1. THE EARLY YEARS LEARNING FRAMEWORK FOR AUSTRALIA BELONGING, BEING & BECOMING Produced by the Australian Government Department of Education, Employment and Workplace Relations for the Council of Australian Governments. © Commonwealth of Australia 2009

2. VISION OF COUNCIL OF AUSTRALIAN GOVERNMENTS “All children have the best start in life to create a better future for themselves and for the nation.” 1 supports Goal 2 of the Melbourne Declaration on Education Goals for Young Australians 2, that: All young Australians become: Successful learners Confident and creative individuals Active and informed citizens. 1 Investing in the Early Years - a National Early Childhood Development Strategy, Council of Australian Governments 2 On 5 December 2008, State, Territory and Commonwealth Ministers of Education meeting as the Ministerial Council on Education, Employment, Training and Youth Affairs, released the Melbourne Declaration on Educational Goals for Young Australians.

3. A VISION FOR CHILDREN’S LEARNING All children experience learning that is engaging and builds success for life. belonging, being and becoming. relationships - crucial to a sense of belonging a time to be, to seek and make meaning becoming reflects the process of rapid and significant change that occurs in the early years as young children learn and grow

4. LEARNING OUTCOMES: Children have a strong sense of identity Children are connected with and contribute to their world Children have a strong sense of wellbeing Children are confident and involved learners Children are effective communicators.

5. ELEMENTS OF THE FRAMEWORK children’s learning at the core three inter-related elements: Principles, Practice Learning Outcomes

6. CHILDREN’S LEARNING dynamic, complex and holistic. Physical, social, emotional, personal, spiritual, creative, cognitive and linguistic aspects of learning are all intricately interwoven and interrelated. actively construct their own understandings and contribute to others’ learning. recognise their agency, capacity to initiate and lead learning right to participate in decisions

7. PLAY IS A CONTEXT FOR LEARNING THAT: allows for the expression of personality and uniqueness enhances dispositions such as curiosity and creativity enables children to make connections between prior experiences and new learning assists children to develop relationships and concepts stimulates a sense of wellbeing.

8. LEARNING THROUGH PLAY opportunities to learn discover, create, improvise and imagine create social groups, test ideas, challenge thinking, build new understandings. supportive environment - question, solve problems, think critically expand thinking, desire to know and learn

9. PLAY... can promote positive dispositions towards learning. enables them to simply enjoy being.

10. EARLY CHILDHOOD EDUCATORS engage in sustained shared conversations extend their thinking 5 provide a balance create learning environments that encourage children to explore, solve problems, create and construct interact to build attachment routines and play experiences spontaneous teachable moments promote and model positive ways to relate to others inclusion help children to recognise unfairness offer constructive ways to build caring, fair and inclusive learning community. 5 Siraj-Blatchford, I., & Sylva, K. (2004). Researching pedagogy in English pre-schools. British Educational Research Journal, 30(5), 712-730.

11. CHILDREN'S LEARNING active participants and decision makers move beyond pre-conceived expectations respect and work with each child’s unique qualities and abilities. Children thrive when families and educators work together in partnership to support young children’s learning.

12. OUR TASK To investigate how the EYLF impacts on children in the wider society, i.e. in childcare. To work with children in the wider society and the EYLF to promote child development through planning and implementing appropriate play activities. To promote family and education partnerships through communicating the children’s learning to parents

13. HOW WILL WE DO IT? Group task - need to collaborate in decision making and on the task Use Google Docs 'Document' to collaborate on the group decision making Run the play activities, photograph them Use Google Docs to collaborate and create a group activity presentation page for the children’s learning folios. Write up an individual evaluation

14. GROUP DECISION MAKING P1 Identification and discussion of factors involved in problem-solving related to the health and well-being of children. types of play development & play - what does play do Mitchell St program - opportunities and restrictions EYLF – how will this be reflected in the task

15. GROUP DECISION MAKING P2 Decision-making about problem-solving and implementation strategies. what exactly will be done what will be included how it will be set out how information will be gathered what are the tasks what are the timelines who will do what