EYLF – Early Years Learning Framework

The Early Years Learning Framework (EYLF) is Australia’s national framework for early childhood education. It guides how educators support children’s learning, wellbeing, identity, and development from birth to five, as well as through the transition to school. The EYLF ensures that early learning programs are child-centred, play-based and grounded in strong relationships, cultural respect and professional reflection.

For educators and students, understanding the EYLF is essential. It shapes your planning, documentation, curriculum decisions, assessment processes and educator–family partnerships. This page provides a professional, practical overview of the EYLF and how it connects to everyday practice in early learning settings.

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What Is the EYLF?

The Early Years Learning Framework (EYLF) is Australia’s national curriculum framework for early childhood education and care. It guides educators in supporting children’s learning from birth to five and during the transition to school. The EYLF recognises that children learn best through relationships, play, exploration and connection with their world — not through formal, school-style instruction. It focuses on the whole child, including identity, wellbeing, communication, confidence, community and culture.

The EYLF sits within the National Quality Framework (NQF) and is closely linked to the National Quality Standard (NQS). This means educators are expected not only to understand the EYLF, but to demonstrate its use in planning, documentation, teaching strategies, environments and family partnerships. The EYLF provides shared language and expectations across all approved early learning settings, including long day care, kindergarten, preschool and family day care.

At its core, the EYLF aims to help children:

Build a strong sense of identity and belonging
Develop emotional security, wellbeing and resilience
Explore, inquire, imagine and create through play
Build relationships, communicate and collaborate
Develop curiosity, confidence and positive dispositions toward learning

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The EYLF Vision – Belonging, Being and Becoming

The EYLF is built on the vision of Belonging, Being and Becoming. These three concepts describe how children experience their world and how educators can support identity, wellbeing, learning and positive dispositions for life. They are not philosophical extras — they are the foundation that shapes all decisions that educators make, from planning and documentation to environments, language, transitions and family partnerships.

Together, Belonging, Being and Becoming ensure that early learning is not reduced to tasks, checklists or school preparation. Instead, they emphasise the importance of relationships, culture, agency, play, emotional security, and continuity of learning. Educators who genuinely embrace this vision create environments where children feel valued, connected, curious and capable.

Belonging – Identity, Relationships and Connection

Belonging is the foundation of early learning. Children experience belonging when they feel safe, valued and connected to people, places and culture. The EYLF recognises that identity is shaped through relationships — with family, community, Country, language, culture and the learning environment. When children have a strong sense of belonging, they are more confident to explore, problem-solve, take risks, form friendships and engage in learning.

Belonging matters because children learn best when they trust the people around them and feel seen, heard and respected. Educators foster belonging when they build responsive, attuned relationships; honour family perspectives; and create learning spaces that reflect children’s cultures, interests and voices.

Belonging in practice:

Warm, predictable relationships with educators
Family photos, cultural items and home languages represented in the room
Respectful partnerships with families and community
Consistent routines that help children feel safe and settled
Peer relationships supported through modelling, guidance and inclusiveness

Being – Childhood in the Present

Being is about recognising the importance of childhood in the here and now. Instead of focusing only on what children will become, the EYLF encourages educators to value who children are today — emotionally, socially, physically and intellectually. Being reminds us that children need time to play, imagine, explore, express feelings, make choices and simply enjoy being young.

Being matters because rushed, over-structured programs can limit curiosity, agency, creativity and joy. When educators focus on being, they slow down, listen deeply, follow children’s cues and allow learning to emerge through meaningful play and relationships.

Being in practice:

Unhurried routines and flexible, play-rich environments
Time to explore interests without interruption
Opportunities to express ideas, emotions and imagination
Respect for children’s pace, choices and autonomy
Emotional coaching, co-regulation and responsive interactions

Becoming – Learning, Growth and Future Possibilities

Becoming focuses on children’s ongoing learning and development. It acknowledges that children are developing skills, dispositions, understandings and values that shape their future — socially, emotionally, physically, cognitively and morally. Becoming includes identity formation, wellbeing, independence, communication, resilience and responsibility.

Becoming matters because early learning lays a foundation for life. Children need rich experiences, meaningful interactions and intentional teaching to help them develop confidence, agency and continuity in their learning journey. Educators support becoming when they scaffold learning, set up thoughtful environments, plan intentional experiences, and help children reflect, solve problems, negotiate and persist.

