Seeing the EYLF in Children’s Play

In early childhood settings across Australia, the Early Years Learning Framework (EYLF) is more than a document; it’s a living, breathing presence in children’s play. When educators truly see the EYLF in action, they witness a tapestry of learning, relationships, and identity unfolding moment by moment. This article explores how the EYLF manifests through play and how educators can deepen their observations, documentation, and advocacy by tuning into its rhythms.

Play as Pedagogy: Where Learning Comes Alive

Children’s play is not separate from learning—it is learning. The EYLF positions play as central to children’s development, recognizing it as a context where agency, belonging, and meaning-making flourish. Whether it’s a toddler stacking blocks or a group of preschoolers negotiating roles in dramatic play, the EYLF’s learning outcomes pulse through their choices, gestures, and interactions.

Examples of EYLF Outcomes in Play

Outcome 1: Children have a strong sense of identity

Play Example	EYLF Lens
1. A child insists on being the “vet” in dramatic play every day	Developing agency and confidence in role identity
2. A toddler clutches a familiar blanket during group time	Using transitional objects to feel secure and grounded
3. A child corrects an educator: “I’m not a baby, I’m four!”	Asserting self-knowledge and autonomy
4. A child draws their family and includes a pet who passed away	Expressing belonging and emotional memory
5. A child chooses to play alone, building a quiet corner	Demonstrating self-awareness and emotional regulation
6. A child proudly shows their name written in chalk	Celebrating emerging literacy and identity
7. A child wears cultural dress-up clothes and explains their meaning	Affirming cultural identity and pride
8. A child comforts a peer: “It’s okay, I used to cry too”	Showing empathy rooted in shared experience
9. A child creates a superhero with their own name	Blending imagination with self-concept
10. A child repeats a family phrase during pretend play	Integrating home language and identity into play

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

Play Example	EYLF Lens
1. Children collaborate to build a city with blocks	Practicing cooperation and shared decision-making
2. A child invites a new peer into their game	Demonstrating inclusion and social responsibility
3. Children sort recycling in the home corner	Engaging with sustainability and care for the environment
4. A child mimics a parent voting in dramatic play	Exploring civic participation through symbolic play
5. Children create a “kindness jar” for their room	Co-constructing community values
6. A group negotiates turn-taking on the swing	Practicing fairness and perspective-taking
7. A child brings in a cultural artifact to share	Strengthening cultural connectedness and respect
8. Children role-play a protest march with signs	Expressing agency and collective voice
9. A child helps a peer with a puzzle without being asked	Demonstrating empathy and contribution
10. Children care for a class pet or garden	Building responsibility and interdependence

Outcome 3: Children have a strong sense of well-being

Play Example	EYLF Lens
1. A child practices yoga poses during rest time	Exploring body awareness and calm
2. Children create a “feelings corner” with sensory tools	Co-regulating emotions through play
3. A child climbs a tree and calls out, “I did it!”	Building physical confidence and risk assessment
4. A child uses playdough to express frustration	Channeling emotion through sensory expression
5. A child says “no” when touched unexpectedly	Asserting bodily autonomy and safety
6. Children create a “hospital” and care for dolls	Exploring health, empathy, and nurturing roles
7. A child sings a self-made song to soothe themselves	Using music for emotional regulation
8. A child asks for help after falling	Trusting relationships and help-seeking behaviors
9. Children invent a “calm-down potion” in water play	Symbolic strategies for emotional wellbeing
10. A child chooses to rest in a quiet nook	Honoring self-awareness and energy needs

Outcome 4: Children are confident and involved learners

Play Example	EYLF Lens
1. A child tests how many blocks fit on a bridge before it collapses	Engaging in inquiry and problem-solving
2. A child repeats a marble run design until it works	Showing persistence and experimentation
3. Children mix colors to create new shades	Exploring cause and effect through creativity
4. A child builds a pulley system in the sandpit	Applying STEM thinking in play
5. A child asks, “What if we made it taller?”	Demonstrating curiosity and hypothesis testing
6. Children create a treasure map and follow it	Planning, sequencing, and spatial awareness
7. A child uses a stick to measure puddle depth	Innovating with tools and observation
8. A child narrates their block construction process	Reflecting on learning and metacognition
9. A group builds a cardboard rocket and “launches” it	Collaborative design and imaginative engineering
10. A child adapts a game rule to include more players	Flexibility and inclusive problem-solving

