Early Years Learning Framework Principles

Strong partnerships between educators and families support children’s learning, identity, and wellbeing. When families feel respected, informed, and included, they are more confident to share insights, cultural knowledge, and aspirations for their child. Partnerships encourage shared decision-making and create consistency between home and the learning environment. This principle recognises that families are a child’s first teachers, and that collaboration leads to more meaningful, responsive learning outcomes.

Educators apply this principle by:

• Communicating openly, respectfully, and regularly with families
• Valuing family input when planning learning goals and experiences
• Inviting families to share cultural knowledge, routines, and perspectives
• Working as a team through empathy, confidentiality, and respect

Partnerships are built over time through genuine curiosity, active listening, and ongoing collaboration. When families and educators work together, children feel supported, understood, and connected.

Examples of How to Apply Principle 2 in Practice – Partnerships

For educators:

• Greet families warmly and exchange brief information at arrival and departure times
• Share learning documentation and invite families to comment or contribute
• Ask about cultural practices, languages, and family traditions to reflect them in the curriculum
• Offer multiple communication methods (verbal, digital, visual) to support accessibility

For parents:

• Share updates about routines, interests, challenges, or changes at home to support continuity
• Respond to learning stories, messages, or program updates to build two-way communication
• Share cultural traditions, songs, or stories for educators to incorporate into learning experiences

Respect for diversity recognises that children and families come from a wide range of backgrounds, identities, cultures, languages, and beliefs. Diversity enriches learning communities and offers children opportunities to develop empathy, inclusion, and cultural awareness. When educators value and reflect diversity in meaningful ways, children learn to feel proud of who they are and to respect the identities of others. This principle challenges bias and supports practices that are inclusive, anti-discriminatory, and culturally responsive.

Educators apply this principle by:

• Valuing every child’s cultural identity, language, abilities, and background
• Embedding diverse perspectives throughout the program, not as token “special moments”
• Challenging stereotypes and biased language or behaviour
• Ensuring all children and families feel represented, included, and respected

Respecting diversity helps children build open-mindedness, empathy, and a strong sense of belonging. It supports equitable learning environments where differences are seen as strengths.

Examples of How to Apply Principle 3 in Practice – Respect for Diversity

For educators:

• Include books, resources, languages, music, and visuals that reflect a range of cultures and perspectives
• Work with interpreters or bilingual tools when needed to support family communication
• Challenge stereotypes in play or language by modelling inclusive thinking
• Consult with families to accurately represent cultural practices and avoid tokenism

For parents:

• Support inclusive behaviours at home by modelling respect for others
• Share aspects of your family culture, language, and traditions for inclusion in the curriculum
• Encourage your child to talk openly about similarities and differences in positive ways

This principle acknowledges Aboriginal and Torres Strait Islander peoples as the First Nations of Australia and recognises their unique place in the country’s past, present, and future. Embedding these perspectives helps children develop understanding, respect, and connection to Country, culture, language, and community. It also strengthens reconciliation and promotes culturally responsive practice. This principle requires educators to engage authentically — not through tokenistic gestures, but through ongoing learning and respectful collaboration.

Educators apply this principle by:

• Acknowledging Country and embedding First Nations perspectives meaningfully in the curriculum
• Building relationships with local Aboriginal and Torres Strait Islander communities where possible
• Reflecting on personal biases and committing to ongoing cultural learning
• Sharing stories, knowledge, and perspectives that honour history, culture, and identity

Children learn to value truth-telling, respect, connection to land, and cultural identity. This principle deepens belonging and strengthens children’s understanding of Australia’s cultural heritage.

Examples of How to Apply Principle 4 in Practice – Aboriginal and Torres Strait Islander Perspectives

For educators:

• Begin gatherings with an Acknowledgement of Country and explain its meaning to children
• Use authentic resources created by First Nations authors, artists, and Elders
• Invite community members, where appropriate, to share stories, culture, or language
• Embed perspectives throughout the year, not only on symbolic dates

For parents:

• Share family knowledge, stories, or perspectives where culturally appropriate
• Encourage children to care for land, nature, and place as part of everyday learning
• Support truth-telling and age-appropriate conversations about Australia’s history

This principle is based on the belief that every child is capable of success. Educators must provide equitable opportunities for participation and learning, recognising and addressing barriers such as bias, ableism, language differences, or socioeconomic disadvantage. High expectations are not about pushing children — they are about holding a strength-based belief that every child can learn, contribute, and grow. Inclusion ensures that every child feels valued and supported in ways that respond to their individual needs and rights.

