Children’s Learning

Children’s Learning

“The diversity in family life means that children experience belonging, being  and becoming in many different ways. They bring their diverse experiences, perspectives, expectations, knowledge and skills to their learning. Children’s learning is dynamic, complex and holistic. Physical, social, emotional, personal, spiritual, creative, cognitive and linguistic aspects of learning are all intricately interwoven and interrelated.

Play is a context for learning that:

  • allows for the expression of personality and uniqueness,
  • enhances dispositions such as curiosity and creativity,
  • enables children to make connections between prior experiences and new learning,
  • assists children to develop relationships and concepts,
  • stimulates a sense of wellbeing.

Children actively construct their own understandings and contribute to others’ learning. They recognise their agency, capacity to initiate and lead learning, and their rights to participate in decisions that affect them, including their learning.  Viewing children as active participants and decision makers opens up possibilities for educators to move beyond pre-conceived expectations about what children can do and learn. This requires educators to respect and work with each child’s unique qualities and abilities. Educators’ practices and the relationships they form with children and families have a significant effect on children’s involvement and success in learning. Children thrive when families and educators work together in partnership to support young children’s learning. Children’s early learning influences their life chances. Wellbeing and a strong sense of connection, optimism and engagement enable children to develop a positive.  The Learning Outcomes section of the Framework provides examples of evidence of children’s learning and the educator’s role.”


In the early childhood setting curriculum means ‘all the interactions, experiences, activities, routines and events, planned and unplanned, that occur in an environment designed to foster children’s learning and development’. (adapted from Te Whariki)


Early childhood educators’ professional practice, especially those aspects that involve building and nurturing relationships, curriculum decision-making, teaching and learning.

Belonging, Being and Becoming, The Early Years Learning Framework for Australia pg9

Our curriculum has a strong foundation because:

  • we use current research and theory to inform what we do every day;
  • we use the Early Years Learning Framework to guide the decision making and planning process;
  • staff, children and families discuss, reflect on and evaluate the curriculum as it unfolds throughout the year;
  • preschoolers, toddlers and infants are provided with a program that facilitates their play and promotes complex language development, higher order thinking, problem solving and creativity and a positive sense of themselves within a community of learners in both the indoor and outdoor environments.

Our staff:

  • reflect on and evaluate the appropriateness of the curriculum and daily practice, ensuring true inclusion, authentic and meaningful experiences and worthwhile outcomes for each child;
  • ensure the educational progress of children is monitored and recorded by qualified staff in collaboration with children and families;
  • engage in conversations with families and children about their progress throughout the year; and
  • value their own education and knowledge to ensure their work with children and families reflects quality practices.