Learning and development plans, and practice guides for early childhood educators working with children from birth to eight years.
This literature review documents the research that underpins and defines learning for children from birth to eight years, and outlines children’s trajectory as confident and involved learners. The resource aims to equip early childhood professionals with the knowledge to identify and assess children’s progress towards the VEYLDF Outcome: 'Children are confident and involved learners'.
Assessment of Children as Confident and Involved Learners in Early Childhood Education and Care: Literature Review (pdf - 848.47kb)
These resources inform a greater understanding of communication. Children's wellbeing, identity, sense of agency and capacity to make friends are connected to the development of communication skills, and strongly linked to their capacity to express feelings and thoughts, and to be understood (VEYLDF, p 22).
Communication Practice Guide provides scenarios and learning activities to support engagement with key concepts of the VEYLDF, in particular the Learning and Development Outcome 'Children are effective communicators'.
Communication Practice Guide
Read more about the
assessment of children as effective communicators.
These resources inform a greater understanding of wellbeing and its place as both a prerequisite for, and an outcome of learning. The
Wellbeing Practice Guide provides scenarios and learning activities to support engagement with key concepts of the VEYLDF, including Learning and Development Outcome 'Children have a strong sense of wellbeing'.
Wellbeing Practice Guide
Read more about the
assessment of children's wellbeing.
Planning Cycle Resource
These plans focus on learning and development in the domains of mathematics and science, and are organised to reflect the age ranges birth to two years, three to five years, and six to eight years.
They support an intentional approach to children's learning, and supports educators to achieve National Quality Standard 1:
Education program and practice.
The Planning Cycle Resource:
- demonstrates how the VEYLDF Early Years Planning Cycle can be applied to observe, assess and respond to evidence of children's learning
- illustrates and provides a model for the teaching of specific concepts to children aged from birth to eight years within everyday learning environments.
Each Planning Cycle Resource includes both learning plans and sample evidence markers. Sample evidence markers map the VEYLDF Outcome key components of learning to the first three levels of the Victorian Curriculum F–10.
Planning Cycle Resource for VEYLDF Learning Outcome: Children are involved and confident learners.
Planning Cycle Resource for VEYLDF Communication Outcome: Children are effective communicators.
Victorian Aboriginal Languages and Cultures in early childhood services
Early childhood services that are interested in introducing an Aboriginal Language and Culture program, should visit the
Aboriginal Languages and Cultures Victoria website.
The Royal Botanical Gardens – Cranbourne offers a kindergarten program that takes children into natural settings on a regular basis. The program aims to support understanding of Victorian Aboriginal Languages and Cultures.
For more information, visit the
Royal Botanic Gardens Victoria – Cranbourne website.
Becoming a Writer – A Digital Story
The VCAA, in partnership with Dr Noella Mackenzie (Charles Sturt University), has developed this literacy-based resource to support partnerships with families around children's learning, and planned and spontaneous opportunities for diverse drawing and writing experiences.
The resource explores three questions:
- What do children learn about writing before they start school?
- What do children learn about writing in the first year of school?
- How can families help children become writers?
The digital story is also available downloadable
brochure is available for distribution to families.
Becoming a Writer - Digital Story transcript
Additional Reading to support professional practice:
Teaching early writers: Teachers' responses to a young child's writing sample
From drawing to writing: What happens when you shift teaching priorities in the first six months of school?