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Victorian Early Years Learning and Development Framework: Birth to 8 years (VEYLDF)

New Resources to support ongoing engagement with the VEYLDF

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 available as an online video on the website, and you can order a DVD version, which includes a brochure (pdf - 960.11kb) for distribution to families.

Understanding and Supporting Young Writers: Research Report

Fifteen early childhood professionals and teachers from the Marysville Cluster and the Darebin Early Years Network participated in inquiry-based professional learning from April to July 2015. This project sought to address four research questions:

  • What happens when early childhood educators work with teachers in the early years of school in order to support early writers?
  • What would a shared approach to the support of young writers look like (across early childhood and school settings)?
  • What professional learning for teachers comes from this approach?
  • What difference does this approach make for children, their families and the early childhood professionals involved?

This report (docx - 184.8kb) by Dr Noella Mackenzie (Charles Sturt University) provides details of the findings of this research project.

 

Victorian Early Years Learning and Development Framework

Review and update of the Victorian Early Years Learning and Development Framework (VEYLDF)

The VEYLDF review and update is currently underway.

Consultations were conducted from August to September 2015. The Report on consultation findings (pdf - 387.65kb) provides an overview of the consultation process with key researchers, experts, advisory groups and early childhood professionals working with children from birth to eight years. Five hundred and thirty five professionals provided feedback on the usability, accessibility, content, sequence and language of the VEYLDF.

The final revised VEYLDF will be available for distribution in July 2016.

Further Information

The paper Background Paper - VEYLDF Review and Update (docx - 159.25kb) provides an overview of the rationale and process for the update of the VEYLDF.

Download the Victorian Early Years Learning and Development Framework (pdf - 2.1mb) (updated March 2013).

Subscribe to the Early Years Alert to receive updates and further information on the review and update process.

 

Resources in development

Wellbeing Practice Guide

The Wellbeing Practice Guide is designed to support wellbeing assessment practice for all early childhood professionals working with families and children from birth to eight years. It includes a specific emphasis on wellbeing in the birth to three period, and wellbeing in terms of social, emotional and spiritual aspects. There is a focus on wellbeing as holistic and including attachment, involvement and engagement in learning.

Professional Inquiry in the Early Years

This resource focuses on professional inquiry to support multidisciplinary practitioners in the implementation of the Victorian Early Years Learning and Development Framework.

The objectives of this resource are:

  • to describe professional inquiry as a learning strategy for effective, collaborative and reflective practice
  • to highlight the process of inquiry-based learning as a way of improving and strengthening practice
  • to create a culture of professional inquiry within early childhood settings and services.

 

Resources developed in 2015

Supporting English as an Additional Language (EAL) at transition to school

This VCAA online resource provides advice and practical examples of how children and families from cultural and diverse backgrounds are supported to make a successful transition to school. It is designed to assist and guide early childhood professionals and teachers in schools. It includes case studies and video vignettes to illustrate the practices that early childhood services and schools employ to ensure a smooth transition for children and their families.

Read the resource: Supporting English as an additional language at transition to school

 

Early Years Alert

To receive information on review and update of the VEYLDF, release of new VCAA and DET publications, resources and professional learning, subscribe to the Early Years Alert.

 

Last Update: 04 February 2016