Nicci

Welcome to 'The Early Years Learning Framework Unpacked' Professional learning session. My name is Nicci McDowell and I'm an Early Learning Adviser from the Curriculum Early Years and Primary Learners Early Learning Team.

This professional learning session will take apart the elements of the Early Years Learning Framework (EYLF) and examine these elements in everyday practice. Before we begin, I would like to acknowledge that this recording is being made on the Gadigal lands of the Eora Nation and acknowledge the aboriginal lands that you are on today. At the department, we recognise the Ongoing Custodians of the lands and the waterways where we work and live. I pay respect to elders past and present as ongoing teachers of knowledge, songlines and stories. Together, we strive to ensure every Aboriginal and Torres Strait Islander learner in New South Wales achieves their potential through education.

This professional learning session will focus on supporting teachers, educators and leaders that are new to preschool settings or would like to deepen their understanding of the elements of the Early Years Learning Framework. It provides advice on developing, implementing and evaluating high-quality educational programs guided by the Early Years Learning Framework. By completing the session, participants will know and understand preschool curriculum requirements, know and understand the elements of the Early Years Learning Framework, otherwise known as the EYLF and reflect on how to use these elements to guide curriculum decision making. This is so they can identify how to meet the legislative and quality requirements of the preschool and also discuss and describe the elements of the EYLF and how they guide their preschool curriculums.

This session also contributes to NESA accredited Professional Development hours. By completing this session, participants will demonstrate standards 2.1.2 – Apply knowledge of the content and teaching strategies of the teaching area to develop engaging teaching activities and 2.3.2 – Design and implement learning and teaching programs using knowledge of curriculum, assessment and reporting requirements. This presentation, The Early Years Learning Framework unpacked runs for 90 minutes. Part 1 of the session is a recording and a reflection activity, and Part 2 of the session is another recording and then another reflection activity.

At the end of the session there are key messages summarising the session along with information about further resources and a session evaluation.

Let's begin.

To know and understand how the Early Years Learning Framework informs curriculum decision making, it's important to know the legislative and quality requirements to delivering a preschool program.

The Early Years Learning Framework is one of the key components of the National Quality Framework, also known as the NQF. The NQF sets out what is required in the preschool and provides a national approach to regulation, assessment and quality improvement for the early childhood education and care sector. This image, which you will find on page 9 of ACECQA's guide to the NQF describes how the key components of the NQF come together to inform the preschool program. These components include the legislative framework of the NQF, which is the Education and Care services National Law and Regulations and the law and regulations set out what is mandated in the preschool setting.

The next component is the National Quality Standard, also known as the NQS. The NQS provides a benchmark for quality programs and practice, and it requires professionals to ensure their preschool is meeting or exceeding these areas of the standard. The National Quality Standard includes 7 quality areas, 15 standards and 40 elements across these quality areas. The NQF also requires early settings to undergo rigorous assessment and rating processes. All early childhood education and care services participate in assessment and rating against the 7 quality areas of the NQS.

In New South Wales this is managed by the Department of Education's regulatory authority. The final component of the NQF is the approved learning frameworks. There are 2 nationally-approved learning frameworks which outline the practices that support and promote children's learning. These are Belonging, Being and Becoming: The Early Years Learning Framework for Australia and My Time, Our Place: The framework for School Aged Care in Australia. For children attending preschool the approved learning framework is the EYLF. While this is a useful overview of the requirements, the purpose of this session is to examine how these requirements relate to developing a high-quality preschool curriculum. To do this, it is important to know which legislative and quality requirements relate directly to curriculum decision making.

Taking a closer look at the legislative requirements in accordance with Section 168 of the Educational Care Service National Law, a preschool program delivered must be based on an approved learning framework. For preschools, delivering a program or curriculum in accordance with the approved learning framework refers to using the elements of the EYLF to guide your curriculum. Section 168 of the law also emphasises that curriculum is based on individual needs. In practice, this means developing individual or small-group learning goals, as well as a learning environment that provides a range of diverse learning experiences. It requires you to provide open-ended materials so that each child can self-select what they engage with, and then operate at their own level. It also requires teachers and educators to be responsive to individuals and join them in their play to extend and scaffold their learning through questioning and shared sustained thinking.

