMEWORK FOR ALL CHILDREN IN VICTORIA 4
LEARNING AND DEVELOPMENT PATHWAYS 6
USING THE VEYLDF 6

PRACTICE PRINCIPLES FOR CHILDREN’S LEARNING AND DEVELOPMENT 7

REFLECTIVE PRACTICE 8
PARTNERSHIPS WITH FAMILIES 9
HIGH EXPECTATIONS FOR EVERY CHILD 10
RESPECTFUL RELATIONSHIPS AND RESPONSIVE ENGAGEMENT 11
EQUITY AND DIVERSITY 12
ASSESSMENT FOR LEARNING AND DEVELOPMENT 13
INTEGRATED TEACHING AND LEARNING APPROACHES 14
PARTNERSHIPS WITH PROFESSIONALS 16

EARLY YEARS LEARNING AND DEVELOPMENT OUTCOMES 17

OUTCOME 1: CHILDREN HAVE A STRONG SENSE OF IDENTITY 18
OUTCOME 2: CHILDREN ARE CONNECTED WITH AND CONTRIBUTE TO THEIR WORLD 19
OUTCOME 3: CHILDREN HAVE A STRONG SENSE OF WELLBEING 20
OUTCOME 4: CHILDREN ARE CONFIDENT AND INVOLVED LEARNERS 21
OUTCOME 5: CHILDREN ARE EFFECTIVE COMMUNICATORS 22

SUPPORTING CHILDREN’S TRANSITIONS 23

WHAT DOES EFFECTIVE TRANSITION LOOK LIKE? 24
WHO IS INVOLVED IN THE PROCESS OF TRANSITION? 24
SUPPORTING CHILDREN’S LEARNING AND DEVELOPMENT THROUGH TRANSITIONS 25
TRANSITION: A POSITIVE START TO SCHOOL INITIATIVE 25

CONCLUSION 26

APPENDICES 27
OVERVIEW 27
APPENDIX 1: OVERVIEW OF THE ROLES OF EARLY CHILDHOOD PROFESSIONALS
SUPPORTING YOUNG CHILDREN AND FAMILIES (BIRTH TO EIGHT YEARS) 28
APPENDIX 2: OVERVIEW OF EARLY CHILDHOOD SERVICES (BIRTH TO EIGHT YEARS) 30
APPENDIX 3: OVERVIEW OF RESOURCES THAT SUPPORT BEST PRACTICE OF EARLY YEARS PROFESSIONALS 30
APPENDIX 4: BIBLIOGRAPHY 31
APPENDIX 5: GLOSSARY 35

VICTORIAN EARLY YEARS LEARNING AND DEVELOPMENT FRAMEWORK - THREE ELEMENTS 38

ATTACHMENT 1: ILLUSTRATIVE MAPS FROM THE VEYLDF TO THE VICTORIAN CURRICULUM F - 10 39

THE FRAMEWORK:
VISION AND PURPOSE
PROMOTING CHILDREN’S LEARNING AND WHY BIRTH TO EIGHT YEARS?
DEVELOPMENT: BIRTH TO EIGHT YEARS
Research over the past few decades has
The Victorian Early Years Learning and Development revealed how the human brain is biologically
Framework (VEYLDF) adopts a comprehensive primed for learning from birth. The early
approach to children’s learning and development.
childhood period of children’s lives has
The VEYLDF recognises health as a crucial enabler for a profound impact on their learning and
learning and development from birth. development for the long term. From birth
The VEYLDF recognises children’s wellbeing from birth to eight years, children’s developing brains
as both a prerequisite for and an outcome of learning. undergo rapid change. This is when children
Supportive relationships and active skill building with have the greatest opportunities to develop
adults in their family and community are central to neural pathways for learning and are also
children’s wellbeing.
most vulnerable to negative experiences.
The VEYLDF upholds the image of the child as a rights Research underscores the imperative for
holder and a competent learner with capacities to learn comprehensive and integrated systems that
from birth.
support children’s learning and development,
The VEYLDF sets out outcomes and practices to guide health and wellbeing in partnership with
early childhood professionals1 in their work with all families. Emphasis is placed on continuity
families and their young children from birth. of learning for young children as they move
Supporting children to progress toward these between various settings in the early years,
outcomes, in conjunction with their families, is the including home, early childhood services and
core of the VEYLDF. school. An informed understanding of the
science of early learning and development
guides adults on what children need to thrive
and the systems that best support this.

BIRTH TO THREE YEARS

Research also demonstrates the importance
of the first three years of life in shaping
learning and development. From birth, early
experiences and relationships influence
children’s long term outcomes and life
chances. This includes the development of
executive functioning and the capacity to
1 The term early childhood
professionals in this document experience, regulate and express emotion,
includes, but is not limited to form close, secure and satisfying
to, maternal and child health
relationships and to explore, discover and
nurses, all early childhood
practitioners who work learn about themselves and the world around
directly with children in early them (Institute of Medicine, 2015; AIHW, 2015).
childhood education and care
settings (educators), school This is important foundational knowledge
teachers, family support
for all early childhood professionals to
workers, preschool field
officers, inclusion support understand and apply in their work with
facilitators, student support families and children across birth to
service officers, primary
eight years.
school nurses, primary welfare
officers, early childhood
intervention workers,
play therapists, health
professionals and teachers
working in hospitals, and
education officers in
cultural organisations.

VICTORIAN EARLY YEARS LEARNING AND DEVELOPMENT FRAMEWORK 2

The vision and purpose of the VEYLDF is to guide The VEYLDF identifies eight Practice Principles for
early childhood professionals in a collective effort Learning and Development, which describe the most
with families toward the achievement of the nationally effective ways for early childhood professionals to work
agreed Early Years Learning Outcomes (Early Years together and with children and families to facilitate
Learning Framework for Australia, 2009) where children: learning and development. The Practice Principles
are based on the pedagogy of the Early Years Learning
• have a strong sense of identity
Framework for Australia and evidence about the
• are connected with and contribute best ways to support children’s learning, development
to their world and wellbeing.
• have a strong sense of wellbeing The VEYLDF emphasises the importance of
supporting children’s and families’ transitions as
• are confident and involved learners
they move within and across services throughout
• are effective communicators. the early childhood period.
The VEYLDF describes each of these Outcomes for The following image developed by Annette Sax
children from birth to eight years, linking the learning (Taungurung) (Figure 1) depicts the three elements of
outcomes from the Early Years Learning Framework the VEYLDF: the Practice Principles, the Outcomes, and
for Australia to the first three levels of the Victorian Transitions and continuity for children and families.
Curriculum F-10. Illustrative maps (Attachment 1) are
The child is at the centre surrounded by family, kin and
provided as examples to support continuity of learning.
early childhood professionals who support children’s
The Outcomes provide a shared language for all early
learning and development. A detailed story description
childhood professionals and families to use when
by Dr Sue Lopez Atkinson (Yorta Yorta) of the symbols
planning for children’s learning and development.
to accompany this artwork is included on Page 38 of
this document.

PR A
CT
IC
E
PR
IN
CI
PL
ES
OUTCOMES

N
O
SI TI
FIGURE 1 TRAN
Annette Sax (Taungurung) 2016

VICTORIAN EARLY YEARS LEARNING AND DEVELOPMENT FRAMEWORK 3

A FRAMEWORK FOR ALL
CHILDREN IN VICTORIA
The VEYLDF guides early childhood professionals to
work together with families in support of their children,
embracing and responding to the cultural and linguistic
diversity of the Victorian community and diverse
approaches to child rearing.
In particular, the VEYLDF:
• recognises and respects Aboriginal cultures and their
unique place in the heritage and future of Victoria.
Learning about and valuing the place of Aboriginal
people will enhance all Victorian children’s sense of
place in our community
• celebrates the wealth of learning and experience that
is available within local communities
• acknowledges that every child will take a unique path
toward achieving the five Outcomes, and that all
children will require different levels of support, some
requiring significantly more than others
• draws upon the United Nations Convention on the
Rights of Persons with Disabilities
• seeks to recognise all children as rights holders and These principles are consistent with contemporary
full members of society, capable of participating in early childhood research, and are embedded within
their social worlds through their relationship with the practices espoused in this Framework.
others. These rights, expressed in the United Nations
The VEYLDF draws upon the Early Childhood Australia
Convention on the Rights of the Child (1989), are:
Code of Ethics 2016, and the Australian Human Rights
◊ the right to life and development Commission publication: Supporting Young Children’s
Rights Statement of Intent (2015-2018).
◊ the right to be heard
In this way the VEYLDF:
◊ the right to non-discrimination
• is part of an integrated set of reforms aimed
◊ the right for the best interests of the child
at supporting young children’s learning and
to be upheld.
development
• sets a cohesive inclusion agenda and provides
information about each Outcome, including how
the Outcomes relate to the first three levels of the
Victorian Curriculum F- 10 in schools
• includes Practice Principles to guide evidence-based
practices in the early years.

