The EYLF, explained.
Big learning in little moments.

01What is the EYLF?

Think of it as a shared guide for educators, rather than a timetable or textbook. The current framework is Version 2.0, also called Belonging, Being and Becoming. It brings together principles, teaching practices and learning outcomes to help educators make thoughtful decisions about children’s experiences.

Those three words have practical meaning. Belonging is about feeling accepted and connected. Being recognises that childhood matters now, not only as preparation for later. Becoming acknowledges that children’s identities, skills and understanding keep growing. A warm welcome, time to explore and support with a new challenge all reflect these ideas.

For families, the useful question is not whether a child has completed a particular worksheet. It is whether educators know your child and create opportunities that help them feel secure, participate and learn. The framework also values partnerships with families and respect for culture, language and different ways of living.

02What are the 5 EYLF learning outcomes?

The five EYLF outcomes describe broad areas of learning. They are connected, so one experience can support several at once. Here is what their official names mean in everyday terms.

• Children have a strong sense of identity. Your child builds trust, feels valued and becomes more confident making choices. A baby seeking comfort from a familiar educator or a toddler choosing a book can show this developing sense of self.
• Children are connected with and contribute to their world. Children learn about relationships, communities and caring for the environment. Taking turns with a watering can, exploring family traditions or helping a friend can make these ideas meaningful.
• Children have a strong sense of wellbeing. This includes physical health and social and emotional wellbeing. Balancing, resting, recognising feelings and asking for help all matter—not just being active or appearing happy.
• Children are confident and involved learners. Children explore, wonder, experiment and keep trying with support. When a block bridge falls, an educator might encourage another approach. A tower that tumbles can teach as much as one that stands.
• Children are effective communicators. Communication includes gestures, sounds, conversation, stories, drawing and other ways of expressing meaning. Pointing to a picture, singing in a home language or noticing patterns can all support this learning.

A tower that tumbles can teach as much as one that stands.

03How do educators use the EYLF day to day?

Educators notice what children do, listen to their ideas and use family knowledge to plan what comes next. They might observe a toddler repeatedly filling and emptying containers, then offer different scoops and bowls to explore capacity, movement and new words.

They also teach intentionally. This means making purposeful choices: modelling how to ask for a turn, introducing a word such as “balance”, or asking, “What could make your bridge stronger?” Play-based learning is not simply leaving children to occupy themselves; educators decide when to join in, extend an idea or allow uninterrupted exploration.

Educators then reflect on what happened and adjust their approach. Notes, conversations and samples of children’s work can help make learning visible, but documentation is not the learning itself. Ask what an observation reveals about your child and how it will shape future experiences.

04What might it look like during a Moorebank centre day?

It can begin at drop-off. An educator helping a child say goodbye and settle with a familiar activity is supporting identity and wellbeing. At morning tea, children might practise conversation, make choices and learn about caring for themselves. Care routines are learning opportunities too.

Later, a shared construction game could involve counting blocks, negotiating space and solving problems. Babies might explore texture and sound with responsive adult support. Toddlers might practise new words during pretend play. Preschoolers might draw a plan, test an idea and explain what they would change.

These are illustrative examples, not a confirmed Smart Steps timetable. Smart Steps Early Learning Centre in Moorebank is Opening Soon, with service approval and Child Care Subsidy approval pending. Its curriculum includes this framework, plus Arkki, a Finnish design-thinking program for preschoolers. You can explore the curriculum approach for more context.

05Is the EYLF the same as school curriculum?

No. Both guide learning, but they serve different stages. In NSW, school learning is organised through syllabuses for areas such as English and mathematics. The early childhood framework takes a broad, connected view of development, with play, relationships and everyday experiences central to learning.

That does not mean early literacy or numeracy is missing. Children explore these through stories, songs, counting, patterns and meaningful mark-making. Learning to listen, manage frustration, seek help and work with others also supports the move to school.

The outcomes are not a pass-or-fail checklist or a requirement to read before Kindergarten. Children develop differently and may need different support. Our preschool program page explains the Smart Steps approach for children aged three to six.

06How can parents support this learning?

You do not need to recreate a centre program at home. Talk while preparing food, share books, follow your child’s questions and give them manageable jobs. Let them try, offer help when needed and leave space for repetition—it is often how children deepen their understanding.

Share what matters in your family: home languages, favourite activities, cultural traditions and any changes affecting your child. Ask educators, “What have you noticed lately?” and “How could we build on that together?” If you are exploring care in Moorebank, you can express interest in Smart Steps and share your child’s stage and needs.

Questions parents ask

What is the EYLF?

It is Australia’s Early Years Learning Framework, guiding learning from birth to five years and through the transition to school. It supports learning through play, relationships and everyday experiences.

What are the 5 EYLF learning outcomes?

They cover identity, connection and contribution, wellbeing, confident and involved learning, and effective communication. They describe connected areas of development, not tests children must pass.

How do educators use the EYLF day to day?

Educators observe children, plan experiences, offer purposeful support and reflect on learning. They also draw on families’ knowledge of their children.

Is the EYLF the same as school curriculum?

No. It guides early childhood learning rather than school subjects, while supporting foundations such as communication, curiosity and cooperation.

Sources: ACECQA: Approved learning frameworks and EYLF V2.0