The EYLF Principles – What our beliefs are

The principles influence our practice, it is important to think about how our beliefs and values unconsciously drive those professional practices.

The five principles that underpin the Framework are:

  1. Secure, respectful and reciprocal relationships
  2. Partnerships
  3. High expectations and equity
  4. Respect for diversity
  5. Ongoing learning and reflective practice.

The EYLF Practices – What we do

Our teachers draw on a rich repertoire of pedagogical practices to promote children’s learning by:

  • adopting holistic approaches
  • being responsive to children
  • planning and implementing learning through play
  • intentional teaching
  • creating physical and social learning environments that have a positive impact on children’s learning
  • valuing the cultural and social contexts of children and their families
  • providing for continuity in experiences and enabling children to have successful transition
  • assessing and monitoring children’s learning to inform provision and to support children in achieving learning outcomes.

The EYLF Learning Outcomes – What we want to achieve

A learning outcome is a skill, knowledge or disposition that educators can actively promote and assess in early childhood settings, in collaboration with children and families.

The five Learning Outcomes in the EYLF Framework provide our teachers with key reference points against which children’s progress can be identified, documented and communicated to families, other early childhood professionals and educators in schools. Learning outcomes stimulate critical thinking about children’s learning and provide us with a stronger focus on those actions we decide to take in order to enrich children’s learning.

The expectations for all children’s learning from birth to five years and through the transition to school are communicated through five complex Learning Outcomes:

  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

Children’s Learning

The diversity in family life means that children experience belonging, being and becoming in many different ways. They bring their diverse experiences, perspectives, expectations, knowledge and skills to their learning.

Children’s learning is dynamic, complex and holistic.

Physical, social, emotional, personal, spiritual, creative, cognitive and linguistic aspects of learning are all intricately interwoven and interrelated.

Play is a context for learning that:

  • allows for the expression of personality and uniqueness
  • enhances dispositions such as curiosity and creativity
  • enables children to make connections between prior experiences and new learning
  • assists children to develop relationships and concepts
  • stimulates a sense of wellbeing.

Children actively construct their own understandings and contribute to others’ learning. They recognise their agency, capacity to initiate and lead learning, and their rights to participate in decisions that affect them, including their learning.


Kinderloop is an online documenting system that engages families with what’s happening at the Centre. Your Children’s individual learning is documented and sent directly to you. This offers families the opportunity to also share aspects of their child’s interests to their primary educators.

Daily information on the program as well as events will be shared.

This is a private application and has the ability to add extended family members to view what your child is doing each day.

Parent staff communication plays an important part of the child’s life here at Kindy College. Parent input, which provides educators the opportunity to plan for individual child’s interests. If multiple children have the same interest the teachers begin to develop ways which we can teach this and adapt the program around this.

Individual Documentations on Kinderloop

Individual documentations are used to record traces of each child’s thinking, understandings and interests, evidence of creations, interactions and conversations, friendships and relationships, work samples and developmental milestones. Children’s progress is referenced against the EYLF Learning Outcomes.


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