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Early Years Learning and Development Framework 

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Curriculum is "all the interactions, experiences, activities, routines and events, planned and unplanned, that occur in an environment that are designed to foster children’s learning and development"
Early Years Learning Framework


Our early years learning programme follows the Victorian Early Years Learning and Development framework with the objective of working towards 5 learning outcome areas for all children aged birth to five years.

These 5 outcomes are:

Outcome 1: Children have a strong sense of identity

Outcome 2: Children are connected with, and contribute to, their world 

Outcome 3: Children have a strong sense of wellbeing

Outcome 4: Children are confident and involved learners

Outcome 5: Children are effective communicators

How this applies in practice:

Our team of qualified early childhood educators and bachelor degree qualified early childhood teachers, work with you and your child to develop a deep understanding of your child's interests, strengths and unique personality, thus tailoring a learning experience that works with and for, your child at every age and stage. This includes:

  • Planning a range of experiences to support children's cognitive, creative, social, emotional, language, physical development and individual learning styles.

  • Learning through play and exploration.

  • Providing opportunities for small group play, one to one engagements with an adult, and time for each child to play and explore independently and collaboratively with their peers.

  • Developing constructive relationships.

  • Documenting learning, development and assessment for learning through notes, goals, and observations.

Working towards the five learning outcomes: Stages and ages

For Babies 

We know based on educational theory (Piaget's developmental theory) that babies' learning is strongly focused on their sensors.  Initially they love to gaze, feel and hear.  Then as physical development happens, babies start to manipulate objects with the sense of touch and taste.

They like to shake, bang, stack, drop and throw items and tend to put most items in their mouth.

Knowing this we provide open-ended  indoor and outdoor exploration to support babies growing sensory systems and their physical development.

Most importantly, "warm responsive and trusting relationships stimulate brain growth. Areas of the brain associated with social and emotional functioning develop via the interactions that occur with significant caregivers" (Kidsmatter 2014: Early Childhood Neurodevelopment, p14). For this reason, our programs for babies and toddlers focus around creating trusting, warm and empathetic relationships with a trusted educator. 

Children under three

By the time children are three years old, they are close to half their adult height!  So this age group experiences an explosion in physical growth, coordination, left-right brain connections, vestibular (balance) and proprioceptive (spatial awareness) development.

Two to three-years old children are energetic explorers and experimenters, curious about the world around them and eager to find out how things work. Their need for investigative, experimental learning is pronounced.


At this stage, our programs build on open-ended exploration and begin to guide children in their early social and emotional development: 

- growing their autonomy and understanding of themselves

- Nurturing a sense of empathy for others in an environment of trust and respect

- Guiding children in the beginnings of self-regulation, communication and problem solving.

Children over three 

From three years on, children are rapidly developing a more complex understanding of concepts and are highly motivated to explore and set challenges for themselves, their friends and the teaching team.

Their language and communication skills become more sophisticated and children often experience a vocabulary and cognitive explosion at this age.

Our programs for three-to-five-years old children continues to build on open-ended experiences, adding complexity to cognitive thinking, develops language growth encourage children to:

  • Act as initiators, investigators, explorers, problem solvers and creators.

  • Ask questions, listen to the ideas of others and to develop their own hypotheses on a range of ideas and concepts.

  • Develop a spirit of cooperation, caring for others and their environment 

  • Foster self esteem and emotional wellbeing - vital for learning and positive brain development

  • Continue their journey towards self-regulation and resilience through guidence and appropriate risk taking

We also support and guide children in decision making about their choice of indoor or outdoor learning spaces, work with children in small groups and individually, encourage children to represent their ideas visually through construction, drawing, clay/playdough modelling or verbally.

More about learning through play​

More about brain development (KidsMatter)

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