VICTORIAN EARLY YEARS LEARNING AND DEVELOPMENT FRAMEWORK 4

All children influence and are affected by the • Families and kinship members have primary influence
environments that surround them. The Ecological on their children’s learning and development.
Model underpinning this Framework acknowledges They provide children with the relationships,
the life of each child within a social, environmental, opportunities and experiences that shape each
political and economic context (see Figure 2). This model child’s sense of belonging, being and becoming
illustrates the strong network of community, services
• Each adult around the child learns, leads, supports
and programs that support children’s learning
and actively invests in the child’s success.
and development.
Each professional who engages with a child and their
Each child at the centre of the Ecological Model is family has a part to play
unique, active, and engaged in their own learning and
• Local community, cultural events, spaces and their
development within their local context, shaped by their
accessibility, reinforce a sense of belonging and
family, culture and experience.
wellbeing for a child and their family
• The broad interrelated system and policy settings
reflect a vision for children’s learning and
development through the five Outcomes.

social and e
l i tical, nvi
po ron
ic, nts, e
m
e
netw
m m
v iron or k
o

nt

en sa
on

al

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ec

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inf

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ni

flu
der

mu

lue
se

ip e
h
rvi
om

nces
Broa

nc
s

ces
Kin

Family
es
C

Parks
Cultural
leaders Child Places of
worship
Schools

Local
Friends Experience Culture Peers govt
Safety

Clubs Neighbours Health

services
Specialist Extended Religious
services family leaders
Playgrounds

Early childhood Cultural

education and care organisations

FIGURE 2: ECOLOGICAL
Figure: EcologicalMODEL (adapted
model of child from
development Bronfenbrenner
adapted 1979)
from Bronfenbrenner, 1979

Children learn about themselves and construct their own identity within the context of their
families and communities. This includes their relationships with people, places and things
and the actions and responses of others. Identity is not fixed. It is shaped by experiences.
When children have positive experiences they develop an understanding of themselves as
significant and respected, and feel a sense of belonging. Relationships are the foundations
for the construction of identity – ‘who I am’, ‘how I belong’ and ‘what is my influence?’
(Belonging, Being and Becoming – The Early Years Learning Framework for Australia p.20)

VICTORIAN EARLY YEARS LEARNING AND DEVELOPMENT FRAMEWORK 5

LEARNING AND USING THE VEYLDF
DEVELOPMENT PATHWAYS The VEYLDF provides a common language to describe
Children and families in Victoria have access to a range young children’s learning, and common principles
of services. Maternal and child health nurses and other to guide practice. It complements the range of
health professionals work with families throughout the discipline-specific resources that support early
early years of each child’s life. Families are encouraged childhood professionals working with children and
to access a range of early childhood services, including families at Appendix 2 (online). An outline of the
playgroups, early childhood education and care, outside professional learning resources developed since 2010 to
school hours care, and kindergarten programs, as support early childhood professionals implementing the
well as sporting, community education and cultural VEYLDF is provided in Appendix 3 (online).
organisations. Cultural organisations include libraries,
The VEYLDF is also supported by eight Practice
museums, botanic gardens, galleries and zoos. All these
Principle Evidence Papers and eight Practice Principle
services provide a wide range of experiences that
Guides developed in partnership with early childhood
enhance children’s learning and development.
professionals. These resources provide detailed practice
Targeted and intensive services provide additional examples, case studies and guidance about how the
support for children and families. These include child Practice Principles can be used to support children’s
and family services, supported playgroups, early start learning and development.
kindergarten, and a range of community, primary and
specialist health services.
Children’s learning and development pathways are
integrated, cumulative and subject to change over time.
Throughout the first eight years of children’s lives, early
childhood professionals collect important information
about their learning and development. Families and
professionals should access and share this information
in order to build a complete picture of the child.
The unique attributes of each child, be they cultural,
behavioural, physical, intellectual, linguistic, socio-
emotional, and the child’s own perspectives and
voice, must be taken into account when assessing
their learning and development. This information
assists professionals, with families, to determine
the appropriate evidence base to guide and revise
programs serving the family and child. Early childhood
professionals learn about the family’s priorities for
their child. They understand the child’s attachment,
attention, engagement, social interactions, physical
health, disability, conceptual understanding, language
and communication. They are well placed to further
children’s learning and development. For example, when
teachers in primary school classrooms know what a
child’s learning and development life pattern has been
before they start school, they are well placed to continue
to scaffold the child’s learning.

VICTORIAN EARLY YEARS LEARNING AND DEVELOPMENT FRAMEWORK 6

PRACTICE PRINCIPLES FOR CHILDREN’S
LEARNING AND DEVELOPMENT
When children, within their families and local community,
are provided with opportunities, experiences and
encouragement, their learning and development are
positively supported.
The Practice Principles:
• promote personal and collective acknowledgement
of each child’s identity, culture, and spirit2
• support professionals to act in the best interests
of children
• guide early childhood professionals as they respond
sensitively and positively to each child.
A key role of each early childhood professional is to
build children’s confidence, sense of wellbeing and
security, and their motivation to engage actively in
learning with others.
The Practice Principles are based on contemporary
international evidence about the best ways to
support children’s learning and development. They
are interrelated and designed to inform each other.
The Practice Principles were developed in the context of:
• the pedagogy of the Early Years Learning Framework
for Australia
• the Australian Professional Standards for Teachers PRACTICE PRINCIPLES - STORY DESCRIPTION
(AITSL, 2013)
• Bunjil the Eagle and Waa the Crow represent Aboriginal
• the Australian Professional Standard for Principals culture and partnerships with families.
and the Leadership Profiles (AITSL, 2014). • The water hole symbolises reflective practice.
The eight interrelated Practice Principles are: • The gum leaves with their different patterns and colours
represent diversity.
• Reflective practice
• The stones underneath the leaves represent equity.
• Partnerships with families
They reflect the additional support put in place in order
• High expectations for every child for all children to achieve.

• Respectful relationships and responsive engagement • The child and adults standing on ‘Ochre mountain’
symbolise the high/equitable expectations we hold for
• Equity and diversity children and adults.
• Assessment for learning and development • The family standing on and looking out from
‘Ochre mountain’ reflects assessment for learning
• Integrated teaching and learning approaches
and development. Such assessments draw on children’s
• Partnerships with professionals. and families’ perspectives, knowledge, experiences
and expectations.

• The child and adult figures also represent partnerships

with professionals.

• The land symbol as mother earth represents

the basis for respectful relationships and
responsive engagement.

• The symbols for land, water and people signify holistic

and integrated approaches based on connections to
2 Spirit refers to human Clan and Country.
exploration of being and
knowing, a sense of awe and
wonder, a search for purpose
and meaning within a range of
human experiences.

VICTORIAN EARLY YEARS LEARNING AND DEVELOPMENT FRAMEWORK 7

REFLECTIVE PRACTICE A positive culture with respect for others and a collective
Reflecting on and critically evaluating practice is a core
purpose is likely to advance the agreed outcomes for
part of all early childhood professionals’ work. It is at the children’s learning and development. Such a culture will
heart of maintaining a learning culture in a service, setting support the identification of and access to professional
or network and is linked with continuous improvement. learning and development resources necessary to
improve professional skills and practices.

Early Years Planning Cycle Individually and collectively, early childhood

Reflection occurs at every step in the Early Years professionals’ practices are more effective within a
Planning Cycle. strong culture of professional inquiry.
Collect
Collect data
information
(information)
Effective practice is strengthened when early
childhood professionals:
• gather information, including the views and
Reflect/ Question/
Question/
perspectives of each child, and use it to inform, review
Reflect/
Review Analyse and enrich decision-making
review Analyse

Context • draw on expertise beyond the team to gain clear and

Context shared understandings and to inform new directions
• reflect with children and families as collaborators to
create more inclusive environments to advance each
child’s learning and development

Act/Do Plan
• collaborate with professionals in other disciplines to
Act/Do Plan provide, receive and consider multiple perspectives,
encouraging every person’s contribution

The EYPC is adapted from the Educator’s Guide to the EYLF (2010) • use sound evidence to inform planning for children’s
progress in learning and development
FIGURE 3: EARLY YEARS PLANNING CYCLE (EYPC) • apply evidence-based practices to advance children’s
learning and development
Figure 3 outlines the process early childhood professionals
• embrace professional learning and skill development
use in partnership with children, families, kinship members
that aligns with priorities for setting, service or
and other professionals to question and analyse, act and
reflect on evidence they have collected. This strengthens the network improvement
decisions they make about what is important for children • review and evaluate to inform ongoing improvement
and families within their communities.
• challenge and change some practices to incorporate
Applying the early years planning cycle can increase early
new understandings into practice.
childhood professionals’ awareness of bias and inequities
and support them to uphold the rights of all children to
become successful learners. This process may validate
existing practices or challenge and drive improvements to
less effective practices. It can help individuals and teams to
identify the ‘next steps’ in improvement. Positive aspects of
practice and skills can be identified, transferred or extended
to improve other contexts.
Professional reflection is facilitated when leaders
and mentors actively use their roles to collaborate with
other professionals. Effective leadership promotes a culture
of excellence and embeds reflective practices within the
learning community’s everyday processes.

VICTORIAN EARLY YEARS LEARNING AND DEVELOPMENT FRAMEWORK 8

PARTNERSHIPS WITH FAMILIES
Children learn most in their early years from those Early childhood professionals:
adults with whom they have the closest relationships.
• show respect in their relationships with
Families are the primary influence on children’s learning
families, adopting an open, non-judgemental
and development. Families have a long-standing
and honest approach that is responsive to a
relationship with and unique perspective on their
family’s situation
child. This includes valuable information about their
child’s strengths, abilities, interests and challenges. • understand that consensus with families is not always
Partnerships between early childhood professionals possible or desirable
and families have not always been the norm and
• create a welcoming and inclusive environment where
may not be an expectation of families. This requires
all families are encouraged to participate in and
professionals to persist in establishing and
contribute to experiences that enhance children’s
strengthening partnerships. This may include
learning and development
partnerships with extended family members.
• listen to each family’s understanding, priorities and
Every partnership will be unique, just as each
perspectives about their child with genuine interest
family is unique with different values and priorities.
to inform shared decision-making and promote each
Early childhood professionals work in partnership with
child’s learning and development
all families within communities to build links between
home and other settings a child attends. This provides • actively engage families and children in planning for
greater consistency and complementarity for the child. ongoing learning and development in the service, at
home and in the local community
Some families may find it challenging to engage
with early childhood professionals because of • establish partnerships where information sharing
their own experiences, for example their language, supports families’ confidence, identifies what
cultural or socio-economic backgrounds, health or families do well, and recognises the family’s critical
disability related issues. This requires early childhood importance in their child’s life.
professionals to use multiple ways to communicate with
families, to negotiate and overcome barriers to equity
and engagement.
Some families have additional pressures on them.
For example, they might experience significant adversity
and hardship, family violence, trauma or loss. Regardless
of circumstances, it is in the child’s best interests
for there to be effective, sustained, collaborative
partnerships between families and all professionals.

