This article provides readers with a sneak peak on just one element they can expect from our workshop Unpacking and Introducing the EYLF 2.0.
Written by Creator of STEPPING STONES, Janine Kelly
Lets look at: Belonging, Being, and Becoming in the EYLF 2.0: Changes and Updates
The Early Years Learning Framework (EYLF) 2.0, released in 2023, marks a significant evolution in how early childhood education is approached in Australia. Central to this framework are the key concepts of Belonging, Being, and Becoming, which provide a guiding philosophy for educators to foster holistic development in young children. These principles remain foundational in the updated version, but their interpretation and implementation have been refined to reflect contemporary understandings of early childhood education.
Belonging
In the original EYLF, Belonging was described as the sense of connection children feel to their families, communities, and cultures. In the EYLF 2.0, this concept is expanded to emphasize the dynamic nature of belonging. The updated framework underscores the importance of educators building inclusive environments that recognize diverse family structures, identities, and experiences. It highlights how children’s sense of belonging is nurtured not only through relationships with others but also through positive self-identity and cultural validation.
Being
The Being component in the original framework focused on the importance of the present moment in a child’s life. It encouraged educators to value children’s current experiences, highlighting the importance of play and exploration. In the EYLF 2.0, Being takes on an even stronger emphasis, reflecting the understanding that children’s well-being and development are shaped by their present actions, relationships, and emotional experiences. The updated version promotes practices that prioritize mindfulness, emotional regulation, and the significance of play as a process of meaning-making and growth.
Becoming
Becoming in the EYLF was initially about how children grow and develop over time. It focuses on their transition from early childhood to later stages of learning and life. The EYLF 2.0 further refines this concept by considering the implications of learning journeys, acknowledging that children’s growth is not linear but diverse and multifaceted. It calls for educators to support children’s emerging abilities and identities, while also considering their transition into school settings and fostering resilience in children.
Changes in the EYLF 2.0
The EYLF 2.0 introduces several changes in how Belonging, Being, and Becoming are framed. Key updates include:
- Emphasis on Diversity and Inclusion: There is a stronger focus on creating inclusive environments that honor all forms of diversity, including cultural, linguistic, and family diversity.
- Integrated Well-being: The framework now places a greater emphasis on supporting children’s emotional and mental health, acknowledging that well-being is integral to learning and development.
- Revised Role of Educators: Educators are now seen as co-learners alongside children, encouraging collaborative learning and the creation of nurturing, responsive environments.
- Continued Reflection on Indigenous Knowledge: The framework reinforces the need to incorporate Indigenous perspectives in educational practices, ensuring that children connect with Australia’s rich cultural heritage.
In conclusion, the EYLF 2.0 builds upon the original Belonging, Being, and Becoming framework while deepening the understanding of how these concepts shape the experiences of young learners. Through these changes, the updated EYLF reflects a more holistic, inclusive, and adaptive approach to early childhood education, responding to the diverse needs of children and communities today.