Belonging, Being and Becoming
Understanding the EYLF Vision for Early Childhood
The Early Years Learning Framework (EYLF) is founded on the core vision of Belonging, Being and Becoming. These three concepts describe how children learn, grow and form relationships in their earliest years, and they guide how educators plan for wellbeing, identity, play and learning. Whether you are an educator, a student, or a parent, understanding these words is the key to understanding what high-quality early childhood education in Australia is all about.
Key Takeaways:
- Together, they explain why educators prioritise secure relationships, play-based learning, and respectful partnerships with families under the EYLF.
- Belonging is about relationships, identity, culture, and feeling safe, valued and connected.
- Being is about childhood in the present — play, curiosity, emotions, and day-to-day experiences.
- Becoming is about learning, growth and the journey toward confidence, capability and independence.
Framework for Australia
Why “Belonging, Being and Becoming” sits at the heart of the EYLF
The EYLF is part of Australia’s National Quality Framework (NQF) and underpins early learning from birth to five years, as well as the transition to school. “Belonging, Being and Becoming” is placed at the very beginning of the EYLF because it defines the image of the child:
- A child who thrives in relationships (belonging)
- A child who lives fully in the here and now (being)
- A child who is growing, learning and developing (becoming)
This vision shapes the Principles, Practices and Learning Outcomes of the EYLF, and it also aligns closely with children’s rights under the United Nations Convention on the Rights of the Child — the right to identity, the right to participate, and the right to develop to their fullest potential.
What “Belonging” Means in the Early Years and Why It Matters
Belonging refers to a child’s need to feel connected — to people, places, culture, community and the learning environment. When children experience belonging, they feel recognised and valued for who they are. This sense of connection allows them to explore, take risks, communicate and learn with confidence.
In practice, belonging means:
- secure and trusting relationships with educators
- strong partnerships and two-way communication with families
- environments that reflect children’s cultures, strengths, languages and interests
- predictable routines that provide safety, comfort and continuity
- peers who are supported to be inclusive, kind and respectful
Real-world example in a service:
A toddler sees family photos displayed at eye level. She touches the picture of her siblings and tells her educator about them. The educator invites her to share more and incorporates her interests into play that day. She feels seen, safe and connected — this is belonging.
Real-world example at home:
Family traditions, shared stories, and cultural celebrations help children understand “who I am” and “where I come from.” When services embrace these traditions, children experience belonging in both worlds.
How belonging links to EYLF:
Belonging aligns most strongly with Outcome 1 (Identity) and supports Outcome 2 (Community).
What “Being” Means and Why It Is Essential to Childhood
Being is about honouring childhood as a unique and important stage of life. It emphasises that children learn through play, curiosity, relationships and daily experiences — not by rushing toward “school readiness.”
Being means:
- children have time to play, investigate, imagine, create and make meaning
- educators slow down and respond to the child’s voice, interests and emotions
- children are supported to express feelings, develop resilience and build friendships
- every day offers joy, wonder, discovery, and connection with others
Real-world example in a service:
Two preschoolers spend 20 minutes pretending to be vets. The educator doesn’t interrupt or redirect. Instead, she listens and joins only when invited, supporting their ideas through language and props. Their play is not a distraction from learning — it is the learning.
Real-world example of “being” for wellbeing:
A child who is upset during separation is given time, comfort, and emotional support — not hurried forward. Being respects a child’s pace.
How being links to EYLF:
Being aligns closely with Outcome 3 (Wellbeing) and Outcome 4 (Learning), especially through play-based experiences and emotional development.
What “Becoming” Means and How It Connects to Growth and Learning
Becoming refers to the child’s ongoing development — physically, socially, emotionally, culturally and cognitively. It recognises that children are learning skills, values and dispositions that shape the adults they will become.
Becoming focuses on:
- developing identity, independence, capability and confidence
- supporting children to solve problems, negotiate, question and reflect
- helping children understand their world and their impact on others
- preparing for transitions, including the move to school
Real-world example:
A preschooler working on a group project negotiates turn-taking, experiments, changes their plan, shares discoveries, and learns to persist — each of these moments shapes who they are becoming.
How becoming links to EYLF:
Becoming connects strongly with Outcome 4 (Learning) and Outcome 5 (Communication) and is visible whenever children practise new skills or ideas.
How Belonging, Being and Becoming Connect to EYLF Principles, Practices and Outcomes
The EYLF vision flows through every part of the framework:
| EYLF Vision | What It Drives in Early Learning | Related EYLF Components |
|---|---|---|
| Belonging | Relationships, identity, connection and community | Principles: Secure, Respectful Relationships & Partnerships with Families |
| Being | Play, exploration, wellbeing, presence and emotional development | Practices: Responsiveness to Children, Play-Based Learning & Learning Environments |
| Becoming | Growth, capability, transitions and continuity of learning | Outcomes: Identity, Community, Wellbeing, Learning and Communication (1–5) |
What Belonging, Being and Becoming Means for Children and Families
When early learning services embrace the vision of Belonging, Being and Becoming, children experience care that recognises their individuality, honours their identity, and supports their emotional and social development. For families, this means your child is not seen as “one of many,” but as a capable and unique learner whose culture, strengths, ideas and relationships are valued.
Children develop a sense of belonging when educators build warm, trusting relationships and create environments that reflect their home life, interests and community. This helps children feel safe, confident and understood, which in turn supports wellbeing, resilience and positive behaviour.
Through being, children are encouraged to experience the joy, curiosity and wonder of the present moment. Educators slow down, follow children’s cues and support them to express feelings, develop friendships, solve problems and engage in meaningful play. This supports emotional growth and nurtures mental wellbeing.
As children are supported in becoming, they are given opportunities to grow their independence, develop new skills, communicate their needs and ideas, and prepare for the transitions ahead — including the move to school. Children who experience belonging and being are better placed to thrive in their becoming.
Working Together – Families, Educators and Community
A child’s experience is strongest when families, educators and community work in partnership. The EYLF recognises that children learn and develop across multiple environments, and that a shared approach leads to more consistent expectations, stronger emotional security and richer learning.
Educators support this partnership by communicating openly, respecting family beliefs and cultures, and inviting families to contribute to learning decisions. Families strengthen the connection by sharing insights about their child’s interests, routines, and strengths. Community groups, cultural organisations, health services and local events can also support a child’s sense of belonging and identity.
When everyone works together, children experience continuity — they feel known, understood and supported across all parts of their world. This is the heart of the EYLF vision.
Where to Next – Explore More About the EYLF
The EYLF contains several key components that work together with the vision of Belonging, Being and Becoming. To deepen your understanding, explore the next parts of the framework:
Conclusion: A Vision That Respects the Child and Their World
Belonging, Being and Becoming is more than a slogan — it is the foundation of high-quality early learning in Australia. It reminds educators to build secure relationships, honour childhood, nurture curiosity, and support each child’s journey toward confidence and capability. When children feel they belong, can enjoy being, and are supported in becoming who they are meant to be, they thrive — now and into the future.