VICTORIAN EARLY YEARS LEARNING AND DEVELOPMENT FRAMEWORK 9

HIGH EXPECTATIONS FOR EVERY CHILD
High expectations and encouragement are closely Early childhood professionals:
linked with children’s agency and sense of capability.
• commit to having high expectations for every child’s
Children are capable of making choices and decisions
learning and development
from birth. High expectations by professionals and
families means being open to possibilities about • show sensitivity to the messages they convey about
children’s capabilities and avoiding being locked the child’s and family’s unique abilities
in to ideas about what children are capable of at a
• notice and actively avoid the negative effects of low
certain age or stage. This expectation of success is a
expectations, prejudice and low levels of attention to
powerful motivator for children, promoting resilience
any child’s learning and development
and willingness to work hard, regulating behaviour
and establishing goals and aspirations for the future. • value children’s strengths and differences and
High expectations act as an important protective factor communicate high expectations to them
in achieving better outcomes for all children including • ensure that every child experiences success and is
those who encounter more risk and fewer protective motivated to accept new challenges through which to
factors within their everyday lives. Building on each learn and grow
child’s strengths, and having high expectations for
success can help early childhood professionals to reach • recognise that every child learns from birth,
a unity of purpose around each child and family. but some children require different opportunities,
spaces and specific supports, in order to learn
All children have a right to respectful treatment and effectively and thrive
the inclusion of their perspectives in decision making.
Children have a right to participate in decisions that • work with all families, in particular those
affect them. This requires professionals to provide experiencing vulnerability and disadvantage, to
opportunities and challenges that afford children the promote the importance of having high expectations
space, time, voice, audience and capacity to make a for their children
difference in their environment. Children may show • expect and ensure that children express their
ingenuity, creativity and skills that were previously views and contribute to decisions that affect them,
unnoticed. Children construct their own understandings including children who are not able to communicate
and co-construct understandings with both adults and with words.
children, contribute to the learning of others, and initiate
and lead their own learning.

VICTORIAN EARLY YEARS LEARNING AND DEVELOPMENT FRAMEWORK 10

RESPECTFUL RELATIONSHIPS AND
RESPONSIVE ENGAGEMENT
From birth, warm and respectful relationships Early childhood professionals:
with familiar adults build and strengthen secure
• demonstrate sensitivity and initiate warm,
attachments that are fundamental to children’s learning
trusting and reciprocal relationships with children
and development. All adults are attuned to subtle
and their families
communication and cues from birth. These relationships
nurture, regulate and provide protective factors to • support families’ choices and decision making
support children’s wellbeing, resilience and learning
• ensure that children experience safe and stimulating
capabilities. Protective factors provide a secure base
learning environments
and act as a buffer to help children feel safe and
confident enough to try new things and learn new skills • help children to establish secure attachments and
and concepts. develop self-regulation

The image of the child as a competent learner from • develop learning programs that are responsive
birth drives professionals to provide a safe and to each child and build on their culture, strengths,
stimulating environment, and encourage children to interests and knowledge
expand their capacities and deepen their knowledge • support sustained shared thinking
and understandings of the world.
• listen to, hear and take into account the views
Relationships are deeply connected to thinking and and feelings of each child
learning. Children require support to learn about
negotiation, collaboration, problem solving, conflict • recognise when a child learns something
resolution and listening to each others’ perspectives. significant and apply this knowledge to
strengthen learning relationships
Adults’ positive engagements with children promote
emotional security, children’s sense of belonging, • recognise and deepen their understandings about
cultural and conceptual understandings and language other people and how values and beliefs influence
and communication. Positive, respectful engagement their own world view
also teaches children how to form strong bonds and • demonstrate respect for and understanding of
friendships with others. the views of other professionals and families when
Respectful relationships and responsive engagement communicating and interacting across cultures.
apply to relationships with both families and children.
All aspects of practice and programs should actively
encourage children to develop respectful relationships
with others. Early childhood professionals and families
who engage respectfully and responsively with children
from birth in everyday routines and experiences
promote children’s confidence and empowerment.
This includes encouraging children to initiate and lead
their own learning, and teaching them how to engage
effectively with others.

VICTORIAN EARLY YEARS LEARNING AND DEVELOPMENT FRAMEWORK 11

EQUITY AND DIVERSITY
Children’s identity and their family and cultural Early childhood professionals:
histories shape their learning and development.
• promote cultural awareness in all children, including
Children feel welcome and learn well when professionals
greater understanding of Aboriginal and Torres Strait
respect and acknowledge their unique identity.
Islander ways of knowing and being
Equitable opportunities for children promote their
learning and development outcomes. All children • nurture children’s evolving capacity to learn from
have the capacity to succeed, regardless of their birth, regardless of circumstance or ability
circumstances and abilities.
• support all children to develop a sense of place,
Values and attitudes, understandings of community identity and a connection to the land and the
and individual, and ways of communicating and natural world
behaving, all impact on children’s sense of belonging
• engage in sustained shared conversations with
and acceptance. When children experience
children to explore equity and diversity, to promote
acknowledgement of and respect for diversity, their
each child’s sense of identity
sense of identity becomes stronger.
• ensure that the interests, abilities and culture of every
Inclusion is the active response by early childhood
child and their family are understood and valued
professionals to understand all children’s and families’
experiences and children’s individual capabilities. • ensure that all children have equitable access
It is important to recognise and nurture each child’s to resources and opportunities to demonstrate
sense of belonging to their family, community and their learning
early years settings. • maximise opportunities for all children to do well
and learn from others, including opportunities to
experience diversity and difference in ways that
nurture positive attitudes, and care and respect
for others
• identify and implement the type and level of support
or intervention that is required to demonstrate and
improve children’s learning and development
• recognise multilingualism as an asset and support
children to maintain their first language, learn English
as an additional language, and learn languages other
than English
• are committed to equity and avoid practices that
directly or indirectly contribute to gender inequality,
prejudice and discrimination.

VICTORIAN EARLY YEARS LEARNING AND DEVELOPMENT FRAMEWORK 12

ASSESSMENT FOR LEARNING
AND DEVELOPMENT
Assessment of children’s knowledge, understandings, Early childhood professionals assess children
skills and capabilities is an essential ingredient in ways that:
of planning for and promoting new learning and
• are authentic and responsive to how all children can
development. Assessment is designed to discover what
best demonstrate their learning and development
children know, understand, and can do. Assessment
may be based on how children move and regulate • are receptive to and include children’s views of their
themselves, what they make, write, draw, say and can own learning
do, and what their family and professionals report about
• include information from a wide range of sources to
them. All children benefit when assessment reflects a
help them assess and plan effectively
whole-child approach that may include their health and
wellbeing, reveals their strengths, and shows what might • reveal each child’s specific strengths and capabilities
next be learnt. and any gaps in achievement that may benefit from
additional early intervention
Early childhood professionals choose assessment
instruments and techniques to create a holistic • include the perspectives, knowledge, experiences and
picture of each child’s knowledge, understandings, expectations of families
skills and capabilities. They are thoughtful, deliberate • provide families with information and ideas
and purposeful in the way they use this information to to support the child’s learning at home and in
discuss with families and shape their responses other services
to children.
• value the culturally specific knowledge about
Early childhood professionals are clear about what they children and their identity, wellbeing, learning and
want children to learn and why, and how best to bring development that is embedded in their communities
about that learning. They value communication with
families and what they learn from them. This includes • are transparent, giving all adults close to the child
developing an understanding of each child’s home access to best ‘next steps’ in promoting a child’s
learning environment and the health and wellbeing learning and development.
of the family. Family knowledge and understanding
about each child’s learning and development is taken
into account as part of determining important next
steps to support and extend the child. A systematic and
collaborative approach to assessment over time and to
the review and decision-making about ‘what next’ for a
child’s program, is crucial.
Self-assessment can be a key motivator for each child
to continue along a pathway toward new challenges and
further success, especially if they are encouraged and
supported in this practice.
Children can be observed to intuitively assess their
capabilities or achievement of tasks during informal
learning opportunities, and repeated attempts to
succeed at something new. These encounters also
provide adults with opportunities to encourage
further exploration by checking in with children and
highlighting effective strategies that children adopt
and/or behaviours that they demonstrate.
The Early Years Planning Cycle (EYPC; see Figure 3, p. 8)
outlines the process that early childhood professionals
use, in partnership with families and other professionals,
to collect, analyse, plan, act, and reflect on evidence of
learning and development. Questioning and analysis
informs planning and practice decisions so that what
is planned has meaning and is worth children knowing
and doing.

VICTORIAN EARLY YEARS LEARNING AND DEVELOPMENT FRAMEWORK 13

INTEGRATED TEACHING AND
LEARNING APPROACHES
Play is central to the concept of integrated teaching Early childhood professionals use integrated
and learning approaches. Play is essential to stimulate approaches to build on children’s skills and interests,
and integrate a wide range of children’s intellectual, using real life situations that may introduce something
physical, social and creative abilities. Effective early totally new to make learning engaging and relevant.
childhood practices use integrated teaching and
From birth, sustained shared conversations include
learning approaches to support sustained and shared
gestures, vocalisations, expressions or actions and
interactions with children. Through play and other
adults listen carefully and respond using back and forth
opportunities children learn to make sense of and
conversation patterns.
construct ideas about the social and natural world –
the people, places, objects and experiences they Leaders across the early years have significant roles
encounter every day. to play in the integration of effective teaching and
learning approaches. The active guidance and support
Learning occurs in many different contexts and
of reflective leaders strengthens intentional practice to
social environments when children watch others, talk
improve outcomes for children and families.
with others and participate in routines and everyday
experiences. Children also learn on their own and
this learning can be stimulated and extended by the
involvement of responsive adults. An integrated teaching
and learning approach is an active process founded
on learning relationships with children. This involves
attunement to children, active engagement (by and with
children), sustained shared thinking and conversations,
and intentional teaching. This approach recognises the
centrality of respectful and responsive relationships to
children’s learning.
Combined or integrated child-directed play and
learning, guided play and learning, and adult-led
learning are effective in advancing children’s knowledge.
Integrated teaching and learning approaches
involve adults drawing on and moving between the
three approaches in an interweaving way (pictorial
representation in Figure 4).

