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Queensland Kindergarten Learning Guidelines

Perspectives and principles
Engaged learning and teaching
This guideline adopts a holistic perspective of learning and teaching — one that promotes social, emotional, physical and cognitive wellbeing through inclusive, integrated and interconnected learning.  Children learn best when they take an active role in constructing their knowledge. Teachers play a vital role in supporting learning through positive social interactions, using inclusive, responsive and culturally sensitive teaching practices. Learning and teaching is enhanced through the active engagement of the child, parent and

The engaged child
Children are active learners who make sense of their world and themselves when they have opportunities to investigate and explore materials and ideas through play and interactions with people. Learning occurs as part of the social and cultural interactions between children and teachers, parents, families, community members and others. The engaged child is empowered to express ideas and make choices about their learning. As learners, they are:

  • competent, capable and creative
  • secure, connected and respectful
  • happy, playful and curious
  • confident, motivated and involved
  • a questioner, problem-poser and problem-solver.

The pedagogical perspectives that teachers adopt will influence how they enact the vision of children’s learning, characterised by belonging, being and becoming. These perspectives also influence the principles that guide teachers’ decisions as they create responsive and inclusive learning programs. Teachers effectively embrace diversity and promote equity and success for all children by recognising and valuing different ways of knowing, being and learning. Drawing on diverse cultural and Indigenous assumptions, beliefs, life experiences and practices enriches the quality and connectedness of children’s learning.

While there are many perspectives on learning and teaching, the Queensland kindergarten learning guideline reflects the overarching view that interactions between children and adults shape learning. This view acknowledges the significant and connected role parents, families and educators play in children’s day‑to‑day and life‑long learning. Adopting a connected view of the engaged child, parent and teacher enhances the learning and teaching relationship. In the learning and teaching relationship, the image of the competent and capable child goes hand-in-hand with an image of the capable, resourceful and creative teacher.  Establishing strong connections between these images enables teachers to adopt insightful a

The guideline describes a set of five learning and development areas that relate to the five broad learning outcomes identified in the EYLF:

  • Children have a strong sense of identity
  • Children are connected with and contribute to their world
  • Children have a strong sense of wellbeing
  • Children are confident and involved learners
  • Children are effective communicators.

Embracing diversity
This guideline supports the national commitment to improving outcomes for Indigenous children by recognising Aboriginal and Torres Strait Islander peoples, their traditions, histories and experiences before colonisation through to the present time.

The guideline strengthens all children’s appreciation and understanding of Australia’s first peoples, and promotes learning about:

  • Indigenous ways of knowing, being and learning
  • Contexts in which Aboriginal and Torres Strait Islander peoples live
  • Aboriginal and Torres Strait Islander peoples’ contributions to Australian society and culture.

Kindergarten learning programs provide opportunities for teachers to celebrate the richness and diversity of cultures and heritages that children and their families bring to the learning community. When teachers embrace diversity, they actively explore and build their own and others’ cultural competence. This includes making connections between aspects of Indigenous Australian culture and children’s personal cultural heritages, and exploring relationships between Indigenous and non-Indigenous peoples in Australia.

Early Years Learning Framework

The Early Learning Framework is a key component of the Australian Government’s National Quality Framework for early childhood education and care.  It underpins universal access to early childhood education and has been incorporated in the National Quality Standard in order to ensure delivery of nationally consistent and quality early childhood education across sectors and jurisdictions.

The Early Years Learning Framework (EYLF) describes the principles, practice and outcomes essential to support and enhance young children’s learning from birth to five years of age, as well as their transition to school.  The Framework has a strong emphasis on play-based learning as play is the best vehicle for young children’s learning providing the most appropriate stimulus for brain development.

The Framework also recognises the importance of communication and language (including early literacy and numeracy) and social and emotional development.

The Council of Australian Governments has developed this Framework to assist educators to provide young children with opportunities to maximise their potential and develop a foundation for future success in learning.  In this way, the Early Years Learning Framework will contribute to realising the Council of Australian Governments’ vision that:

“All children have the best start in life to create a
better future for themselves and for the nation.”

For more information on EYLF for families please refer to the following link:

The Early Years Learning Framework has been developed collaboratively by the Australian and State and Territory  Governments  with substantial  input from the early childhood sector and early childhood academics. The framework has incorporated feedback from an extensive consultation process. 

Fundamental to the Framework is a view of children’s lives as characterised by belonging, being and becoming.  From before birth children are connected to family, community, culture and place. Their earliest development and learning takes place through these relationships, particularly within families, who are children’s first and most influential educators. As children participate in everyday life, they develop interests and construct their own identities and understandings of the world.

At Fig Tree Pocket Early Childhood Centre, we have developed our own strategy to implement the Framework, taking into consideration our unique context and environment. We believe that all of our children here experience learning that is engaging and that builds success for life.