As with the law, the preschool curriculum must also comply with the Education and Care Services National Regulations. The regulations support the law by providing detail on how to comply with it. Regulation 73 requires the program to contribute to the outcomes of the EYLF for each child. Regulation 74 requires documentation of learning to include assessments of developmental needs, interests, experiences and children's participation in the program and their progress against the outcomes. Regulation 75 requires information about the program to be displayed and accessible at the preschool and Regulation 76 requires that families are informed about the program and their child's progress towards the outcomes of the EYLF.

Meeting these 4 regulations will look different in different settings. But the most important aspect is knowing what you are required to do. Knowing the requirements will empower you to make decisions about how you record and demonstrate your program and practices. In addition to the legislative requirements, the preschool curriculum is also required to meet the National Quality Standard. Like mentioned earlier, the NQS provides a benchmark for quality programs and practice, and it requires professionals to ensure their preschool is meeting or exceeding the quality areas of the standard.

Quality Area 1 of the NQS, the educational program and practice, requires preschools to demonstrate how they plan and implement the program for children. Specifically, Element 1.1.1 requires the program to be guided by the approved learning framework and in Standard 1.3, Assessment and planning, Element 1.3.1 focuses on the use of the assessment and planning cycle. Together with the law and regulations, the NQS ensures the preschool curriculum enhances children's learning and development and is delivered in an effective way.

Now we've examined the legislative and quality requirements of the preschool curriculum. This brings us to the Early Years Learning Framework as the approved learning framework to guide your curriculum. The EYLF is the only approved learning framework for preschool children. This means it is the only curriculum framework to be used by preschool teachers and educators when developing their curriculum. The EYLF draws on robust Australian and international evidence and contemporary research that confirms early childhood is a vital time in children's learning, development, and wellbeing. The EYLF has recently undergone an update to ensure it continues to reflect contemporary developments in practice and knowledge while supporting all early years educators to promote the learning, development and wellbeing of each child.

The EYLF guides leaders, teachers and educators in their curriculum decision making and delivery of the program. The framework is internationally recognised as an exemplar of high-quality early learning. Before we go any further, it's important to take some time to pause and reflect. So far, the session has unpacked the legislative and quality requirements of the preschool program. It has examined the 4 components of the NQF: the law, the regulations; the National Quality Standard; assessment and rating and the approved learning frameworks. The session has highlighted the sections of the national law and regulations that relate to the educational program and what leaders, teachers and educators must do to deliver the program in accordance with these requirements.

The session has also examined the EYLF as the only approved learning framework for department preschool settings. Before we examine the EYLF in more detail, it's important we take time to reflect on how your preschool meets the legislative and quality requirements. Please pause this recording and find the prompts to guide your thinking in Activity 1 of the participant workbook.

Welcome to Part 2 of this 2-part professional learning session. Now we have reviewed the legislative and quality requirements of the preschool, it's time to unpack the Early Years Learning Framework as the approved learning framework to guide the preschool curriculum.

The aim of the EYLF is to support leaders, teachers and educators to extend and enrich children's learning from birth to 5 years and through the transition to school. The framework puts children's learning, development and wellbeing at the core and comprises of interdependent elements, the vision, principles, practices and learning outcomes. All elements are fundamental to early childhood pedagogy and effective curriculum decision making. In the diagram from page 10 of the framework, you can see the relationship between the elements of the EYLF.

The diagram also includes the overarching theme of the framework Belonging, Being and Becoming which we'll examine in this part of the presentation. Before we unpack the elements of the EYLF, it's important to know that the preschool curriculum encompasses all interactions, experiences, routines and events, planned and unplanned, that occur in the environment designed to foster children's learning, development and wellbeing. Traditionally, when we think about children's learning, the focus tends to be on the planned lessons and experiences we provide rather than all of the other things that we do each day.

Planned experiences are important, but if preschools want to achieve the kind of learning that the EYLF is talking about, it's important to think more broadly. The preschool curriculum acknowledges that children are learning all the time. Although we might see some parts of our day as being more educational than others, it doesn't mean that children will see it the same way.

The vision of the EYLF provides broad direction for educators to facilitate learning and ensure children are celebrated and connected to their community. It guides decision making, assists planning, implementing and evaluating programs in early childhood. It's designed to inspire conversations and provide a common language about children's learning among children themselves, families, community and teachers.

It is also important to call out that the EYLF is a guide and not prescriptive as school syllabus are. It provides the direction for educators to build a curriculum that facilitates and celebrates children's learning, development and wellbeing. It's designed to be context-specific with educators encouraged to use the EYLF to provide a curriculum that meets the needs of children of the local community.