Educators apply this principle by:

• Viewing children through a strengths-based lens, not a deficit lens
• Adapting environments, routines, and teaching strategies to support all learners
• Challenging bias, discrimination, and unfair assumptions
• Encouraging children to persist, take risks, and trust their capabilities

When educators remove barriers and believe in children’s potential, learning outcomes improve and wellbeing strengthens. Equity and inclusion are essential for belonging, resilience, and confidence.

Examples of How to Apply Principle 5 in Practice – Equity, Inclusion and High Expectations

For educators:

• Modify learning environments or tools to support success for children of all abilities
• Use positive, strength-based language that reinforces confidence
• Collaborate with specialists or support services when needed
• Scaffold learning step-by-step to help children achieve success

For parents:

• Encourage your child to try new things and celebrate effort, not just achievement
• Work with educators if your child needs adjustments or additional support
• Reinforce positive self-talk and persistence at home

Sustainability extends beyond environmental awareness — it includes social and economic responsibility, care for Country, and shared stewardship of the future. Early learning settings play a key role in helping children understand their impact on the world and how to make responsible choices. Educators model sustainable actions and support children to develop respect, care, and responsibility for the environment, people, and communities around them.

Educators apply this principle by:

• Embedding sustainable practices in daily routines and decision-making
• Encouraging children to reduce, reuse, recycle, and care for natural resources
• Teaching respect for land, community, and living things
• Modelling fairness, responsibility, and community care

Sustainability teaches children that their choices matter, helping them develop agency and responsibility as global citizens.

Examples of How to Apply Principle 6 in Practice – Sustainability

For educators:

• Involve children in gardening, composting, recycling, or caring for living things
• Use natural and recycled materials for play and creativity
• Narrate sustainable choices (e.g., “Let’s turn the tap off to save water”)
• Connect discussions about fairness and care to relationships and community

For parents:

• Encourage simple sustainable habits at home, such as sorting recycling together
• Share cultural or family practices related to caring for land and community
• Reinforce respect for nature during outdoor play and daily routines

This principle emphasises that high-quality education requires continuous professional reflection and growth. Critical reflection helps educators question assumptions, examine decisions, and improve their practice. It also enhances ethical decision-making and strengthens curriculum quality. Ongoing learning ensures that educators remain informed, intentional, and aligned with current research, policies, and community needs.

Educators apply this principle by:

• Reflecting regularly on practices, decisions, and interactions
• Seeking feedback and engaging in professional conversations
• Staying current with research, policy updates, and professional learning
• Challenging personal bias to improve equity and inclusion

Critical reflection leads to more thoughtful, ethical, and responsive practice — ultimately improving outcomes for children and families.

Examples of How to Apply Principle 7 in Practice – Critical Reflection and Ongoing Professional Learning

For educators:

• Use a reflective journal or team reflection meetings to analyse practice
• Engage in professional learning and apply new knowledge to planning
• Ask reflective questions such as: “Whose voices are missing?” or “What might I do differently?”
• Collaborate with colleagues to share strategies and improve consistency

For parents:

• Support continuity between home and school routines through open communication
• Share observations or insights with educators that may support reflective planning
• Engage in two-way conversations about what works for your child

This principle recognises that quality early learning relies on strong teamwork and shared leadership. Collaboration creates a culture of respect, trust, open communication, and collective responsibility. Effective teams work together to solve problems, share knowledge, and make decisions that support children and families. Leadership is not limited to a single role — every educator contributes to the learning community through their strengths, voice, and professional commitment.

Educators apply this principle by:

• Communicating openly and respectfully with colleagues
• Sharing ideas, expertise, and responsibility for decision-making
• Supporting consistency, professionalism, and shared goals
• Working through challenges constructively as a team

When educators support each other, children benefit from stable, confident, and coordinated learning environments. Team collaboration also strengthens wellbeing and reduces workplace stress.

Examples of How to Apply Principle 8 in Practice – Collaborative Leadership and Teamwork

For educators:

• Participate actively in team meetings, planning sessions, and reflections
• Share strengths and learn from colleagues’ perspectives
• Support consistency across rooms, routines, and expectations
• Offer help, feedback, and encouragement to build a positive team culture

For parents:

• Support collaborative approaches by working with, not against, the service
• Approach concerns or questions through open, respectful communication
• Recognise that educators share responsibility as a team