The following lists the sub outcomes, examples of evidence when children can achieve each sub outcome and how educators can promote and help children to achieve EYLF Learning Outcome 1: Children Have A Strong Sense Of Identity

All Australian, state and territory Education Ministers have now collectively approved updates to Australia’s EYLF and MTOP-approved learning frameworks.

The Educators’ Guide to the Early Years Learning Framework recommends that educators use the cycle of planning to support children’s continual learning and introduce meaningful learning opportunities. The following article provides the steps in the planning cycle.

This template is used to record a child's observation efficiently and quickly. 

Play provides opportunities for children to learn as they discover, create, improvise and imagine. Creative play in children immerse themselves in their imaginary worlds they become whatever they want to be. Also known as role play, and pretend play, the benefits of creative play range from learning to think in abstractions to social and emotional learning. The following article provides ideas and strategies for incorporating creative play in each individual eylf learning outcomes.

Experts on early childhood education have for some time believed that much more than the content of learning – like numeracy, literacy and science concepts – it is the acquiring of learning dispositions that ensure the best academic outcomes in the long run. The following article provides information on What Are Learning Dispositions, How Dispositions Change over Time and Context, Examples Of Learning Dispositions and more.

This template is to be used to detail the child's progress over the course of the year. It's great to share with families to let them know specifically how their child developed and the new skills they learnt. It can also be used as a Transition Statement for the child to be shared with the school teacher. 

According to EYLF, scaffolding comprises of the educators’ decisions and actions that build on children’s existing knowledge and skills to enhance their learning. In early childhood education, this is one of the most useful learning approaches since it offers guidance when children are learning a skill or concept while also giving them enough room to think and explore on their own. The following article provides information on Scaffolding And Theory, the Benefits Of Scaffolding, the Educator's Role In Scaffolding, Strategies and more.

The EYLF explains assessment for children’s learning as the process of gathering and analysing information as evidence about what children know, can do and understand. It is a key part of an ongoing cycle that includes planning, documenting and evaluating children’s learning. And one of the most effective forms of such documentation is the learning story. The following article provides information on What Is A Learning Story, the Components Of A Learning Story, Writing A Learning Story, What To Include In A Learning Story and more. 

In the early education context, assessment for learning is best practised as a “process of gathering and analysing information as evidence about what children know, can do and understand”, according to the EYLF. The approved learning framework is categorical that such assessment should be “part of an ongoing cycle that includes planning, documenting and evaluating”. Such ongoing processes lie at the heart of formative assessment practices. The following article provides information on What Is Formative Assessment Practices, Formative Assessment Regulatory Guidelines, and Benefits Of Formative Assessment and more.