VICTORIAN EARLY YEARS LEARNING AND DEVELOPMENT FRAMEWORK 14

 Adult-led learning occurs when adults Early childhood professionals use integrated
introduce an experience or an idea, concept teaching and learning approaches to:
or topic for exploration and direct the • encourage all children from birth to explore, solve
learning, giving instructions, setting rules, problems, communicate, think, create and construct
asking questions and providing structure. ideas and understandings
Children have some control and input when • create environments that provide children with
adults lead the learning. It involves making socially mediated learning opportunities with a range
judgements about what is worth children of adults and peers
knowing, and promoting worthwhile and • promote each child’s capacity for establishing
challenging experiences and interactions friendships and encourage children to learn from and
that foster high-level thinking skills. Adult-led with each other
learning encompasses those play experiences • share strategies with families and other adults to
and other opportunities that are deliberate support learning in the home and other settings
and planned by the adult as a response to
• make decisions about what concepts to introduce
their knowledge of the child. to children and when, what is important for them to
know and understand, and how to go about building
Child-directed play and learning is an on children’s existing knowledge
exploratory process that occurs when
• use intentional teaching strategies that are
children lead their learning through exploring, always purposeful and may be pre-planned or
imagining, experimenting, investigating and spontaneous, to support achievement of well
being creative in ways that they control. The considered and identified goals
adult’s role may be to observe what the child
• reflect carefully on whether, when and how to intervene
knows and understands based on what they in children’s learning, making purposeful and deliberate
make, write, draw, say and do. choices about when to observe rather than participate
• teach children explicit subject matter (e.g.
Guided play and learning occurs when adults mathematical, literary, musical, scientific, artistic)
are involved in children’s play and learning, and associated skills to deepen and extend their
following children’s interests and responding knowledge, understanding and values
to spontaneous learning opportunities as
• create physical and social environments that expose
they arise. children to learning experiences and physical activity,
both indoors and outdoors in the natural world.

ADULT-LED LEARNING

GUIDED PLAY AND LEARNING

CHILD-DIRECTED PLAY AND LEARNING

FIGURE 4: INTEGRATED TEACHING AND LEARNING APPROACHES

VICTORIAN EARLY YEARS LEARNING AND DEVELOPMENT FRAMEWORK 15

PARTNERSHIPS WITH PROFESSIONALS
Early childhood professionals working with young Early childhood professionals work in partnership to:
children have diverse disciplinary backgrounds, levels
• research, share information and plan together to
of training and experience. A culture of inquiry and
ensure holistic approaches to children’s learning
challenge builds robust collaboration and continuous
and development
improvement. Effective partnerships with other
professionals require leadership, common goals and • respect each others’ practice, skills and expertise
communication across disciplines and roles to build a
• collate and use the evidence of children’s prior and
sense of shared endeavour.
current learning and development to build continuity
Early childhood professionals develop and refine their in learning and development
expertise, respect their colleagues, care for their own
• continue to learn and deepen their expertise in order
wellbeing and the wellbeing of others, and draw on the
to best support children’s learning and development
expertise of peers. They work in partnership to improve
the quality of children’s learning experiences and • acknowledge the significance of transitions in
advance children’s learning and development. early childhood services and schools, and work in
partnership to ensure that families and children have
All leaders including those in early childhood education
an active role in transition processes
and care services, health services, family support
services and schools have a part to play in developing • work to improve the continuity of practice between
collaborative partnerships. Interdisciplinary practice settings, including the daily transitions for children
with a range of early childhood professionals can and their families
help to strengthen integrated and consistent support • foster engagement in early years learning
for families as they raise their children. This includes communities, where individuals mentor, coach and
appropriate referrals and diagnosis so that all children learn from each other
experience focused, specific and holistic contributions
toward their learning and development. • develop and promote collaborative partnerships in
early years networks
• provide accountable leadership for learning and
development outcomes and support research-based
practice in learning networks.

VICTORIAN EARLY YEARS LEARNING AND DEVELOPMENT FRAMEWORK 16

EARLY YEARS LEARNING AND
DEVELOPMENT OUTCOMES
The VEYLDF identifies five Outcomes for young children
from birth3 and extends these to include all Victorian
children from birth to eight years:
• Children have a strong sense of identity (identity)
• Children are connected with and contribute
to their world (community)
• Children have a strong sense of wellbeing (wellbeing)
• Children are confident and involved learners
(learning)
• Children are effective communicators
(communication).
The VEYLDF provides early childhood professionals
with evidence-based concepts to advance learning
and development. From birth, children learn and
demonstrate knowledge, skills and understandings in
different ways and at different points in time. The rate
of children’s individual progress is not always the same,
nor is progress always easy or straightforward. For some
children and families, maintaining and improving
learning and development involves considerable
struggle and much perseverance. Therefore, different
kinds of support and engagement are required.
The descriptions of the five Outcomes included in this OUTCOMES - STORY DESCRIPTION
section are neither exhaustive, nor exclusive. The five
• Gum leaves as bush medicine symbolise connection
Outcomes provide a common language to support to wellbeing.
collaborative approaches between professionals and
with children and families to build continuity across • The yam daisy represents the survival of a strong
Aboriginal identity. The yam daisy was central
early years settings and programs for children from
to the diet of Aboriginal Victorians. It was almost wiped
birth to eight years.
out by colonisation but has survived.
The illustrative maps between each of the five Outcomes • The family sitting under the scar trees with message
and the first three levels of the Victorian Curriculum F-10 stick and coolamon symbolises communication.
(Attachment 1) strengthen continuity of learning across
the early years. This resource also provides examples of • The family seated on the land also symbolises the child
learning through their connection to and involvement
children’s learning and development from birth to eight
with community.
years for review and discussion between early childhood
professionals and with families.

The illustrative maps:

• can be used to help make visible to families and other professionals the
priorities that are being pursued at any point in the child’s learning and
development from birth to eight years
• enable professionals to see and describe how foundational learning and
development from birth supports and connects to a continuum of learning
and teaching from the five learning and development Outcomes to the Victorian
Curriculum F-10 in the early years of school
• support professionals and families to see the learning of children from birth
as described in the five VEYLDF Outcomes and to build on and extend that learning
• assist teachers in the early years of school to design experiences and learning
opportunities that build on and extend children’s knowledge and capabilities.
3 As agreed by the Council
of Australian Governments
(COAG) in July 2009.

VICTORIAN EARLY YEARS LEARNING AND DEVELOPMENT FRAMEWORK 17

OUTCOME 1: CHILDREN HAVE A STRONG
SENSE OF IDENTITY
Identity is unique to each individual, and defines who For Aboriginal and Torres Strait Islander children,
people are, what shapes their interests and how they connections to country, including through learning on
come to view the people and events around them. country in the natural world, support identity. Family and
Some aspects of identity are permanent and others community are valuable sources of cultural knowledge
change throughout life. The foundational sense of who and skills for all early childhood professionals in
we are is profoundly important. Identity is aligned with developing cultural competence.
belonging, the sense of feeling included and secure in
Children who have a strong sense of identity feel
the social settings (family, community, early childhood
comfortable within local, social and cultural practices
services and schools) that are part of everyday life.
important in their lives. Children feel safe and secure
From birth, relationships are at the foundation of and experience close attachment and kinship with
children’s construction of their identity: Who am I? those close to them – parents, grandparents, family
Where  do I fit in? How do others see me and relate groups, caregivers and friends. Children are supported
to me? These questions are at the core of identity to act with self-confidence and autonomy while also
formation. In order to form a strong sense of self, recognising the interdependence of their social groups
children need to build secure relationships first within and their place as a valued member. They learn about
families and then with caring, attentive adults and reliance on others and about our ability to help and
other  children in the places they spend time. support others. Children are comfortable in the here
and now of their lives and are able to grow and thrive
Secure attachments are critical for all children from
because they feel they are secure and belong.
birth and link to positive mental health outcomes.
Attachment means having attentive, affectionate, When children seek and accept new challenges they
consistent, available, attuned adults as a source of show autonomy and agency. From birth, the concept
comfort and reassurance. When children from birth of agency is closely related to the development of
have positive experiences of relationship and place, a sense of identity. Dramatic play is important for
they can develop a strong sense of security, identity exploring different identities and points of view,
and belonging. They can construct a positive image of including the notion of belonging to global communities.
themselves, and behave as secure, significant, respected Children should be supported to appreciate similarities
individuals. As children build self-identity and a sense of and differences between individuals and groups, and to
belonging they reach out and communicate the need for respect different perspectives.
comfort, assistance and companionship. As they show
As children learn and develop, they build further on
interest in others and experience being part of a group,
their abilities to cooperate and work collaboratively,
they participate with others in play and other learning
demonstrate initiative by asking questions and
opportunities and develop friendships.
attempting new challenges. With encouragement,
The acquisition and maintenance of first or home children plan their learning, reflect on their
languages has a significant and continuing role in the achievements, acknowledge the value of persistence,
construction of identity. This is supported when early and enjoy their accomplishments and contributions.
childhood professionals respect children’s cultures A strong sense of identity enables a child to be
and languages. In Victoria the rich array of languages confident, and to recognise and accept that in any
and cultures enable many opportunities for valuing social setting there are consequences for their actions
and strengthening multilingual capabilities, respecting and behaviours. All children, with support, can develop a
cultural diversity, supporting common values and strong sense of self and learn how to interact with others
building social cohesion. with care, empathy and respect.

