A Brief Description of Early Years Learning Framework Portfolio – Term Paper Example

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The paper " A Brief Description of Early Years Learning Framework Portfolio" is a  remarkable example of a term paper on education. This Early Years Learning Framework describes a 0-2 old child care room at Delin Preparatory school. The room is dominated with toys for the babies to play with, beddings for them to sleep on when they become sleepy, a display of pictures to keep the babies alert to avoid them becoming boredom, and the room is colorfully painted. There are also books written in simple English, particularly for the 1 to 2 years old babies who are taught how to read and sound letters as well as identify symbols by their names.

The room also has a section to keep the food prepared by parents for their children. Therefore, their educators are keen to the needs of the babies, particularly when they feel hungry they readily provide them with food. The room accommodates 20 children who are mostly babies and toddlers, both girls and boys. The majority are in the age group of 1-2 years. The toddlers also learn how to walk, talk with others, and are taught how to eat by the educators.

Basically, the framework provides a detailed discussion of the five learning outcomes for children whose age ranges from birth to 2 years in the identified room. The learning outcomes include, children have a strong sense of identity, they are connected with and contribute to their world, children have a strong sense of wellbeing, confident as well as involved learners and they are effective communicators. Such outcomes are enriched by the learning experiences of children through purposeful actions directed by educators and families (Carr, 2001). In this Early Years Learning Framework, there is a provision of an outline of how Delin is facilitated as an environment for the babies and toddlers’ learning.

The framework also highlights the highly desirable skills and knowledge as well as attitudes that are required of early childhood educators and with suggestions on how the learning opportunities of children can be enhanced. A brief description of own understanding of the EYLF The Early Years Learning Framework (EYLF) is very important since it provides an outline of the key principles as well as significant practices that strengthen and guide the work of the entire early childhood educators.

In addition, EYLF clarifies the current understanding of how most of the young children learn. This implies that EYLF is used to enrich the learning experiences of children through purposeful actions that are majorly facilitated by educators and their families. Therefore, the early learning environment framework is more or less applicable to services that cater to the children within the birth to five years age group. Such environments include preschool, family daycare, occasional care, kindergartens, long daycare, and playgroups. Early Years Learning Framework is underpinned by the principles, practices as well as outcomes that essentially support and enhance the young children’ s learning.

This is guided from birth through five years of age and their transition to other or higher levels of learning. The framework strongly emphasizes on play-based learning since play is considered as the best vehicle for young children’ s learning which provides the most appropriate stimulus to develop their brains. Furthermore, it recognizes the significance of communication and language, for instance, early literacy, numeracy, social and emotional development (Fleer & Raban, 2005).

References

Carr, M. (2001). Assessment in early childhood settings: learning stories. London: Paul Chapman.

Brooker, L., & Woodhead, M. (Eds.). (2008). Developing positive identities. Milton Keynes: The Open University.

Fleer, M., & Raban, B. (2005). Literacy and numeracy that counts from birth to five years: A review of the literature.Canberra: Department of Education, Science, and Training.

Hertzman, C. (2004). Making early child development a priority: Lessons from Vancouver. Ottawa: Canadian Centre for Policy Alternatives.

Uprichard, E. (2007). Children as ‘being and becoming’: Children, childhood, and temporality. Children & Society, 22, 303-313.

Wood, E. (2007). New directions in play: Consensus or collision. Education 3-13, 35(4), 309-320.

Woodhead, M., & Brooker, L. (2008). A sense of belonging. Early Childhood Matters (111), 3-6.

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