There are two Curriculum Frameworks which we use at Monash Children’s Centre to support and guide both our practice and philosophy. The Frameworks are The Early Years Learning Framework (EYLF) and The Victorian Early Years Learning and Development Framework (VEYLDF.)
EARLY YEARS LEARNING FRAMEWORK (EYLF)
The EYLF was endorsed by the Council of Australian Governments (COAG) in 2009 and provides all professionals working with children a common early childhood language. Fundamental to the EYLF is a view of children’s lives as characterised by belonging, being and becoming.
A Sense of Belonging
‘Belonging’ is about feeling that you are a part of a group, a family—a feeling that you are connected and have a meaningful relationship with others. Belonging is the basis for living a fulfilling life. Children feel they belong because of the relationships they have with their family, community, culture and place.
A Sense of Being
The second concept, ‘being’, is about the present. It is about living, and how we experience the ‘now’. For children, it is about knowing that other children and adults they come in contact with care about them—‘they accept you for who you are.’ Childhood is a special time in life and children need time to just ‘be’—time to play, try new things and have fun.
A Sense of Becoming
‘Becoming’ is the third concept. It refers to change—experiencing being in a different place or space. It also reflects children’s growing understanding of different situations, and their growing ability to meet challenges associated with learning to participate as a member of a group, whether it be family, the community or a particular culture.
More information and a copy of the Framework can be downloaded here.
THE VICTORIAN EARLY YEARS LEARNING AND DEVELOPMENT FRAMEWORK (VEYLDF)
The VEYLDF is a state Framework for all those working with children from birth through to 8 years of age, used in Victorian schools. Fundamental to the VEYLDF is the view in shared knowledge for a child’s successful transition to school.
The Transition: A Positive Start to School initiative
This initiative aims to improve each child’s experience of starting school by enhancing the development and delivery of transition programs. This approach enables a shared understanding between early childhood services and schools about what is important for children and their families during this exciting time. It also introduces the Transition Learning and Development Statement, which is completed by both families and educators to share information about children’s learning and development with your families chosen primary school.
More information and a copy of the Framework can be downloaded here.