The EYLF is not about everyone doing the same thing. Each preschool will apply the framework in their own way to suit their own setting. What is important is that each of the principles and the practices is evident and that the way they are combined works for children, families and educators of the preschool. The EYLF combines curriculum with pedagogical advice focusing on dispositions for learning that are integrated across all of the learning outcomes.

Fundamental to the vision of the EYLF is a view of children's lives as characterised by belonging, being and becoming. This overarching theme of belonging, being and becoming in the EYLF identifies children as confident and creative individuals and promotes successful lifelong learning. Belonging refers to trusting relationships and affirming experiences as crucial to define children's identities. Belonging has the power to shape being: who children are, and becoming: who they will become. Being promotes that children know themselves, develop their identity and build and maintain relationships with others.

The early childhood years are not solely preparation for the future, but also about children being in the here and now. Becoming emphasises children change through childhood and they are shaped by different events and circumstances. The collaboration of educators, families and children to support and enhance children's capabilities and for children to be active participants as citizens.

Children are belonging, being and becoming all the time in ways that are indivisible and interconnected. This understanding is central to the EYLF. Early childhood educators must also understand that children may come from diverse backgrounds and acknowledge this in each child's belonging, being and becoming when they are making curriculum decisions. The vision of the EYLF also pays particular attention to early childhood pedagogy. The framework defines pedagogy as the art, science or craft of educating. A useful way to think of pedagogy is a collection of ways of knowing and doing as an educator – the tools you draw on daily from your backpack or your toolkit to do this well. It includes professional knowledge, skills and practices, professional judgments, relational and place-based pedagogy, adopting child-centered approaches and your personal style and professional experiences. The importance of understanding early childhood pedagogy is due to the certain nuances early childhood professionals use to intentionally foster and nurture children's development, learning and wellbeing. The art, craft and science of teaching young children is different to that of primary or secondary pedagogies. Sometimes there is continuity and connection, particularly between the early years in school settings.

However, the EYLF is clear that there are specific pedagogies such as play-based learning and holistic approaches in relation to supporting the learning, development and wellbeing of children age 0–5 years. Along with the vision of the framework, elements of the EYLF also include the principles, practices and outcomes. The image from page 11 of the EYLF represents how the vision and belonging, being and becoming work together with the principles, practices and outcomes of the framework. The elements work together to ensure curriculum decision making is child-centered, open and focused on learning dispositions as opposed to content-centred and fixed.

To know and understand how these elements work together to inform the preschool curriculum, it's important to examine each of the elements in more detail, beginning with the principles of the framework. A principle is a fundamental understanding that serves as the foundation for beliefs and behaviours. You may have principles that you use to guide how you live your life. The 8 principles of the EYLF are reflective of contemporary theories, perspectives and research concerning the learning, development and wellbeing of children, as well as early childhood pedagogy.

These principles underpin the practice that is focused on assisting all children to make progress in relation to the Early Years Learning Framework learning outcomes. What you understand and believe about the principles of the EYLF will impact your professional practices and curriculum decision making.

Looking closely at each of the 8 principles, there is 'Secure, respectful and reciprocal relationships' which means educators are attuned to children's thoughts and feelings, support their learning and development and wellbeing, they prioritise nurturing relationships through culturally-safe and responsive interactions, providing children with consistent emotional support.

The next principle is ‘Partnerships’. This principle of partnerships is focused on the foundations of respecting other people's perspectives, expectations and values and building on the strength of each other's knowledge and skills. This principle identifies the outcomes are most likely to be achieved when educators work in partnership with others, children, families, other professionals and communities.

The principle of ‘Respect for diversity’ means valuing traditional practices, heritage and ancestral knowledge within the curriculum. It requires educators to acknowledge the histories, cultures, language, traditions, religions and spiritual beliefs as well as child-rearing practices and lifestyle choices of families. This principle also requires that educators recognise that diversity contributes to the richness of our society and provides a valid evidence base about ways of knowing. For Australian children, it also includes promoting greater understanding of Aboriginal and Torres Strait Islander ways of knowing and being and actively working towards reconciliation. Aboriginal and Torres Strait Islander perspectives strengthen Aboriginal and Torres Strait Islander knowledges, cultures and perspectives throughout the EYLF as a priority. It reflects the Alice Springs Education Declaration and aligns with the Australian curriculum. This principle requires educators to provide opportunities for Aboriginal and Torres Strait Islander children to see themselves, their identities and their cultures reflected in the preschool environment as this is important for growing a strong identity.

