Caring for the South East Suburbs | Phone: (07) 3393 4311 |
What is the Early Years Learning Framework?
The aim of the EYLF is to extend and enrich children’s learning from birth to five years and prepare them for their transition to school. The EYLF supports educators in providing children with opportunities to maximise their learning potential and to establish the fundamental basis for future success in learning. The EYLF has a specific emphasis on play-based learning and recognises the importance of communication and language, including early literacy and numeracy and social and emotional development as priorities for learning.
The following table describes the links between the Early Years Learning Framework (the approved learning framework used by WFDC) and the Queensland Kindergarten Learning Guidelines. The QKLG aligns with the EYLF and supports kindergarten teachers’ professional practice and it adopts the vision of the EYLF that ‘all children experience learning that is engaging and builds success for life’.
Children have a strong sense of identity
|Identity||A child who has a strong sense of identity – is building security and trust; acts with increasing independence and perseverance; is building a confident self-identity|
|Children are connected with and contribute to their world||Connectedness||A child who is connected and contributes to their world – is building positive relationships with others; shows increasing respect for diversity; shows increasing respect for environment|
Children have a strong sense of wellbeing.
|Wellbeing||A child who has a strong sense of wellbeing – is building a sense of autonomy and wellbeing; explores ways to show care and concern and interact positively with others; explores ways to promote own and others’ health and safety; explores ways to promote physical wellbeing.|
|Children are confident and involved learners||Active Learning||A child who is a confident and involved learner – is building positive dispositions and approaches toward learning; shows increasing confidence and involvement in learning; engages in ways to be imaginative and creative; explores tools, technologies and information and communication technologies|
Children are effective communicators
|Communicating||A child who is an effective communicator – explores and expands ways to use language; explores and engages with literacy in personally meaningful ways; explores and engages with numeracy in personally meaningful ways.|
Supporting children’s transition to school?
For children and their families, the transition to school is a significant milestone in a child’s education.
Being school ready is about the whole child. Educators support families to plan for a successful transition to school including sharing information about your child’s strengths, interests, ideas and needs. It is important to consider a range of factors, including your child’s age, emotional maturity, language skills, social skills, physical wellbeing and their ability to undertake simple self-help tasks independently.
Speak to your educator about your child’s cognitive, physical, social and emotional development and seek their views on how to best support their transition to school. Ask the educators about any transition to school strategies they implement in their program. It is strongly encouraged, that as a family you establish a relationship with the school you intend to enrol your child/children with. Schools provide expert advice and guidance for school readiness and will be able to answer your questions.
Transition statements are documents offered by kindergarten programs for parents to share with schools. These provide a snapshot of a child’s knowledge, skills and dispositions for learning. Educators in Family Day Care can provide this information in an informal manner by sharing your child’s learning progress with families.
How does the LINK Program support children’s learning and development?
Wynnum Family Day Care & Education Service proudly provides the LINK program to all children enrolled with our service. Educators may choose to attend the program with the children in care as part of their weekly experiences. The delivery is flexible both in terms of timing and location, with events being held from Monday through to Friday, extending through school holidays. A School Age program is specifically designed for the holiday period in consultation with the school age children that attend. Experiences offered in the program include yoga & mindfulness, multi sports, animal farm, African drumming, a visit to the Redlands art gallery, Indigiscapes tours, gymnastics, aged care visits, music therapy, and more. Programs are developed in consultation with educators and families. Child observations that highlight children’s current knowledge, strengths, ideas, culture, abilities and interests, provide valuable information that results in a child-centred and highly engaging program.
Transitions between home, FDC and school
Both the EYLF and the Framework for School Age Care (FSAC) highlight the importance of transitions for children and encourages educators to assist children to understand the traditions, routines and practices of the service to ensure that each child feels comfortable, secure and confident with the process of change (FSAC, p.16).
More Information at – https://www.startingblocks.gov.au/other-resources/factsheets/transition-to-school/
Manager: Cathy Bavage Educational Leader: Lisa Meyer Coordinators: Marie Sayers, Samantha Jackson Van-Hummel, Karen-Lea Simmers, Natasha Staal Business Support: Tammy Graham, Rochelle Chisholme