Outcome 5: Children are effective communicators

Play Example	EYLF Lens
1. A child uses gestures and signs to request a toy	Expressing needs through multimodal communication
2. A child tells a story using puppets	Narrating with voice, character, and sequence
3. Children create a menu and take orders in dramatic play	Using symbolic literacy in context
4. A child draws a picture and says, “This is my dream”	Visual storytelling and emotional expression
5. A child uses a home language word and explains it	Bilingual pride and language bridging
6. Children invent a secret code for their game	Playing with language and meaning
7. A child “reads” a familiar book to a peer	Recalling and retelling with confidence
8. A child uses a walkie-talkie to give directions	Exploring technology and purposeful talk
9. A child sings a song they made up	Musical communication and rhythm
10. A child uses a photo to tell a story about their weekend	Visual literacy and narrative construction

To “see” the EYLF in play is to observe with purpose. It means noticing the subtle cues—a glance, a pause, a shift in tone—and interpreting them through the lens of the framework. Educators become researchers, storytellers, and advocates, capturing the richness of children’s learning in ways that honour their voice and context.

Reflective Questions for Educators

Here’s a fresh, emotionally intelligent set of reflective questions designed to deepen documentation, amplify advocacy, and illuminate the EYLF in children’s play.

Seeing Learning in Play

- What learning outcome is unfolding here—and how do I know?
- What symbolic or sensory elements are present in this play?
- How does this moment reflect the child’s emotional world or cultural identity?
- What theories of learning or development are visible in this interaction?
- What does this play episode reveal about the child’s strengths, interests, or challenges?
Emotional Intelligence & Co-Regulation
- How did I respond to the child’s emotional cues in this moment?
- What strategies did the child use to regulate themselves—and how did I scaffold that?
- How do I honour children’s emotional safety in my documentation?
- What language or tone did I use to support the child’s well-being?
- How might this moment be interpreted differently by families or colleagues?
Cultural & Symbolic Richness
- What cultural knowledge or symbolism is embedded in this play?
- How do I make space for children’s home languages, rituals, or stories?
- What assumptions might I be making—and how can I challenge them?
- How does this moment reflect the child’s sense of belonging or identity?
- What opportunities exist to co-design culturally responsive documentation?
Agency, Voice & Advocacy
- How did the child express agency or make choices in this moment?
- What power dynamics were present—and how did I navigate them?
- How can I document this moment to advocate for the child’s rights and dignity?
- What language will amplify the child’s voice in my records or submissions?
- How does this moment support our broader campaign for sector reform?
Practice & Pedagogy
- What intentional teaching strategies did I use—and were they effective?
- How did I balance structure with spontaneity in this play episode?
- What does this moment teach me about my own biases or habits?
- How might I adapt the environment to extend this learning?
- What documentation format best captures the richness of this moment?

From Observation to Advocacy: Making the Invisible Visible

In a sector under pressure, seeing the EYLF in play is a radical act. It affirms that children’s learning is complex, relational, and worthy of deep respect. When educators document play with emotional intelligence and sector-savvy language, they create powerful tools for advocacy—showing policymakers, families, and communities what quality looks like.

Strategies for Sector Advocacy

Use emotionally resonant language in documentation to highlight the depth of learning.
Embed EYLF language in visual displays, newsletters, and submissions.
Co-design symbolic documentation tools that make learning visible across diverse contexts.
Share play-based stories that reflect cultural richness, inclusion, and well-being.

The EYLF is not static—it evolves with children, educators, and communities. Seeing it in play means embracing its fluidity, its symbolism, and its power to restore dignity to early childhood practice. As educators, we are not just implementing a framework; we are living it, shaping it, and advocating through it.