This principle ‘recognises embedding Aboriginal and Torres Strait is Islander perspectives’ is a shared responsibility and requires educators to grow their knowledge of kinship systems and cultural connections in their local communities to think deeply and to seek assistance where possible.

Equity, inclusion, and high expectations. The focus of this principle is on inclusion, recognising that all children have the right to participate in quality and inclusive early childhood settings regardless of their circumstances, strengths, gender, capabilities or diverse ways of doing and being. It requires educators to continually strive to find equitable and effective ways to ensure that all children have opportunities to achieve the learning outcomes and flourish.

‘Sustainability’. This principle draws on contemporary research and recognises UNESCO's definition that describes 3 dimensions of sustainability: environmental, social and economic sustainability, and the connection between these dimensions. The sustainability principle requires educators to think about the future and to act to create healthy, just and vibrant futures for all.

‘Critical reflection and ongoing professional learning’. This principle requires educators to continually seek ways to build their professional knowledge and skills and develop learning communities. Critical reflection requires a deep level of thinking and engagement with diverse perspectives like theory and ethics, which leads to pedagogical decisions and actions that are transformative. This principle supports educators to question established practices and to think about why they are working in particular ways.

And finally, ‘Collaborative leadership and teamwork’. This principle focuses on the shared responsibility and professional accountability educators have for children's learning, development and wellbeing. It recognises that all educators exercise aspects of leadership in their daily work with children, families and colleagues. It also highlights educators lead their own ethical practice as they take professional and personal responsibility for their actions and the decisions that they make. The principles we have just examined underpin the practices of the EYLF.

The practices of the EYLF are the toolkit of concepts, strategies and techniques that educators use to facilitate children's learning, development and wellbeing. The 7 practices help educators to understand age-appropriate early childhood pedagogy and support them to make informed curriculum decisions. When examining the practices of the EYLF, you may consider why each practice is important to your curriculum decision making. Which of the practices are a strength for you and which practice requires more attention?

Looking closely at each of the practices of the framework, we see ‘Holistic, integrated and interconnected approaches’. This practice recognises the integration and connectedness of all dimensions of children's learning, development and wellbeing. When educators take a holistic, integrated and interconnected approach, they pay special attention to children's physical, personal, social, emotional and spiritual wellbeing, as well as the cognitive aspects of learning.

‘Responsiveness to children’. This ensures educators are attuned to and respond in ways that best suit each child's strengths, capabilities and curiosity. When educators know, value and build on all children's strengths, skills and knowledge this strengthens their motivation and engagement in learning.

‘Play-based learning and intentionality’. Play-based learning and intentionality approaches allow for different types of play. This practice recognises the intentional roles that both children and educators may take in children's learning. Play-based learning with intentionality can expand children's thinking and enhance their desire to know and to learn. Promoting positive dispositions towards learning.

‘Learning environments’. The practice of learning environments identifies welcoming, safe and inclusive indoor and outdoor learning environments that reflect, respect and affirm identities and enrich the lives of children and families. It requires educators to plan and improve vibrant and flexible environments that support learning. This includes active and calming spaces as well as times in the daily schedule for active and quiet play. This practice also recognises outdoor learning spaces are a feature of Australian learning environments. Our outdoor environments offer a vast array of possibilities for physical activity and learning not available indoors.

‘Cultural responsiveness’. Educators who are culturally responsive respect multiple cultural ways of knowing, doing and being and celebrate diversity. Being culturally responsive includes a genuine commitment to embed Aboriginal and Torres Strait Islander perspectives in all aspects of the curriculum. Being culturally responsive also includes respecting and working collaboratively with culturally and linguistically diverse children and families.

‘Continuity of learning and transitions’. This practice recognises that transitions can be everyday occurrences between routine, play spaces or settings as well as bigger transitions such as from home, to starting preschool, from one early childhood setting to another or from preschool to kindergarten. It requires educators to assist children to negotiate change, as well as share information about each child's knowledge and skills so that new learning can build on the foundations of earlier learning. This practice also ensures continuity where children experience familiar or similar ways of being, doing and learning from one setting to another.

And finally, ‘Assessment and evaluation for learning, development and wellbeing’. ‘Assessment’ refers to the gathering of information about children's learning, development and wellbeing undertaken over time using a range of strategies. ‘Evaluation’ refers to educators critical reflection on an analysis of this information and consideration of the effectiveness of their planning and implementation of the curriculum.