VICTORIAN EARLY YEARS LEARNING AND DEVELOPMENT FRAMEWORK 18

OUTCOME 2: CHILDREN ARE CONNECTED WITH
AND CONTRIBUTE TO THEIR WORLD
From birth, children learn to see themselves as Children become aware of the impact of the local
individuals, accepting their uniqueness and the environment, both physical and social, on their lives.
uniqueness of others. Children strive for connection They learn ways to care for the environment and
and seek belonging - to people, country, place and contribute to a sustainable future.
communities that help them to learn about local ways
Children are citizens with equal rights and are consulted
of being. They learn about sharing common values,
meaningfully, with families and communities, about
traditions and practices. As children experience settings
issues that affect them. Consulting with families and
beyond the home and kinship groups in which they
children in order to understand their cultural and
live, their experiences, relationships and connections
everyday traditions and routines informs practice.
broaden. Across the period from birth to eight years,
Providing equitable opportunities for children with
through the support of family and others, children learn
diverse capabilities and life circumstances supports
more ways to connect and contribute. Contributing in
engagement and connection, enabling them to
social settings strengthens children’s sense of identity,
contribute positively to their world.
wellbeing and belonging. Children’s wellbeing is linked
closely to the wellbeing of their community. Some children require carefully constructed experiences
to affirm their belonging and connection with the group
Children increasingly enjoy being in groups and
and to facilitate their participation in local community
contributing to family and social life from birth.
experiences. Some may require explicit direction
Children who are strongly connected to their world
and support to help them to feel safe and to belong.
participate in shared everyday routines, events and
Observing closely and taking cues from the child can
experiences, and use opportunities to contribute to
show adults how best to help a child connect with and
decisions. They help and show concern for others,
contribute effectively to their world.
learn to respect those who are different from them
and practise peaceful and inclusive ways of resolving
conflicts. They come to understand fair play and how
to make a contribution to a group. Children who are
strongly connected establish friendships with other
children. They test their responsibilities and rights - and
those of others - in familiar settings, such as their family,
playgroups, early childhood settings, classrooms and
playgrounds, friendship groups and in communities.

VICTORIAN EARLY YEARS LEARNING AND DEVELOPMENT FRAMEWORK 19

OUTCOME 3: CHILDREN HAVE A STRONG
SENSE OF WELLBEING
From birth and throughout early childhood, the
foundations for physical, social, emotional and spiritual
wellbeing are laid. Wellbeing means having good mental
and physical health, including attachment, positive
affect and self-regulation. This means being able to
manage emotions productively and build resilience
and persistence, being adaptable and confident, and
experiencing feelings of satisfaction and happiness.
Early childhood professionals, individually and together,
play a key role with families in promoting healthy life
practices and children’s sense of wellbeing.
Children who have a strong sense of wellbeing develop As children progress and mature, their social skills
a range of social skills and dispositions. They learn to and resilience increase. They learn to manage emotions
be comfortable in the range of settings that are part and impulses, cope with day-to-day stresses and to
of their lives. They are becoming capable of seeking persevere and ‘have a go’ when faced with challenging
and receiving assistance and of being alone and with learning situations. Children experience wellbeing
others. Children learn how to express and manage their as they develop a sense of achievement, and as they
feelings and develop self-reliance. Children grow in their learn to be flexible and adapt to new environments
capacity to manage their wellbeing, and seek support and events.
from others around them to maintain a strong sense of
Maintaining physical health, including managing chronic
physical, emotional, social and spiritual wellbeing.
health conditions, contributes to a sense of wellbeing.
From birth, relationships that are warm and supportive This includes a healthy diet and the exercise necessary
assist children to express feelings such as joy, for healthy living. Children are supported by adults
sadness, frustration and fear and to identify and to learn about and encounter a range of nutritious
accept their own and others’ feelings. This supports foods, as part of everyday food choices. They enjoy
the development of strong bonds and attachments. opportunities to grow, cultivate and prepare nutritious
Learning to constructively resolve conflicts begins in food. Children also gain a basic understanding of the
infancy. Children are supported to express their views aspects of an active lifestyle, including the positive
in line with their evolving capabilities. With support experience of active outdoor play and physical exercise,
and guidance around naming and recognising the and the avoidance of substances or products that are
range of human emotions, children continue to learn harmful to their health and wellbeing.
and practise strategies that enable them to manage
From birth to eight years, children continually acquire,
disappointments, anxiety, frustration and loss.
refine and consolidate their motor functions and skills
With increasing physical mobility comes greater and integrate their skills across domains.
opportunity to explore and experience the world.
Dance, drama and musical experiences can combine
Outdoor play promotes children’s physical and cognitive
stillness and movement, and children learn to create
development and their ability to assess risk.
and perform simple rhythmic movement sequences.
Children learn to manage and move their bodies The learning and physical development of young
in space in a range of environments and settings. children is evident through their movement patterns,
They learn to maintain their own basic hygiene practices from their physical dependence and reflex actions at
and they are able to contribute to and maintain basic birth through to their development of spatial awareness,
health and safety practices. and the ability to move around their environment
confidently and safely. The growth of strong spatial
awareness across the early years is also known to
positively influence the development of children’s
mathematical capabilities.

VICTORIAN EARLY YEARS LEARNING AND DEVELOPMENT FRAMEWORK 20

OUTCOME 4: CHILDREN ARE CONFIDENT
AND INVOLVED LEARNERS
Children learn in the context of their families and The ability of very young children to understand what is
communities. From birth to eight years children continue said to them exceeds their ability to express themselves
to establish learning dispositions and patterns of using language. Young children learn from watching and
engagement with others that have a profound influence listening, and new skills and understanding can emerge
on their learning, behaviour, motivation and capacity for as a result of demonstration and modelling by others.
being confident and involved life-long learners.
Children’s involvement in learning changes what they
Responsive learning relationships with all children know, what they can do, what they value, and transforms
support them to learn successfully. They are encouraged their learning. When provided with many opportunities
to be curious and enthusiastic about their learning. and a rich supply of natural and manufactured
materials and tools, children create, build, sculpt,
Children are active learners exploring the world
draw, paint and construct, and they enjoy taking
through touch, sight, sound, taste, smell and movement.
part in sustained shared conversations focused on
The child’s brain develops rapidly through physical
their interests.
explorations and their active engagement with others
who speak and respond to their interests. From birth, When young children are supported to be relaxed and
with the warmth and support of others around them, involved, they express wonder and interest in their
children experience and come to realise that learning is environment. As they grow, so does their sense of inquiry
exploratory and it can be fun and rewarding. Periods of and thirst for knowledge. From the earliest months of life,
uninterrupted play give children time to invent, children learn critical patterns within events and routine
investigate and discover, using a rich variety of open- care procedures. Supporting this learning by making
ended materials and resources. Time in the natural sequences and procedures clear and predictable helps
world builds confidence and supports discovery. children to build their capacity and to function in the
world. Children grow in confidence as they learn task-
Young children begin to develop explanations for
procedures, exercise imagination and help to solve
observed phenomena, and consider what they can
problems, and they learn to stay alert and involved.
learn from experiences. With encouragement,
guidance, experience and learning, children further As children learn and develop they expand their
develop the capacity to reflect on their own thinking scientific thinking skills. When given opportunities to
processes and approaches to learning. This is generate questions about situations and phenomena,
fundamental to maintaining positive learning and make predictions, carry out systematic courses of action
development trajectories. and evaluate results they build further on their skills and
knowledge. From birth, children are highly engaged with
Children who are confident and involved learners
their environment, and this is the basis for important
have positive dispositions toward learning, experience
concept development.
challenge and success in their learning and are able
to contribute positively and effectively to other Children learn with their peers, sharing their feelings
children’s learning. and thoughts about learning with others. They begin
to understand that listening to the responses of others
They are motivated and resourceful in approaching new
can help them understand and make new meaning
learning or taking part in new challenges. They develop
of experiences. Children teach others and broaden
and use their imagination and curiosity as they build
their learning about the world through connecting with
a ‘tool kit’ of skills and processes to support problem
people, places, technologies and natural materials.
solving, hypothesising, experimenting, researching, and
They manipulate objects to investigate, assemble,
investigating activity. Metacognition begins to develop
invent and construct, and they use their own and others’
as young children begin to ‘think aloud’ and discuss
feedback to revise and build on an idea.
learning in ways that help to deepen their knowledge
of information and processes. They negotiate and set Children benefit from many opportunities to generate
achievable goals, seek to understand and can predict and discuss ideas, make plans, exercise skills, brainstorm
outcomes. With encouragement children become solutions to problems, reflect and give reasons for their
comfortable with taking risks. They know that failure is a choices. They investigate what products and systems
valuable part of learning, are able to learn from mistakes can do, and how they work. Increasingly, they begin to
to enhance future success, and they become more use information and communication technologies to
skilled at seeking help when they need it. assist their thinking and to represent what they know
and understand.

VICTORIAN EARLY YEARS LEARNING AND DEVELOPMENT FRAMEWORK 21

OUTCOME 5: CHILDREN ARE EFFECTIVE
COMMUNICATORS
Children communicate from birth. Most children are Victorian families and the communities in which
innately social, creative and motivated to exchange children live are diverse. Maintenance of first
ideas, thoughts, questions and feelings. They begin language is important for children’s identity, wellbeing,
by using gestures, movement, visual and non-verbal communication and learning. Children can successfully
cues, sounds, language and assisted communication learn English (or another language) as an additional
to engage in the world and form relationships. language through exposure to the language, explicit
Fundamental to this development is the understanding modelling and language teaching, and appropriate time
of how symbols and pattern systems work, and how they to acquire the new language. Children benefit when
can be used to engage others. From birth, intentional early childhood professionals have knowledge about the
communication is strengthened and broadened. acquisition and application of an additional language
Children learn to take turns in communication and how this can vary. It is especially important for early
exchanges through their relationships with responsive childhood professionals to be knowledgeable about the
adults, exploring sound and movement patterns, singing ways children learn additional languages. This includes
songs, reading stories, playing games and recording awareness of the stages of acquisition and recognition
their thoughts and ideas. that children differ in their rate of acquisition and
application of language. In school settings, children have
Children’s wellbeing, identity, sense of agency
opportunities to learn a range of languages. For some
and capacity to make friends is connected to the
children this may be an opportunity to continue their
development of communication skills, and strongly
first language, and for others the opportunity to learn a
linked to their capacity to express feelings and
new language.
thoughts, and to be understood.
Children use symbols in exploration and play
From birth, children’s first gestures and actions
to represent and make meaning. They become
are the beginning of communicative competence.
aware of the relationships between oral and visual
In the very early years spoken language emerges in
representations, and recognise patterns and
response to role models around the child. Adults who
relationships. They learn to recognise how sounds are
spend time in one-to-one communication with very
represented alphabetically and identify some letter
young children, verbalising and conversing with the
sounds, symbols, characters and signs. As children
child, with multiple back and forth exchanges, make
continue to build their skills in reading printed text from
significant contributions to the expansion of children’s
left to right and top to bottom (in English language
vocabulary development.
households), they use information in context from
Children are effective communicators. pictures and other sources to assist in making
Their communication and self-expression take many meaning. As they progress through this stage,
forms including sharing stories and symbols from their children begin to self-correct when reading aloud
own culture, re-enacting well-known stories and using and distinguish between texts that represent real
creative arts, such as drawing, painting and sculpture, and imaginary experiences.
drama, dance, movement and music to communicate
As children learn and develop, access to print-rich
with others. They create and explore imaginary worlds
environments, and contact with adults who model
through dramatic play and through artworks. They build
and respond to children’s oral and written messages,
a large vocabulary and are able to express ideas
continue to strengthen the progression of learning.
verbally and use a wide range of media. They recognise
Children increasingly use conventional speech and
the function and value of visual elements and use them
writing, and simple punctuation. Over time, children
to symbolise meaning, for example using colour in
learn to use and create simple texts about familiar
painting to express emotions. Young children begin to
topics and choose the content, form and vocabulary
explore written communication by scribbling, drawing
within their writing. As their skills advance, they
and producing approximations of writing. They use
accurately spell words that are frequently used and
digital technologies and multimedia resources to
make use of known spelling patterns to make plausible
communicate, play and learn. They create and display
attempts at spelling unfamiliar words.
their own information in a way that suits different
audiences and purposes.