Becoming in practice:

Encouraging independence, agency and decision-making
Scaffolding learning through intentional teaching
Supporting transitions and continuity of learning
Encouraging persistence, resilience and collaboration
Helping children understand their impact on others and the world

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EYLF Principles – Summary for Educators and Students

The EYLF Principles articulate the core beliefs that underpin high-quality early childhood education in Australia. They guide educators in building strong relationships, making ethical decisions, and creating environments where every child can learn, belong and thrive. The principles are not “ideas to remember” — they are expectations that should be visible in daily practice, documentation, decision-making and professional reflection.

The principles support a culture of collaboration, cultural responsiveness, equity and continuous improvement. When educators genuinely embed the EYLF Principles, their teaching becomes purposeful, strengths-based and deeply connected to children, families and community. This approach aligns closely with the National Quality Standard, particularly in Quality Areas 1, 5, 6 and 7, where relationships, partnerships, leadership and reflective practice are central.

The 8 EYLF Principles are:

1. Secure, respectful and reciprocal relationships
2. Partnerships with families
3. Respect for diversity
4. Aboriginal and Torres Strait Islander perspectives
5. Equity, Inclusion and High Expectations
6. Sustainability
7. Critical Reflection and Ongoing Professional Development
8. Collaborative Leadership and Teamwork

These principles help educators make decisions that are ethical, culturally responsive and child-centred.

1. Secure, Respectful and Reciprocal Relationships

Relationships are the foundation of learning. Children feel safe, confident and ready to explore when educators respond to them with warmth, consistency and emotional availability.

In practice, this means:

Building trust through predictable, attuned interactions
Responding to children’s cues, strengths and emotions
Co-regulating and modelling empathy and respect
Listening, acknowledging and validating children’s voices

2. Partnerships with Families

Families are children’s first and most influential teachers. The EYLF emphasises genuine, respectful partnerships where families are collaborators, not observers.

In practice, this means:

Two-way communication, not one-way information sharing
Inviting family knowledge, culture, goals and perspectives into planning
Respecting diverse family structures, rhythms and priorities
Sharing decisions when setting goals, strategies and next steps

3. Respect for Diversity

Children and families bring unique cultural identities, languages, traditions and worldviews. Diversity enriches learning and strengthens community.

In practice, this means:

Respecting and celebrating cultural identities
Incorporating diverse stories, voices and perspectives into learning
Using children’s home languages where possible
Avoiding tokenism by embedding diversity meaningfully over time

4. Aboriginal and Torres Strait Islander Perspectives

The EYLF requires educators to honour First Nations knowledge, history, voices and ways of knowing, being and doing. This is not an optional gesture — it is fundamental to Australia’s identity.

In practice, this means:

Building relationships with local community and Elders where possible
Embedding perspectives meaningfully, not superficially
Acknowledging Country and connecting children with land, language and story
Teaching respect for culture, history and truth-telling in age-appropriate ways

5. Equity, Inclusion and High Expectations

Every child is capable, regardless of background, ability, culture or experience. Educators must recognise potential, challenge bias and create equitable learning opportunities.

In practice, this means:

Seeing strengths first, not deficits
Scaffolding learning so every child can participate and succeed
Challenging stereotypes and discriminatory attitudes
Making adjustments to support diverse abilities and needs

6. Sustainability

Sustainability in the EYLF goes beyond recycling. It includes environmental, social and economic responsibility.

In practice, this means:

Connecting children with nature and environmental stewardship
Encouraging care, respect and responsibility
Embedding sustainable practices in daily routines
Supporting children to understand their impact on the world

7. Critical Reflection and Ongoing Professional Learning

Critical reflection helps educators analyse their decisions, challenge assumptions, and improve their practice so children receive the highest quality learning experiences. Ongoing professional learning ensures educators remain informed, intentional, and aligned with current research, policy, and community needs.

In practice, this means:

Reflecting on routines, interactions, environments and decisions — not just activities
Asking critical questions (e.g., “Who benefitted?” and “What might I change next time?”)
Challenging personal bias and considering multiple perspectives
Seeking professional development, mentorship or research to guide improvement

8. Collaborative Leadership and Teamwork

Collaborative leadership recognises that all educators contribute to quality outcomes through shared responsibility, open communication and mutual respect. Strong teamwork creates calm, consistent environments where children feel safe, supported and connected.

