The National Early Years Learning Framework (EYLF) and the Victorian Early Years Learning and Development Framework (VEYLDF) are designed to advance all children’s learning and development from birth to eight years. These frameworks for learning have been developed by the Department of Education and Early Childhood Development and the Victorian Curriculum and Assessment Authority in partnership with the professional educational community. The guiding Practice Principles for Learning and Development of the Framework are informed by the principles of the United Nations Convention on the Rights of the Child (1989) and the Victorian Charter of Human Rights and Responsibilities Act 2006. In addition, the EYLF and VEYLDF frameworks are founded on numerous international and national early childhood education and care theories, philosophies and research; many of which support and emphasise a socio-cultural perspective; a perspective that gives acknowledgement to the importance of family, culture, society and the collaborative interrelationships these play with the educational environment.

Our pedagogical philosophy, values and practices link to, and complement, these frameworks as do the learning outcomes we identify collaboratively for children. We understand that children are more receptive to learning when experiences are meaningful to them, when they are encouraged to contribute to their learning objectives and when they engage in integrated learning. An intentional emergent curriculum enables this learning as children, parents and educators work collaboratively to develop the learning projects and goals together. Children gain knowledge, form
concepts and develop decision-making, problem-solving and negotiation skills as they pretend, imagine, invent, hypothesise, investigate, explore and create. Social codes of behaviour, empathy and fairness are learned as children relate to and engage with others. Through this process of active communication, children learn to listen, respect the ideas and opinions of others, while also developing their own unique expressive voices. The emergent curriculum is one that reflects the changing and evolving interests, strengths and needs of the children and the community, and provides experiences and learning opportunities in a range of areas including language and literacy, numeracy, science, nature, sustainability and environmental awareness, music, drama, arts, social
and creative expression. At Brookville Kindergarten we emphasise the importance of a play-based educational program.