VICTORIAN EARLY YEARS LEARNING AND DEVELOPMENT FRAMEWORK 22

SUPPORTING CHILDREN’S
TRANSITIONS
For families with young children, transitions occur on a
daily basis. A child may move from the care of a parent
to that of a grandparent, or move into an education
and care service and between rooms within the service.
As children become older they may make the transition
into a kindergarten program, and then experience the
transition to school.
Transitions are about relationships and involve
consistency and change. Families and early childhood
professionals work together to provide consistent
environments for children between home and other
forms of care and education. Recognising and
supporting families to manage transitions contributes to
children’s wellbeing.
Children’s confidence in managing change is enhanced
when they feel secure in their relationships with others
– including parents, early childhood professionals and
peers. Children who are supported to manage change
can build resilience as they develop and try out a
range of skills and strategies while moving between
contexts, such as home and school, or kindergarten and
school. Early childhood professionals can help children
build social and emotional skills and strategies – such
as perseverance, sociability and self-esteem – by
recognising the strengths they bring to transitions and TRANSITION AND CONTINUITY OF LEARNING -
building on the competence they demonstrate. STORY DESCRIPTION
• The river stepping stones represent children
and families in transition.

• The footprints and wheelchair marks symbolise

all abilities.

• Animal footprints show children and families walking

proudly with culture in transition.

VICTORIAN EARLY YEARS LEARNING AND DEVELOPMENT FRAMEWORK 23

WHAT DOES EFFECTIVE TRANSITION WHO IS INVOLVED IN THE PROCESS
LOOK LIKE? OF TRANSITION?
What makes an effective transition will depend on the Children, families and early childhood professionals
context. However, effective transitions are achieved are involved in transitions throughout early childhood.
when the child and family have a sense of belonging Respectful, trusting and supportive relationships provide
and acceptance in the new context. Strategies the context for effective transitions.
professionals use to achieve this include:
Children’s sense of competence and worth, as well as
• the development of respectful, trusting and their regard for themselves as successful learners, is
supportive relationships with children and enhanced when they feel that the new environment
their families is a place where others care about them and where
they can succeed. Children are active participants
• reciprocal relationships that actively support
and contribute diverse perspectives about transitions.
sharing and valuing relevant information
Listening to children’s views and involving them in
• professional roles and partnerships with shared planning transitions demonstrates respect and builds a
goals that support ongoing reflective practice climate of trust and engagement. Effective transitions
are based on early childhood professionals recognising
• recognition of children’s agency and their role
the strengths and capabilities children bring with them
in transitions
to transition experiences.
• demonstrated respect for the cultural histories and
Families are crucial for consistency and continuity when
heritage of all involved in transition processes
children are making transitions. Valuing and respecting
• recognition of the strengths and capacities of all the knowledge and experiences of families from
involved in transition, reflected in high expectations culturally diverse backgrounds contributes to positive
and a commitment to equity relationships. Partnerships with families demonstrate
• approaches that are adaptive for diverse family to children that they and their families are important
contexts in local communities participants in the educational context.

• developing a common language and shared Families also undergo changes during transitions
understanding of pedagogy and practice and manage these changes at the same time as they
between professionals support the transition experiences of their children.

• the availability of appropriate and ongoing A range of early childhood professionals from health
support for early childhood professionals, children and education sectors may be involved in working
and families. collaboratively with children and families to plan
transitions. When different sectors and services work
collaboratively with families, processes are in place
for sharing information, discussion of approaches,
critical reflection on practice and outcomes to support
continuity of learning for each child.

VICTORIAN EARLY YEARS LEARNING AND DEVELOPMENT FRAMEWORK 24

SUPPORTING CHILDREN’S LEARNING AND TRANSITION: A POSITIVE START TO
DEVELOPMENT DURING TRANSITIONS SCHOOL INITIATIVE
Children’s learning is promoted when they engage with Starting school is a major life transition for children and
interested others in environments that provide both their families. Both challenging and exciting, it’s a time
support and challenge. Early childhood professionals of change in which children, families and educators
are well placed to use transitions to promote learning adjust to new roles, identities and expectations, new
when they bring together their professional knowledge interactions and new relationships.
and their understandings of individual children, their
The transition is not a one-off event. It is not complete
families, and communities. Transitions are opportunities
at the end of the first day of kindergarten or school.
for educators to recognise each child’s interests, cultures
Transition is a process that occurs over time.
and abilities and to build on these in meaningful ways.
Even though groups of children may start kindergarten
Educators draw on a range of information to create or school together, their individual characteristics and
supportive and challenging learning environments. experiences make each transition a unique situation.
Information shared by families and other professionals,
The Transition: A Positive Start to School Initiative
as well as the children themselves, informs professional
(the initiative) aims to improve children’s experience
knowledge and insights. Structured assessments, such
of starting school by enhancing the development and
as the School Entry Health and Wellbeing Assessments,
delivery of transition programs. This approach enables a
the Parents’ Evaluation of Developmental Status or the
shared understanding between early childhood services
Transition Learning and Development Statement, inform
and schools about what is important for children and
decisions about appropriate learning opportunities,
their families during this exciting time.
environments and approaches. Using a range of
information to plan experiences and environments is The initiative is accompanied by a comprehensive
an important element in promoting children’s learning, Transition: A Positive Start to School Resource Kit for
along with ongoing reflection and evaluation. schools and early childhood services, which provides
detailed information about effective programs and
Strong relationships with children and their families and
approaches to transition planning, including advice
clear professional protocols for sharing information,
about additional support for specific groups of children
form the basis for informed decision-making during
and families. It also includes the Transition Learning and
transitions. Children’s agency, and their engagement in
Development Statement, which families and educators
learning, is respected and promoted when they have an
use to share information about their child’s learning
active role in making decisions.
and development.
Increasingly, early childhood professionals recognise the
For children with a disability or developmental delay, to
importance of a shared understanding of pedagogy and
make a positive transition from kindergarten to school,
practice between professionals in the different settings
there are additional sections of the Transition Learning
that children and families attend. Early childhood
and Development Statement that should be completed
professionals in the first years of school benefit from
to help the school understand specific information
their knowledge of the VEYLDF Outcomes and Practice
and requirements to support the child’s orientation to
Principles when implementing the Victorian Curriculum
school. Early Abilities Based Learning Education Support
F-10. Similarly, educators in early childhood education
(Early ABLES) can also be used as an assessment
and care settings can build their understandings of
for learning and programming resource to support
the Victorian Curriculum F-10 to support continuity of
the development of individual education plans and
learning as children transition to school. The illustrative
continuity of learning for children with developmental
maps between the VEYLDF and the Victorian Curriculum
delay or disabilities as they transition into and across
F-10 provided at Attachment 1 are a useful resource to
services and schools.
support this shared understanding.

VICTORIAN EARLY YEARS LEARNING AND DEVELOPMENT FRAMEWORK 25

CONCLUSION

The Victorian Early Years Learning and

Development Framework supports all children’s
learning and development from birth to eight
years. It does this by enabling all early childhood
professionals to work together and with families to
achieve common outcomes for all children.
It sets the highest expectations for all children in
every community across Victoria, and generates
opportunities for families and early childhood
professionals to work together to advance all
learning and development outcomes.
The VEYLDF emphasises the importance of
sensitive, responsive and engaging practice.
It informs daily collaborations and interactions
with children, families and with other professionals.
Local discussions and learning networks will
enable professionals to reflect on their work and on
children’s learning and development trajectories to
inform future practice.
The VEYLDF continues to be used as the basis
for research into early childhood policy, provision
and program effectiveness. Ongoing research will
continue to support growth, transformation and
the effectiveness of all professionals who work with
children in these formative early childhood years.
By creating a common language and
understanding of children’s learning and
development outcomes, the VEYLDF supports
opportunities for increased coordination and
integration of all early childhood services.
The VEYLDF is enacted as early childhood
professionals engage with it and use it to inform
their practice for the immediate and long-term
benefit of all children in Victoria.

VICTORIAN EARLY YEARS LEARNING AND DEVELOPMENT FRAMEWORK 26

APPENDICES

OVERVIEW
There are five appendices designed to support
this document.
These appendices are provided to :
• enhance understanding of the diverse roles of early
childhood professionals, and the range of early
childhood services and programs available to families
and children (birth to eight years) and professionals
• inform collaboration between professionals and
with families, and support strategic referrals to
appropriate services
• provide an overview of regulatory responsibilities,
information and evidence that informs the
VEYLDF and resources that support implementation
• assist further exploration of concepts or
materials described in the document through
a detailed Bibliography
• inform common understanding of language used
in the early years birth to eight period through an
extensive Glossary of Terms.

