Supporting the Early Years Learning Framework
Anne Kennedy and Lennie Barblett
The Early Years Learning Framework defines play-based learning as:
‘A context for learning through which children organise and make sense of their social worlds, as they engage actively with people, objects and representations’
(DEEWR, 2009, p. 46).
This definition links with the notions of belonging, being and becoming which are underpinning motifs in the EYLF. One of the most important ways children make sense of their social worlds is through playing with others. Social play helps children to develop a sense of belonging in a group as they interact with others and learn how to negotiate rules for positive social interactions. The development of a positive sense of self is promoted through early play experiences because there are no wrong or right ways to do things. This freedom from rules helps children to feel confident and competent as learners and teachers of others (Learning Outcomes 1 and 4).
Being affirms children’s right to play and to enjoy their childhoods without the pressure of conforming to narrow goals for learning which have been predetermined by adults.
When educators respect children’s being, they focus on children’s lives in the here and now and support children’s understanding of their uniqueness and worth as individuals and contributors in the groups where they belong. Play provides opportunities for children to learn about themselves (their being) and others (Learning Outcomes 1, 2 and 4).
As children develop, the values, knowledge and skills they gain provide the foundations for the next phase. In this sense, children are both being and becoming at the same time. Children who have had stories told or read to them from infancy, and who are encouraged to engage with stories in books and through social play for example, are being literate as they pretend to read a book to a teddy. At the same time they are learning foundational skills and knowledge about how books and stories work which helps them to become literate in the formal sense when they read the words in books.
6:30 | Centre Opens | Children arrive and unpack bags |
Quiet Indoor Activities | Manipulatives, puzzles and books, playdough, drawing, writing | |
7:30 | Breakfast | For children as required |
7:45 | Pack-away time | Children help pack away. Sunscreen, hats |
8:00 | Outdoor Activities | Self-selected from planned activities |
9:00 | Morning Tea | Starfish gather and eat in the Starfish room |
9:30 – 10:30 | Starfish inside – Programmed experiences | intentional and spontaneous teaching, group activities, music and movement, & nappy changing |
10:30 – 11:30 | Starfish Outside/ Verandah | Self-selected from planned activities, and also group activities. |
11:30 | Starfish inside- Lunch | Lunch, swish, swash, swallow, room preparation for rest, toileting. |
12:00 | Rest time/Sleep time, Nappy changing | Relaxation music, Children rest on beds or sleep. Non sleepers enjoy quiet activities at tables. |
12:30 – 1:00 | Non-sleepers outside with the Dolphins | Free choice play |
1:00 – 1:30 | Rest and Relaxation time in the Starfish room | Yoga, Rest, Meditation, Stories, Quiet activities |
1:30 – 2:00 | Whales room | Stories, Focus on Phonics, Electronic Whiteboard |
2:00 – 2:30 | Afternoon Tea | In the Starfish room |
2:30 – 3:00 | Outside free play | Nappy Changing beginning |
3:00 – 5:00 | Starfish awaken Afternoon tea for sleepers |
Nappy Changing and beds wiped down. Free activities for all children in the Starfish room/outside. Children put on shoes |
5:00 – 6:30 | Late afternoon tea Nappy Changing |
Inside play, unstructured play, quiet activities |
6:30 | Centre Opens | Children arrive and unpack bags |
Quiet indoor activities | Manipulatives, puzzles and books, playdough,clay, drawing, writing, painting, small group board games | |
7:30 | Breakfast | For children as required |
7:45 | Pack away time | Children help pack away, sunscreen, hats |
8:00 | Outdoor activities | Self-selected from planned activities |
9:00 | Morning tea | Whales room |
9:30 | Programmed experiences-Intentional and spontaneous teaching | School readiness-Yarnin circles Language/Literacy/Numeracy Dramatic play Researching topics of interest |
10:30 – 11:30 | Whales Room | Art/craft/table activities Puzzles/playdough/manipulatives Small group cognitive games and activities |
11:30 – 12:00 | Whales Room | Music and movement CD’s, partner dances aerobics, ribbons, active games, Munch and Move, Yoga, etc. |
12:00 – 12:30 | Lunch | Whales room |
12:30 – 1:00 | Rest and Relaxation time Phonics groups |
Focus on phonics. Electronic whiteboard, Yoga, Meditation Stories |
1:00 – 2:00 | Whales outside Free choice play |
Dolphins inside Programmed experiences-Intentional and spontaneous teaching |
2:00 – 2:30 | Afternoon tea | Combined |
2:30 – 3:30 | Whales and Dolphins indoors | Sensory experiences Cognitive experiences, fine motor skills, small groups, language and literacy, dramatic play |
3:30 – 4:00 | Pack away time Whales and Dolphins room closed |
Children help to tidy, put shoes on, pack bags and lockers |
4:00 – 5:00 | Unstructured free play | Bikes, sand pit, outdoor gym |
5:00 – 6:30 | Late afternoon tea | Quiet activities, books, puzzles, play dough, manipulatives, etc. |