The Early Years Learning Framework

Belonging Being and Becoming


The Early Years Learning Framework is the National Curriculum of Early Childhood Education. The aim of this framework is to extend and enrich children’s learning from birth to five years and through the transition to school. The Early Years Learning Framework was developed to assist educators to provide young children with opportunities to maximise their potential and develop a foundation for future success in learning. Fundamental to the Early Years Learning Framework is a view of children’s lives as characterised by belonging, being and becoming. The curriculum has five learning outcomes that are designed to capture the integrated and complex learning and development of all children across the birth to five age range. The practice of the Early Years Learning Framework involves educators drawing on a rich repertoire of educational practices to promote children’s learning by:

Being responsive to children

  • Planning and implementing learning through play
  • Intentional teaching
  • Creating physical and social learning environments that have a positive impact on children’s learning.
  • Valuing the cultural and social contexts of children and their families
  • Providing for continuity in experiences and enabling children to have successful transitions
  • Assessing and monitoring children’s learning to inform provision and to support children in achieving learning outcomes

Outcome 1: Children have a strong sense of identity

  1. Children feel safe, secure and supported
  2. Children develop their emerging autonomy, inter-dependence, resilience and sense of agency
  3. Children develop knowledgeable and confident identities
  4. Children learn to interact in relation to others with care, empathy and respect

Outcome 2: Children are connected to and contribute to their world

  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
  2. Children respond to diversity with respect
  3. Children become aware of fairness
  4. Children become socially responsible and show respect for the environment

Outcome 3: Children have a strong sense of wellbeing

  1. Children become strong in their social and emotional wellbeing
  2. Children take increasing responsibility for their own health and physical wellbeing

Outcome 4: Children are confident and involved learners

  1. Children develop disposition for learning such as curiosity, cooperation, confidence, creativity, commitment, enthusiasm, persistence, imagination and reflexivity
  2. Children develop a range of skills and processes such as problem solving, inquiry, experimentation, hypothesising researching and investigating
  3. Children transfer and adapt what they have learned from one context to another
  4. Children resource their own learning through connecting with people, place, technologies and natural and processed materials

Outcome 5: Children are effective learners

  1. Children interact verbally and non-verbally with others for a range of purposes
  2. Children engage with a range of texts and gain meaning from these texts
  3. Children express ideas and make meaning using a range of media
  4. Children begin to understand how symbols and pattern systems work
  5. Children use information and communication technologies to access information, investigate ideas and represent their thinking

You will see these outcomes reflected in the documentation of the work that the children do at preschool.