Belonging, Being and Becoming – The Early Years Learning Framework describes the principles, practices and outcomes that support and enhance young children’s learning from birth to five years of age, as well as their transition to school.
At The Village we have embraced the new frameworks and incorporated the learning outcomes into our daily programming and curriculums. The Framework underpins universal access to early childhood education.
The aim of the document ‘Belonging, Being and Becoming’ is to extend and enrich children’s learning from birth to five years and through the transition to school. It also forms the foundation for ensuring that children in all early childhood education and care settings experience quality teaching and learning.
Fundamental to the Framework is a view of children’s lives as characterised by belonging, being and becoming. From before birth children are connected to family, community, culture and place.
Knowing where and with whom you belong is integral to human existence. Children belong first to a family, a cultural group, a neighbourhood and a wider community. Belonging acknowledges children’s interdependence with others and the basis of relationships in defining identities. In early childhood and throughout life, relationships are crucial to a sense of belonging. Belonging is central to being and becoming, in that it shapes who children are and who they can become.
Childhood is a time to be, to seek and make meaning of the world. Being recognises the significance of the here and now in children’s lives. It is about the present and them knowing themselves, building and maintaining relationships with others, engaging with life’s joys and complexities, and meeting challenges in everyday life. The early childhood years are not solely preparation for the future but also about the present.
Children’s identities, knowledge, understandings, capacities, skills and relationships change during childhood. They are shaped by many different events and circumstances. Becoming reflects this process of rapid and significant change that occurs in the early years as young children learn and grow. It emphasises learning to participate fully and actively in society.
The Victorian Early Years Learning and Development Framework is designed to assist families and early childhood professionals to guide children’s learning and development in the first eight years of life. It is based on the understanding that children’s first and most enduring educators are their families. Families provide the caring relationships, the models, the opportunities and the experiences shaping children’s learning and development.
The five learning outcomes are designed to capture the integrated and complex learning and development of all children across the birth to five age range. The outcomes for both frameworks outcomes are:
- 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