Using assessment and evaluation information, educators, in collaboration with children, families, other professionals, can formulate short and long-term goals for each child. This practice identifies 3 broad types of assessment to be utilised by educators including 'assessment for learning', also known as formative assessment, 'assessment of learning', also known as summative assessment and 'assessment as learning', recognising children's awareness, contributions, and appreciation of their own learning.

This quote from the Educators Guide to the EYLF states, 'Our responsibility as early childhood educators working with and for Australia's children is to understand our own principles and practices, understand the Principles and Practices of the Framework, and work hard to make sure our work practices and principles are consistent with the Framework.' When thinking about each of the principles and practices in this session, you may consider: 'What are my own understandings of each of the principles and practices and how does this align to the principles and practices of the EYLF?'

And finally, the elements of the EYLF include the Learning outcomes. Children's learning is ongoing, and each child will progress towards the learning outcomes in different and equally-meaningful ways. Learning is not always predictable and linear. Educators plan for each child, small and whole groups with the learning outcomes in mind. The learning outcomes demonstrate how the 4 elements of the framework: Vision, Principles, Practices and Outcomes combine to guide curriculum decision making and assessment to promote children's learning.

The 5 learning outcomes are relevant for all children. Guidance in the framework provides examples of how educators may work to promote these outcomes and how children's learning may be evident. When using the learning outcomes for planning, educators can modify them to meet the requirements of learners in their learning spaces. This is important as educators have inclusion obligations under the Disability Discrimination Act and the Racial Discrimination Act and make reasonable adjustments for all learning outcomes to ensure learning and engagement for all children. Each learning outcome includes key components to expand the outcome and provide examples of evidence that educators may observe in children as they learn. None of the outcomes are about short-term learning. No one outcome can be achieved through a single experience no matter how wonderful that experience is. That is not to say that individual experiences don't matter. Individual experiences make up the steps that can lead towards the outcomes.

The learning outcomes are a product of many different experiences that build on each other. Learning outcome 1: Children have a strong sense of identity. This outcome identifies that a healthy identity is the cornerstone to children's learning, development and wellbeing, and that when children feel safe, secure and supported, they grow in confidence to explore and learn. The key components of Outcome 1 are that children feel safe, secure and supported, children develop their emerging autonomy, interdependence, resilience and agency and children develop knowledgeable, confident, self-identities with a positive sense of self-worth and that children learn to interact in relation to others with care, empathy and respect.

Outcome 2: Children are connected with and contribute to their world. This outcome identifies relationships and participation in communities contributes to children's belonging, being and becoming. Experiencing respectful, responsive relationships strengthens children's interests, knowledge and skills in being and becoming active contributors in their world. The key components of Outcome 2 promote learning by children developing a sense of connectedness to groups and communities and an understanding of their reciprocal rights and responsibilities as active and informed citizens. Children respond to diversity with respect. Children become aware of fairness and that children become socially responsible and show respect for the environment.

Learning outcome 3: Children have a strong sense of wellbeing. Learning across this outcome includes physical health and fitness, activity and leisure, nutrition, sleep and rest, feelings of satisfaction and successful social functioning. It identifies a strong sense of wellbeing, provides all children with the confidence and optimism which maximises their learning potential. Children's positive mental health is assisted and supported by educators and monitored particularly when children are dealing with adversity or trauma.

The key components of Outcome 3 requires educators to plan for ways for children to become strong in their social and emotional and mental wellbeing, become strong in their physical learning and wellbeing, to be aware of and develop strategies to support their own mental and physical health and personal safety.

Outcome 4: Children are confident and involved learners. Outcome 4 focuses on developing learning dispositions such as curiosity, persistence and creativity. It identifies children use active mental processes such as exploration, experimentation, questioning, collaboration and problem-solving across all aspects of the curriculum. The key components of this outcome are that children develop a growth mindset and learning dispositions, such as curiosity, cooperation, confidence, creativity, commitment, enthusiasm, persistence, imagination and reflexivity. It also requires that children develop a range of learning and thinking skills and processes such as problem-solving, inquiry, experimentation, hypothesising, researching and investigating. Children transfer and adapt what they have learned from one context to another, and children resource their own learning through connecting with place, people, technologies, and natural and processed materials.

