Early Years Information
Early Years Learning Framework (EYLF)
The EYLF is a government initiative that outlines a national curriculum for children from birth to 5 years.
Belonging, Being and Becoming are the foundation stones within the EYLF that focus on a child’s development.
Belonging is focused on the children feeling safe and secure and building sustained meaningful relationships within our service.
Being is celebrating the child and their individuality and transforming their interests into meaningful experiences.
Becoming is focused on the independence, confidence and aptitude for learning a child will develop as they grow. This is linked with skills children may need for school readiness.
Regulations
The Education and Care Services National Regulations is a data base of legislation by the Parliamentary Counsel’s office and published on the NSW legislative website, and is certified as the form of that legislation that is correct under section 45C of the Interpretation act.
National Quality Standards
The National Quality Standard (NQS) sets a high national benchmark for early childhood education and care and outside school hours care services in Australia.
The NQS includes 7 quality areas that are important outcomes for children.
Services are assessed and rated by their regulatory authority against the NQS, and given a rating for each of the 7 quality areas and an overall rating based on these results.
Education and Care National Law
The Education and Care Services National Regulations (National Regulations) support the National Law by providing detail on a range of operational requirements for an education and care service.
The Rights of the Child
The UN Convention on the right of a child.
Early Childhood Australia Code of Ethics (ECA)
The Code of Ethics is a set of statements about appropriate and expected behaviour of early childhood professionals. It reflects current pedagogical research and practice, providing a framework for reflection about the ethical responsibilities of early childhood professionals.
