Belonging, Being, Becoming

The Early Years Learning Framework describes childhood as a time of belonging, being and becoming. 

  • Belonging is the basis for living a fulfilling life.  Children fell they belong because of the relationships they have with their family, community, culture and place.
  • Being is about living here and now.  Childhood is a special time in life and children need time to just “be” – time to play, try new things and have fun.
  • Becoming is about the learning and development that young children experience.  Children start to form their sense of identity from an early age, which shapes the type of adult they will become.


Play is very important for children.  Through play babies and young children explore and learn to understand the world around them as they come to communicate, discover, imagine and create.  When children play they are showing what they have learned and what they are trying to understand.  This is why play is one of the foundations of the Early Years Learning Framework.  By using this Framework educators will guide your child’s play by carefully designing learning activities and stimulating indoor and outdoor learning environments.

 (ref:  The Early Years Learning Framework for Australia produced by the Australian Government Department of Education, Employment and Workplace Relations for the Council of Australian Governments)



My Time, Our Place

The Framework aims to extend and enrich children’s wellbeing and development in school age care settings.  It acknowledges that children need a place to engage in a range of play and leisure experiences that allow them to feel happy, safe and relaxed.  It also recognises that they need time to interact with friends, practice social skills, solve problems, try new activities and learn life skills.

Play and leisure time experiences chosen by children and supported by informed school age care educators promote children’s learning and well-being.  Children’s happiness, optimism and sense of fun are significant to their emotional wellbeing and resilience.  In school age care settings, children are actively involved in choosing the range of activities, which will develop their skills and attitudes towards life-long learning.

My Time, Our Place focuses on viewing children as active participants and decision makers.  Children are given choice and responsibility, and through this learn to make connections between actions and consequences.  The framework acknowledges time and place as children collaborate with educators to organise activities and experiences that are meaningful to them.  Educators and children respect and trust each other, and share decision making about opportunities to support children’s needs and interests.

(ref:  My Time, Our Place Framework for School Age Care in Australia  produced by the Australian Government Department of Education, Employment and Workplace Relations for the Council of Australian Governments)