Outcome 5: Children are effective communicators. Outcome 5 identifies communication as crucial to belonging, being and becoming. Starting from birth, children communicate with others using eye contact, whole body movement, gestures, sounds, language, digital and assisted communication. Outcome 5 identifies children as social beings who are intrinsically motivated to interact and exchange ideas, thoughts, questions and feelings. Learning in Outcome 5 focuses on children interacting verbally and non-verbally with others for a range of purposes, engaging with a range of texts and gain meaning from these texts, expressing ideas and make meaning using a range of media. Beginning to understand how symbols and pattern systems work and using digital technologies and media to access information, investigate ideas and represent their thinking.

Each of the EYLF learning outcomes provides a sense of direction and focus to curriculum decision-making. They provide goals for learning, interactions and experiences, a measure of learning progression and a measure of the effectiveness of teaching. For example, taking a closer look at Outcome 3 on page 47 of the framework, you will see a broad outcome that children are progressing towards. A key component that describes the concept, skill, or disposition for that outcome, ways you may observe learning for a child or a group of children, strategies educators can use to support and promote children's learning, development and wellbeing and a place for educators to add their own context-based examples of how children achieve this outcome and they can promote this learning.

Just like in Part 1, it's important to take some time to pause and reflect on the information presented in Part 2 of this presentation. The second part of this session has unpacked the elements of the EYLF. It has examined the vision including the overarching themes of belonging, being and becoming, and early childhood pedagogy, as well as the principles, practices, and outcomes of the framework. This session has highlighted the interconnectedness of the elements of the framework and how together these elements guide curriculum decision-making in the preschool.

Please pause this recording and find the prompts to guide your thinking in Activity 2 of the Participant workbook.

Welcome back. When bringing together the elements of the EYLF, the framework promotes that planning for learning happens in a continuous cycle, the planning cycle. This aligns to the requirements of the NQS, which states that planning for learning is a continuous cycle that involves planning, implementation, critical reflection, assessment, and evaluation. High-quality programs have a strategic and reflective approach to planning for learning. The planning cycle found on page 27 of the EYLF identifies the stages required to be undertaken by educators when developing the preschool curriculum.

These stages are ‘observe’, which involves watching and listening to collect meaningful information about a child or group of children's current knowledge, strengths and interests, their skills, their abilities and culture, ‘assess’, which involves assessing, analysing, and interpreting information to determine what and how children are learning. This includes gathering information about children's learning and development, critically-reflecting and analysing on the information and making curriculum decisions about short and long-term goals for each child or group of children.

The next stage in the cycle is ‘plan’. This requires the planning of pedagogical practices, the learning environment and learning experiences that extend children's learning. ‘Implement’. This refers to educator's actions as they engage and interact with the children to support learning, development and wellbeing and ‘evaluate’, which involves critically reflecting on how meaningful and effective the plans have been to support learning, development and wellbeing. To be effective, each stage of the cycle relies on the other and should be given equal consideration.

All stages need to be done well to promote learning for children. For example, when you are planning for learning, if observation and assessment of learning hasn't gone before, it's not going to be as valuable as planning that has been informed by the prior stages of the cycle.

The stages of the assessment cycle can occur spontaneously throughout the day or long-term over a period of time. As a result, you may have many cycles occurring at the same time. This presentation has worked to unpack the elements of the Early Years Learning Framework to inform the preschool curriculum. The key messages from this session are that there are legislative and quality requirements to inform the preschool curriculum. The EYLF draws on conclusive evidence and is the only approved learning framework to guide the preschool curriculum. The framework comprises of interdependent elements, the vision, principles, practices and learning outcomes and that all elements are fundamental to early childhood pedagogy and effective curriculum decision-making.

The EYLF planning cycle is the process that educators follow in planning, documenting, responding to and supporting children's learning and that the cycle is used by preschool educators to inform and implement a curriculum that is inclusive of all children.

There are steps you can take to ensure you continue to use the EYLF to guide your preschool curriculum. These include joining the Early Learning and School Statewide Staffroom, reviewing the links to additional learning resources and activities provided in the participant workbook, allocating time in the next preschool team meeting to share and discuss your reflection activity answers with your colleagues and completing the high-quality preschool learning environments and promoting literacy and numeracy in the preschool sessions, also part of the Curriculum and Reform Staff Development Day suite of resources.

Here at Early Learning, we value your feedback.

Please complete the evaluation survey to help us provide further support. Thank you for participating in this session today.

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