The Council of Australian Governments has created the first national Early Years Learning Framework for early childhood educators, including Family Day Care Providers.

The Framework, 'Belonging, Being & Becoming', has been developed to assist educators in providing young children with opportunities to maximise their potential and develop a foundation for future success in learning. The vision... 'All children have the best start in life to create a better future for themselves and for the nation'.

The Framework draws on evidence that early childhood is a vital period in children's learning and development and forms the foundation for ensuring that children experience quality teaching and learning. It places specific emphasis on play-based learning and recognises the importance of communication, language, social and emotional development, in partnership with the child's family.

Fundamental to the Framework is a view of children's lives as characterised by Belonging, Being and Becoming. As children participate in everyday life, they develop interests and construct their own identities and understanding of the world.

Belonging - knowing where and with whom you belong, is central to 'being' and 'becoming', in that it shapes who children are and who they can become.
Being - is about the present, engaging in life's joys and challenges.
Becoming - reflects the changes that occurs as children learn and grow.

The Framework puts children's learning at the core and comprises three interrelated elements - Principals, Practice and Learning Outcomes.

All three are fundamental to early childhood curriculum decision making and pedagogy (educator's professional practices particularly involving building and nurturing relationships, curriculum decision making, teaching and learning).

PRINCIPALS The five Principals underpin the Practice that is focused on assisting all children to make progress in relation to the Learning Outcomes.

1. Secure, Respectful and Reciprocal Relationships
Educators are attuned to and interact positively to the children's feelings and thoughts and support the development of a strong sense of wellbeing.
2. Partnerships
Positive and respectful communication between the educator and children's family.
3. High Expectations and Equity
Unconditionally encouraging children's capacity and potential to succeed.
4. Respect for Diversity
Respecting each child's individuality and family history.
5. Ongoing Learning and Reflective Practice
Continually building professional knowledge and ongoing communication and relationships with the children's family.

PRACTICE The Principals of early childhood pedagogy underpin practice.  Educators draw on pedagogical practice to promote children's learning by -

1. Holistic Approaches
Adopting holistic approaches to teaching and learning, recognising the connectedness of mind, body and spirit, and the child's connection with the natural world.
2. Responsiveness to Children
Responsiveness and encouragement of each child's strengths, abilities, interests, ideas and play, and continually assessing, anticipating and extending children's learning by communicating, challenging and guiding their learning, including finding and experiencing spontaneous teachable moments.
3. Learning through Play
Play based learning which creates opportunities for children to learn about themselves and the world around them. Educators use strategies during play and routines and create learning environments to support learning.
4. Intentional Teaching
Fostering high level thinking skills by promoting and extending children's learning through activities, modelling, demonstration, conversation and problem solving.
5. Learning Environments
Creating a balance of indoor and outdoor environments responsive to the interests and abilities of each child.
6. Cultural Competence
Awareness and ability to understand, communicate and effectively interact with people across cultures.
7. Continuity of Learning and Transitions
Building on each child's personal experiences of being, belonging and becoming. 8. Assessment for Learning
Gathering and analysing information of children's learning and effectively planning for children's current and future learning in many ways.

LEARNING OUTCOMES The five Learning Outcome's expectations provide an educator with key reference points against which children's progress can be identified, documented and communicated to families and other childhood professionals, and guide curriculum decision making and assessment to promote children's learning.

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.

Extracted and Edited from Belonging, Being and Becoming, The Early Years Learning Framework for Australia, 2009