In practice, this means:

Valuing every educator’s voice, strengths and professional contributions
Sharing decision-making and supporting one another through challenges
Maintaining consistent expectations, routines and approaches as a team
Engaging in open, respectful communication to build shared purpose

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EYLF Practices (Summary for Educators)

The Practices describe how educators put the principles into action. They guide your teaching strategies, relationships, environment design, documentation and assessment.

The EYLF Practices include:

• Holistic approaches
• Responsiveness to children
• Play-based learning and intentional teaching
• Learning environments that invite curiosity, agency and exploration
• Cultural competence and respect for diversity
• Continuity of learning and transitions
• Assessment for learning
• Collaborative partnerships with families and community

These practices help educators move from what they believe to what they do in their daily work with children.

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EYLF Learning Outcomes (Summary for Educators)

The Learning Outcomes describe broad areas of knowledge, skills and dispositions that children should develop in early childhood. They are intentionally open, allowing educators to plan in ways that reflect each child’s strengths, interests, culture and context.

The five EYLF Learning Outcomes are:

1. Children have a strong sense of identity
2. Children are connected with and contribute to their world
3. Children have a strong sense of wellbeing
4. Children are confident and involved learners
5. Children are effective communicators

Educators use the outcomes when planning, analysing children’s learning, and assessing progress over time.

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The EYLF Planning Cycle

Educators must show how their planning is thoughtful, intentional and based on what they learn about children. The Planning Cycle provides a structured, reflective process that supports continuous improvement.

The cycle typically involves:

• Observe: Gather meaningful information about children’s play, behaviour, thinking and relationships.
• Plan: Decide on strategies, environments, experiences and intentional teaching opportunities.
• Implement: Put the plan into action through play-based learning, routines and interactions.
• Reflect / Evaluate: Analyse what happened, assess learning, and consider what comes next.

The Planning Cycle links directly to documentation tools such as learning stories, jottings, photos, observations, programme plans, and evaluation notes.

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EYLF and Developmental Milestones

While the EYLF is not a milestone checklist, educators often use milestones as a reference to understand child development and inform planning. ACECQA emphasises that milestones are a tool, not an assessment. They support reflection, early identification and planning, but learning should always be viewed holistically, not as a list of tasks to be mastered.

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Linking the EYLF to Documentation and Learning

Educators must link observations, reflections and forward planning to the EYLF in a meaningful way. This means showing:

• What children are learning
• How their experiences connect to outcomes
• How educators will extend or support that learning
• How reflections influence future decisions

Common documentation that links to the EYLF includes:

• Learning stories
• Anecdotal records and jottings
• Photo observations
• Group experiences
• Programme plans and reflections
• Transition statements
• Child profiles and individual goals

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EYLF in Everyday Practice

Educators demonstrate the EYLF when they:

• Build strong relationships with every child
• Create play-rich, engaging environments
• Support children’s agency, voice and decision-making
• Make learning visible through documentation
• Plan experiences that reflect interests, culture and strengths
• Use intentional teaching strategies
• Respond to children’s cues, emotions and ideas
• Support inclusion, equity and cultural safety
• Engage meaningfully with families
• Reflect on their own practice to continually improve

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EYLF Study Support (for Students)

Students completing early childhood training often need to reference the EYLF in assignments. Key points worth remembering:

• The EYLF supports holistic development
• The Planning Cycle is central to programming and documentation
• Outcomes are broad and flexible, not prescriptive
• Belonging, Being and Becoming is the vision
• Principles and Practices guide educator decisions

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EYLF Glossary

Educators and students can refer to the Childcare Glossary for EYLF-related terminology such as agency, holistic learning, intentional teaching, dispositions, scaffolding, belonging, and continuity of learning.

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Conclusion

The EYLF provides a shared professional foundation for early childhood educators in Australia. It supports child-centred, relationship-rich, play-based learning and ensures that programmes genuinely reflect who children are, how they learn, and what they need to thrive. By understanding and applying the framework — through principles, practices, outcomes and reflective planning — educators can create meaningful, responsive learning experiences that support belonging, wellbeing, active engagement and lifelong learning.

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Related Links

• Early Years Learning Framework
• National Quality Framework
• National Quality Standard
• ACECQA