VICTORIAN EARLY YEARS LEARNING AND DEVELOPMENT FRAMEWORK 27

APPENDIX 1

OVERVIEW OF THE ROLES OF EARLY

CHILDHOOD PROFESSIONALS
SUPPORTING YOUNG CHILDREN AND
FAMILIES (BIRTH TO EIGHT YEARS)
Allied health professionals are speech pathologists, Family support workers include professionals from
occupational therapists, social workers, developmental a range of health, welfare and/or education
paediatricians, and other specialists who support the backgrounds, who provide support and services to
physical and mental health and wellbeing of the child families experiencing vulnerable circumstances to
and family. assist with parenting capacity, family strengthening
and connection with other community supports and
Cultural organisations such as libraries, museums,
services. Family support workers are employed by family
zoos, galleries and botanic gardens employ early
support agencies.
childhood professionals to design and deliver programs
to support learning and development for children and The Inclusion Support Programme is funded by the
families. Early childhood services and schools work Australian Government Department of Education
with cultural organisations through on-site, online and and Training who has contracted seven inclusion
outreach programs. Agencies to deliver inclusion support services to
eligible early childhood education and care services.
Early childhood educators are defined in the Early
Inclusion Agencies employ Inclusion Professionals who
Years Learning Framework for Australia as all ‘early
assist services to include children with additional needs
childhood practitioners who work directly with children
by providing tailored inclusion advice, linking services
in early childhood settings’. This includes certificate-
with other relevant organisations, access to specialist
qualified, diploma-qualified and degree-qualified
equipment, developing and implementing a Strategic
teachers or educators working across all forms of all
Inclusion Plan and to access funding support for more
early childhood settings.
challenging inclusion barriers.
These settings include long day care, family day care,
Koorie Engagement Support Officers focus specifically
occasional care, playgroups, outside school hours care
on the engagement of Koorie students, families and
and kindergarten.
communities within the government school and early
Early childhood intervention workers are professionals childhood systems, as well as kindergartens and other
from a range of health and education backgrounds who areas of early childhood.
work in a variety of settings to support children with
Koorie Preschool Assistants work within kindergarten
a disability or developmental delay in early childhood
programs and Koorie communities to enhance
education and care, and their families.
the access and participation of Koorie children in
Educational leaders are responsible for promoting kindergarten programs. They promote and assist
positive organisational culture and building a in the delivery of Koorie inclusive programs, provide
professional learning community within early childhood information and support to Koorie families and
education services. The educational leader has communities, support the attendance of Koorie children
responsibility for leading the development of the in kindergarten programs, encourage the involvement
curriculum and ensuring the establishment of clear and participation of Koorie parent/families/carers in
goals and expectations for teaching and learning. the development of kindergarten programs, and assist
in the development of kindergarten programs that
Education support officers comprise teacher aides and
embrace Koorie culture.
integration aides who together play an important role in
supporting teachers and schools to implement inclusive Maternal and child health nurses are registered
approaches to education. They support children and nurses with qualifications in midwifery and family and
families who experience a disability or developmental child health. They work in maternal and child health
delay, or require access to a special needs program. services, which offer support, information and advice
regarding parenting, child health and development,
child behaviour, maternal health and wellbeing, child
safety, immunisation, breastfeeding, nutrition and
family planning.

VICTORIAN EARLY YEARS LEARNING AND DEVELOPMENT FRAMEWORK 28

OVERVIEW OF THE ROLES OF EARLY
CHILDHOOD PROFESSIONALS
SUPPORTING YOUNG CHILDREN AND
FAMILIES (BIRTH TO EIGHT YEARS)
Play therapists, health professionals and teachers
support health, wellbeing and the continuity of children’s
learning and development whilst accessing services
through hospital settings.
Preschool field officers provide consultancy to early
childhood teachers and parents to facilitate
the inclusion of all children in state-funded
kindergarten programs.
Primary school nurses conduct health assessments of
all students in participating schools in their first year of
school, provide follow-up contact with parents, respond
to referrals from school staff regarding identified
health issues for students at any year level, and provide
referrals to relevant health practitioners.
Primary welfare officers enhance the capacity of schools
to support students who are at risk of disengaging from
school and not achieving their educational potential.
They inform the development of tailored programs to
meet the individual needs, interests and abilities of
‘at risk’ students. Their work is central to building and
maintaining continuity of care for students and their
families, by ensuring ongoing engagement with the
school, school community and relevant services.
Student support service officers include visiting
teachers, psychologists, guidance officers, speech
pathologists, social workers and other allied health
professionals. Their role is to enhance the capacity of
Victorian government schools to meet the additional
learning and wellbeing needs of children and young
people through the provision of access to school and
community specialist support.
Teachers are degree-qualified and work as educators
in early childhood settings and schools, including
special schools.
Visiting teachers provide direct teaching, high-level
advice and a range of supports to classroom teachers,
education support staff, families and the wider school
community. Visiting teachers often provide region-wide
support to students, working with eligible students in
three streams: physical/health impaired, vision impaired,
and hearing impaired. Visiting teachers may also be
employed in specialist areas, such as autism, learning
difficulties/disabilities, attendance or behaviour support
where they have the required expertise.

VICTORIAN EARLY YEARS LEARNING AND DEVELOPMENT FRAMEWORK 29

APPENDIX 2 APPENDIX 3

OVERVIEW OF EARLY CHILDHOOD OVERVIEW OF RESOURCES TO

SERVICES (BIRTH TO EIGHT YEARS) SUPPORT BEST PRACTICE OF
i. Overview of early childhood services for families.
EARLY YEARS PROFESSIONALS
i. Approved Frameworks, Legislation and Standards.
ii. Overview of programs and resources to support
early childhood professionals. ii. Information and Evidence.
iii. Victorian Early Years Learning and Development
Framework resources and communication.
This appendix is available online at:
Department of Education and Training website:
This appendix is available online at:
http://www.education.vic.gov.au/veyldf
Department of Education and Training website:
http://www.education.vic.gov.au/veyldf
Victorian Curriculum and Assessment Authority website:
http://www.vcaa.vic.edu.au/Pages/earlyyears/
index.aspx Victorian Curriculum and Assessment Authority website:
http://www.vcaa.vic.edu.au/Pages/earlyyears/
index.aspx

VICTORIAN EARLY YEARS LEARNING AND DEVELOPMENT FRAMEWORK 30

APPENDIX 4

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VICTORIAN EARLY YEARS LEARNING AND DEVELOPMENT FRAMEWORK 34

APPENDIX 5

GLOSSARY
Aboriginal or Torres Strait Islander person: a person Environmental sustainability: a state in which the
of Aboriginal or Torres Strait Islander descent who demands placed on the environment can be met
identifies as such and is accepted as such by his without reducing its capacity, to allow all people to
or her community. This definition is accepted by live well now and in the future. The complex interplay
most Aboriginal and Torres Strait Islander people. of social, economic and political contexts influence
Importantly it focuses on the social/community environmental sustainability. Creating environmental
construction of Aboriginality. sustainability requires the development of approaches
that address how to sustain life through the relational
Agency: being able to make choices and decisions, to
collective of healthy people, plants, air, water, animals
influence events and to have an impact on one’s world.
and place.
The concept of agency applies from birth: children
are active contributors to their own experiences, Environmental equity and justice: the right to a healthy
interactions, learning and development. and safe quality of life for all people now and for
future generations. Environmental justice emphasises
Attunement: the alignment of states of mind in moments
accountability, democratic practices, equitable
of engagement, during which affect is communicated
treatment and self-determination.
with facial expression, vocalisations, body gestures and
eye contact. Equity: the quality of being fair and just. Equity in
early childhood education and care means that the
Buffering effect: an effect that lessens or absorbs the
rights of the child to fully participate in these spaces
shock of an impact. For example, impact of trauma and
are honoured. Equitable practice values and respects
loss. Responsive relationships can provide a buffering
diversity in terms of ethnicity, gender and ability.
effect from developmental disruption. This includes
Barriers to achievement are consciously addressed
supporting young children to build positive dispositions
within a strengths based approach in consultation with
for learning.
children, families and communities.
Communities: social or cultural groups or networks
Executive functioning: the over-arching capacity of
that share a common purpose, heritage, rights and
an individual to manage what they attend to and think
responsibilities and/or other bonds. ‘Communities’ is
about, and how they combine this new information
used variously to refer, for example, to the community
with what they already know. Across birth to eight years
within early childhood settings, extended kinships,
it is evidenced in children’s growing capacity to think
the local geographic community and broader
things through and make well-considered decisions.
Australian society.
From birth, the development of executive functioning is
Context: surroundings, circumstances and supports, supported by positive and responsive interactions with
shaped by family, culture and experiences (as per: EYPC significant people.
(Figure 3) and the Ecological Model (Figure 2).
Inclusion: involves taking into account all children’s
Creative skills: children’s capacities and competencies social, cultural and linguistic diversity (including learning
to use and develop their imagination in all areas of styles, abilities, disabilities, gender, family circumstances
learning by exploring their ideas. The early childhood and geographic location) in curriculum decision-making
professional’s creative skills are also part of planning for processes. The intent is to ensure that all children’s
arts learning (music, dance, drama, media and visual rights and experiences are recognised and valued, and
art). Children’s artistic skills and thinking are promoted that all children have equitable access to resources and
by exploring, expressing, making and responding in participation, and opportunities to demonstrate their
the art forms. Creative skills are not only linked to the learning and to value difference.
arts; they are important in all areas of the curriculum
Information and communications technology (ICT):
and developed by the children and early childhood
digital and technological environments for development,
professional’s use of problem solving to guide teaching
communication and knowledge creation. Digital
and learning.
environments refer to computers (including laptops,
Dispositions for learning: enduring habits of mind and tablets, smart boards) and computer games, the
actions, and tendencies to respond in characteristic Internet, television and radio, among others.
ways to learning situations, for example, maintaining
an optimistic outlook, being willing to persevere,
approaching new experiences with confidence.

