Early Childhood Education governing frameworks and legislative links
Early Years Learning Framework (EYLF)

EYLF Outcomes:

1.2 – Children Develop their emerging autonomy, inter-dependence, resilience and sense of agency.

1.4 – Children learn to interact in relation to others with care, empathy and respect.

2.1 – Children develop a sense of belonging to groups and communities and an understanding of the reciprocal rights and responsibilities necessary for active community participation.

3.1 – Children become strong in their social and emotional wellbeing.

3.2 – Children take increasing responsibility for their own health and physical wellbeing.

4.1 – Children develop dispositions for learning such as curiosity, cooperation, confidence, creativity, commitment, enthusiasm, persistence, imagination and reflexivity.

4.2 – Children develop a range of skills and processes such as problem solving, inquiry, experimentation, hypothesising, researching and investigating.

4.3 – Children transfer and adapt what they have learned from one context to another.

4.4 – Children resource their own learning through connecting with people, place. Technologies and natural and processed materials

National Quality Framework & Standards (NQS)

Quality Area 1 – Educational Program and Practice

The program and practice of educators maximises opportunities for for enhancing and extending each child’s learning and development.

1.1.1 – Curriculum decision making contributes to each child’s learning and development outcomes in relation to their identity, connection with community, wellbeing, confidence as learners and effectiveness as communicators.

Based on the knowledge gained through observation and external contributions, educators plan for children’s learning in accordance with the frameworks in meaningful ways.

1.1.2 – Each child’s current knowledge, strengths, ideas, culture, abilities and interests are the foundation of the program.

Educators use a variety of methods to gain information about each child. Learning about these unique aspects assists educators in making informed decisions about how to further support children’s learning.

1.1.3 – All aspects of the program including routines are organised in ways that maximise opportunities for each child’s learning.

All aspects of the educational program provide opportunities for children’s learning and development.
Educators adopt a holistic approach to planning and facilitation of learning.

Quality Area 2 – Childrens Health and Safety

Educators promote each child’s wellbeing and support each child’s growing confidence, competence, and independence. Children are provided with opportunities to learn about emotions and social relationships which are integral to children’s wellbeing and self confidence.

2.1.1 -Each child’s wellbeing and comfort is provided for including appropriate opportunities to meet each child’s needs for sleep. Rest and relaxation.

The educators facilitate the development of a strong sense of wellbeing incorporating both physical and psychological aspects that are central to children’s learning and development.

Quality area 3: Physical Environment

3.2.1 – Outdoor and indoor spaces are organised and adapted to support every child’s participation and to engage every child in quality experiences in both built and natural environments.

Educators enhance inclusion by identifying aspects of the environment that can be adapted to support each child’s participation. A secure and predictable environment with adequate space and appropriate facilities and resources enables children to participate in experiences/activities of their choice, and take increasing responsibility for their own health, hygiene and personal care. This supports children to increase their self-confidence and competence, and provide them with a strong sense of self identify.

Quality Area 5 – Relationships with Children

Educators develop responsive, warm, trusting and respectful relationships with children that promote their wellbeing, self-esteem, sense of security and belonging. All children need a sense of connection with others to support the development of their identity and social and emotional competence. From birth, children begin to explore how the social world works. Exploring and learning to socialise appropriately with others, and to manage feelings, behaviours and responsibilities is a complex process. When educational leaders, co-ordinators and educators take a positive, strengths-based approach to guiding children’s behaviour, they ultimately empower children to regulate their own behaviour and develop the skills needed to interact and negotiate effectively with others. Relationships with peers take on increasing importance for older children. Supportive relationships with educators enables older children to develop confidence in their ability to express themselves, work through differences, engage in new experiences and take calculated risks.

5.2.1 – Children are supported to collaborate, learn from and help each other.

Services provide a range of opportunities for children to learn how to work with others collaboratively and effectively, including through play experiences. As children develop their social skills, educators provide time and space for children to engage in collaborative experiences. These enjoyable experiences help children to learn about their responsibilities to others and to appreciate their connectedness and interdependence as learners. They learn to balance their own needs and wants with those of other children. By nurturing respectful and reciprocal relationships among children, educators support children to value collaboration and teamwork.

5.2.2 – Each child is supported to regulate their own behaviour, respond appropriately to the behaviour of others and communicate effectively to resolve conflicts.

Self-regulation becomes increasingly important as children move through childhood. They become more mindful of the way others interact with them, and at the same time develop understandings of how their actions affect the way others feel and behave. Educators work with young children to promote and model positive ways to relate to others. This includes role modelling and supporting children to convey and construct messages with purpose and confidence, for example when expressing needs, resolving conflict or responding to the behaviour of others.

Quality Area 6 – Collaborative Partnerships with families and communities

The services focuses on supportive, respectful relationships with families which are fundamental to achieving quality outcomes for children. Community partnerships that are based on active communication, consultation and collaboration also contribute to children’s inclusion, learning and wellbeing. Children benefit from services engaging with local communities because these partnerships strengthen children’s interest and skills in being active contributors to their community. Collaborative partnerships are achieved when the service’s philosophy has a strong commitment to valuing diversity, inclusive practice and connecting to the community.

