(EYLF) Becoming

Children’s identities, knowledge, understandings, dispositions, capabilities, skills and relationships change during childhood. They are shaped by different events and circumstances. Becoming reflects this process of rapid and significant change that occurs in the early years as children learn and grow. It emphasises the collaboration of educators, families and children to support and enhance children’s connections and capabilities, and for children to actively participate as citizens.

The Framework conveys the highest expectations for all children’s learning, development and wellbeing from birth to 5 years and through the transitions to school. It communicates these expectations through the following 5 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. 

The Framework provides broad direction for early childhood educators to facilitate all children’s learning, development and wellbeing and ensure children are supported, celebrated, and connected to their community. It guides educators in their professional decision-making and assists in planning, implementing and evaluating high quality educational programs and practices in early childhood settings. It also underpins the implementation of relational and place-based pedagogies and curriculum relevant to each local community and all children in the early childhood setting. Relational pedagogy underpins the ways in which educators build trusting, respectful relationships between children, families, other educators and professionals, as well as members of the community. Place-based pedagogy refers to an understanding that educators’ knowledge of the setting or context will influence how educators plan and practice. 

The Framework is designed to inspire conversations, improve communication and provide a common language about children’s learning among children themselves, their families, the broader community, educators, teachers in schools and other professionals including those who work in child and family services, higher education and training organisations.