VICTORIAN EARLY YEARS LEARNING AND DEVELOPMENT FRAMEWORK 35

GLOSSARY
Involvement: a state of intense, whole hearted mental Pedagogy: early childhood educators’ professional
activity, characterised by sustained concentration practice, especially those aspects that involve
and intrinsic motivation. Highly involved children building and nurturing relationships, curriculum
(and adults) operate at the limit of their capacities, decision-making, teaching and learning.
leading to changed ways of responding and
Rights: legal, social, or ethical principles of freedom
understanding leading to deep level learning (adapted
or entitlement. Rights are the fundamental normative
from Laevers, 1994).
rules about what is allowed of people or owed to people,
Children’s involvement can be recognised by their facial, according to some legal system, social convention, or
vocal and emotional expressions, the energy, attention ethical theory.
and care they apply and the creativity and complexity
Science skills: includes the development of scientific
they bring to the situation (adapted from Reflect,
knowledge, questioning of scientific phenomena and
Respect, Relate, DECS 2008).
the ability to draw conclusions about scientific subjects.
Literacy and language skills: in the early years, literacy Science skills also encompass the development of
includes a range of modes of communication, including an awareness of how science and technology shape
music, movement, dance, storytelling, visual arts, media and affect our material, intellectual and cultural
and drama, as well as talking, viewing, reading, drawing environments, and the ability to understand that we all
and writing. are a part of nature’s cycles.
As children progress into and through the early years Sensitivity: the quality of understanding how a
of school there is increased emphasis on texts and the child feels, and the early childhood professional’s
child’s writing. responsiveness to children’s needs and emotions.
It is the ability of the early childhood professional to
A consideration of children’s language involves
respond and interact in ways that are appropriate
expressive and receptive language skills that include
to the capabilities of the child, and with care, warmth
syntax (ability to form sentences), morphology (ability
and attentiveness (adapted from Macmillan, 2014).
to form words), semantics (understanding the meaning
of words/sentences), phonology (awareness of speech Sustained shared thinking: ‘when two or more
sounds), pragmatics (how language is used in different individuals work together in an intellectual way to solve
contexts) and vocabulary. a problem, clarify a concept [or] evaluate an activity.
Both parties must contribute to the thinking and it must
Motor skills: the ability to create body movements that
develop and extend the understanding’ (Sylva et al.,
result from the interplay of the brain, nervous system
2004, p. 6).
and muscles. Motor skills are generally divided into fine
motor skills (for example, movements of the smaller For early childhood professionals, sustained shared
joints of the hands and fingers) and gross motor skills thinking involves children and educators working
(for example, rolling, moving from sitting to standing, together in conversations, which provide opportunities
walking, running). to discuss and think about problems or challenges
in a serious, extended way (adapted from NQS PLP
Multidisciplinary approaches: ways of working
e-learning Newsletter No. 43, 2012).
where early childhood professionals from different
disciplines are involved in the provision of integrated Socio-emotional development: social and emotional
and coordinated services for children and families to learning that occurs from birth through interactions,
support the best outcomes. In the early years across relationships and everyday experiences with others.
birth to eight years, multidisciplinary approaches As children’s socio-emotional development advances
may include, but are not limited to maternal and child they become increasingly able to form and sustain
health, educators, community workers, allied health positive relationships, experience, manage and
professionals and medical personnel working together. express emotions, and explore and engage with
their environment.
Numeracy: includes understandings about numbers,
structure and pattern, measurement, spatial awareness Spirituality: a range of human experiences including
and data, as well as mathematical thinking, reasoning a sense of awe and wonder, a search for purpose and
and counting. meaning and the exploration of being and knowing.

VICTORIAN EARLY YEARS LEARNING AND DEVELOPMENT FRAMEWORK 36

GLOSSARY
Technologies: the diverse range of products that United Nations Committee on the Rights of the Child
make up the designed world, encompassing not only (UNCRC): the body of independent experts appointed to
computers and digital technologies but also processes, monitor implementation of the UNCRC. ‘Implementing
systems, services, environments and machines. child rights in early childhood’ (2006) (CRC/C/GC/7/
Rev. 1): Through this general comment, the UNCRC
Texts: things that we read, view and listen to and that
was seeking to encourage recognition that young
we create in order to share meaning. Texts can be
children are holders of all rights enshrined in the
print-based, such as books, magazines and posters
Convention and that early childhood is a critical period
or screen-based, for example internet sites and DVDs.
for the realization of these rights. ‘The Committee’s
Many texts are multimodal, integrating images, written
working definition of “early childhood” is all young
words and/or sound.
children: at birth and throughout infancy; during the
Transitions: the process of moving between preschool years; as well as during the transition to
environments or routines, including between home and school’. The value of this document for early childhood
early childhood settings. professionals is that it acknowledges the tensions
around enacting the key principles underlying children’s
The Natural World: the biosphere that sustains us,
rights and explores principles and practical measures
including the Earth itself, the air we breathe, the soil and
for implementing rights-based principles in early
water, the plants and animals that we interact with. 
childhood educational contexts.
The United Nations Convention on the Rights of the
The Victorian Charter of Human Rights and
Child (UNCRC, 1989): a human rights treaty that sets out
Responsibilities Act 2006 (the Charter): a Victorian
the civil, political, economic, social, health and cultural
law that sets out the basic rights, freedoms and
rights of children. It advances an image of children as
responsibilities of all people in Victoria. It is about the
subjects of rights and full members of society, capable
relationship between government and the people it
of participating in their social worlds through their
serves. The Charter requires public authorities, such as
relationships with others.
Victorian state and local government departments and
The 54 Articles contained in the UNCRC (1989) promote agencies, and people delivering services on behalf of
children’s rights through four key principles, namely: government, to act consistently with the human rights in
1. Protection against discrimination the Charter.
Young children and groups of children must not be Wellbeing: the result of the satisfaction of basic needs -
discriminated against. Discrimination may take the the need for tenderness and affection, security
form of reduced levels of nutrition; inadequate care and and clarity, social recognition, to feel competent,
attention; restricted opportunities for play, learning and physical needs and for meaning in life (adapted from
education; or inhibition of free expression of feelings Laevers 1994).
and views.
It includes happiness and satisfaction, effective social
2. The right to survival and development functioning and the dispositions of optimism, openness,
All measures possible to create… conditions that curiosity and resilience.
promote the wellbeing of all young children during this
World View: the lens through which people understand
critical phase of their lives.
and interpret the world. An individual’s world views are
3. The best interests of the child underpinned by culture and are often informed by the
This applies to all actions concerning children and ideas of the dominant group in society. Within early
requires active measures to protect their rights and childhood education and care world views inform
promote their survival, growth and wellbeing, as well understandings of childhood and the philosophy and
as measures to support and assist parents and practice of early childhood practitioners.
others who have day to day responsibility for realising
children’s rights.
4. The right to participation
The child has a right to express his or her views freely in
all matters affecting the child, and to have them taken
into account. This right reinforces the status of the
young child as an active participant in the promotion,
protection and monitoring of their rights.

VICTORIAN EARLY YEARS LEARNING AND DEVELOPMENT FRAMEWORK 37

VICTORIAN EARLY YEARS LEARNING
AND DEVELOPMENT FRAMEWORK –
THREE ELEMENTS
PRACTICE PRINCIPLES
PRACT
• Bunjil the Eagle and Waa the Crow represent I CE
Aboriginal culture and partnerships with families. PR
IN
• The water hole symbolises reflective practice.

CI
• The gum leaves with their different patterns and

PL
colours represent diversity.

ES
TCOMES
• The stones underneath the leaves represent equity.
They reflect the additional support put in place in
order for all children to achieve.
• The child and adults standing on ‘Ochre mountain’

OU
symbolise the high/equitable expectations we hold for
children and adults.
• The family standing on and looking out from

N
‘Ochre mountain’ reflects assessment for learning
IO
and development. Such assessments draw on
SIT
children’s and families’ perspectives, knowledge, TRAN
experiences and expectations.
• The child and adult figures also represent
partnerships with professionals.
• The land symbol as mother earth represents Child at the centre
the basis for respectful relationships and surrounded by kin, family
responsive engagement. and those professionals
• The symbols for land, water and people signify holistic supporting learning and
and integrated approaches based on connections to development, health
Clan and Country. and wellbeing.

OUTCOMES
• Gum leaves as bush medicine symbolise connection
to wellbeing.
• The yam daisy represents the survival of a strong
Aboriginal identity. The yam daisy was central to the
diet of Aboriginal Victorians. It was almost wiped out
by colonisation but has survived.
• The family sitting under the scar trees with message
stick and coolamon symbolises communication.
• The family seated on the land also symbolises the
child learning through their connection to and
involvement with community.

TRANSITION AND CONTINUITY

OF LEARNING
• The river stepping stones represent children
and families in transition.
• The footprints and wheelchair marks symbolise
all abilities. Story description
• Animal footprints show children and families walking Dr Sue Lopez Atkinson (Yorta Yorta)
proudly with culture in transition. Artwork by Annette Sax (Taungurung)

VICTORIAN EARLY YEARS LEARNING AND DEVELOPMENT FRAMEWORK 38

ATTACHMENT 1

ILLUSTRATIVE MAPS FROM THE VEYLDF

TO THE VICTORIAN CURRICULUM F-10
The Illustrative Maps are provided to support a
continuity of learning between the VEYLDF Learning
and Development Outcomes and the first three levels
of the Victorian Curriculum F-10. These Maps enable
early childhood professionals to plan experiences and
opportunities that advance children’s learning.
Early childhood education and care professionals
identify and describe learning in the five Learning and
Development Outcomes. They use this to inform their
pedagogy, plan effective learning experiences and to
support their curriculum decision making.
Teachers and educators in the early years of school
value the foundational learning that children bring
to school and build on this learning. The VEYLDF
Illustrative Maps support teachers to design experiences
that enable children to demonstrate their progress in
learning, knowledge and capabilities.
These joint approaches to planning support all
children’s progression along a continuum
of achievement.
The Illustrative maps can be found as posters in this kit
or online at:
http://www.vcaa.vic.edu.au/Pages/earlyyears/
curriculumframework.aspx

VICTORIAN EARLY YEARS LEARNING AND DEVELOPMENT FRAMEWORK 39

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