6.2.2 – Effective partnerships support children’s access, inclusion and participation in the program.

By developing their professional knowledge and skills, and working in collaborative partnership with other services within the community, educators find effective ways to ensure that all children have opportunities to experience quality learning.

6.2.3- The service builds relationships and engages with its community.

Services can further support children’s sense of belonging by helping them to experience connections and be engaged with their local community. When services develop respectful and responsive connections with their immediate or wider community, they are likely to further enrich the educational program for children.

Other Notable NQS Referenceable links:

4.2.1 – Management, educators and staff work with mutual respect and collaboratively, and challenge and learn from each other, recognising each other’s strengths and skills.

Professional collaboration involves working together cooperatively towards common goals. Collaboration is achieved through open communication, information sharing, joint planning and the development of common understandings and objectives. In a collaborative environment, all staff are encouraged to respect and value the diverse contributions and viewpoints of their colleagues. Staff also share resources, provide constructive feedback, and work together respectfully and professionally to solve problems.

Exceeding Themes:

Exceeding theme 1: Practice is embedded in service operations.

At an exceeding level, high quality practice is consistently embedded within each standard. Educators demonstrate a deep understanding which leads to exemplary practice. High quality practice improves the learning and developmental outcomes for children.

Exceeding theme 3: Practice is shaped by meaningful engagement with families and/or the community.

Educators learn from meaningful engagement with the community. The service views responsive reciprocal and ongoing relationships as crucial in their operations. Educators seek deeper insights into the wealth of knowledge, capacities, expertise and resources with the community. Services look for opportunities to build purposeful collaborations and partnerships.

Early Education and Care Services National Regulations

73 – Educational Program

Subregulation (2) An educational program is to contribute to the following outcomes for each child-
(a) the child will have a strong sense of identity;
(b) the child will be connected with and contribute to his or her world;
(c) the child will have a strong sense of wellbeing;
(d) the child will be a confident and involved learner;
(e) the child will be an effective communicator.

155 – Interactions with children

An approved provider must take reasonable steps to ensure that the education and care service provides education and care to children in a way that
(a) encourages the children to express themselves and their opinions; and
(b) allows the children to undertake experiences that develop self-reliance and self-esteem; and
(c) maintains at all times the dignity and rights of each child; and
(d) gives each child positive guidance and encouragement toward acceptable behaviour; and
(e) has regard to the family and cultural values, age, and physical and intellectual development and abilities of each child being educated and cared for by the service.

156 – Relationships in groups:

(1) The approved provider of an education and care service must take reasonable steps to ensure that the service provides children being educated and cared for by the service with opportunities to interact and develop respectful and positive relationships with each other and with staff members of, and volunteers at, the service.

Early Childhood Australia Code of Ethics

In relation to children, I will:

  • “Create and maintain safe, healthy, inclusive environments that support children’s agency and enhance their learning”
  • “Provide a meaningful curriculum to enrich children’s learning, balancing child and educator initiated experiences”

In relation to the profession, I will:

  • “Engage in critical reflection, ongoing professional development and support research that builds my knowledge of the profession.”
  • “Advocate for my profession and the provision of quality education and care.”

In relation to community and society, I will:

  • “collaborate with people, services and agencies to develop shared understandings and actions that support children and families”
United Conventions Rights of the Child

Article 3: All organisations concerned with children should work towards what is best for each child.

Article 29: Education should develop each child’s personality and talents to the full. It should encourage children to respect their parents, their cultures and other cultures

Theoretical Influences/ Links

Urie Bronfenbrenner’s (1974) Ecological Systems Theory

The Ecological systems theory outlines child development as a complex system of relationships influenced by their environment both immediate and extended. Much like your early childhood education and care service where you reside in the childs microsystem as an immediate influence, Spring Forward Family Centre aims to accompany you there or sitting just beyond that in the child’s mesosystem. Interactions within these systems are crucial for fostering the child’s development.The ecological systems theory also highlights the importance of equilibrium amongst the various systems to support the child in achieving the most positive developmental outcomes.

Lev Vygotsky’s Zone of Proximal Development (Scaffolding)

Lev Vygotsky’s sociocultural theory outlines the Zone of Proximal Development (ZPD). The ZPD refers to what a child is currently capable of, what they can not yet do and the area in between which is an opportunity for learning with guidance from a more capable peer – what they can achieve with assistance. This is achieved through scaffolding.

Scaffolding is a teaching tool defined by Vygotsky. The goal is to support the learning in achieving independence through small, manageable steps by working in collaboration with the more capable peer. Through scaffolding we aim to help the child build confidence and push their limits to achieve new skills.

Spring Forward Family centre will be able to scaffold children in partnership with your service, together building upon each child’s skill set and enabling us to make an influential difference in children’s ongoing development. This will be achieved through the collaborative and extensive combined knowledge and expertise we share.

We also propose looking at the ZPD in relation to our collaborative partnership rather than in respect to capabilities but rather in respect to bridging the gap between our sectors.