Science and the national Early Years Learning Framework

Abstract

This chapter provides an overview of Australia's first national curriculum framework for early childhood educators, published as Belonging, Being and Becoming: The Early Years Learning Framework for Australia (DEEWR, 2009). It traces the development of the EYLF, situating it alongside existing national and international frameworks and curriculum documents. It discusses the rationale for the new structure, the underpinning philosophies and the implications these have for educators’ practices and children's learning. The ‘belonging’, ‘being’ and ‘becoming’ motifs are explained in light of teaching and learning in the early years, along with the eight practice elements, five principle elements and five learning outcomes stated within the EYLF. The relevance of these in relation to teaching science in the early years is made clear, concluding with the identification of the science outcomes for children within the framework. This chapter firmly establishes the purpose of the national framework and its ramifications for the teaching of science in the early years. Throughout the chapter, the voices of early childhood educators and early childhood teacher educators are highlighted to illustrate how those working in the sector are engaging with the framework. OBJECTIVES At the end of this chapter you will be able to: ■ recognise how the Early Years Learning Framework (EYLF) sits historically with international research and understandings ■ recognise how the EYLF provides for teaching and learning in science in early childhood settings ■ describe the principles and outcomes within the EYLF, with reference to pedagogy, play and embedded values ■ identify ways that educators can enhance science learning through attending to the EYLF. Evolution of the framework In 2009, Australia saw the development of its first national framework to guide the early childhood curriculum and practice for those working with children aged from birth to 5 years in a range of early childhood settings. This was a direct result of the Council of Australian Governments ’ (COAG, 2008) reform agenda in the areas of early childhood education and care. With the election of the Rudd Labor government in 2007, the ‘productivity agenda’ surfaced, underpinned by a firm commitment to increasing investment in social and human capital as a way to strengthen the Australian economy.