Day 6: National Curriculum Framework – EYLF

Today, I deepened my understanding of the Early Years Learning Framework (EYLF) and how its learning outcomes are embedded into planning. I supported a group activity that promoted Outcome 3: Children have a strong sense of well-being. Through a movement game, I encouraged self-regulation and body awareness. I also started linking observations to EYLF outcomes in preparation for documentation tasks.

Adapting Activity Planning with the EYLF

I spend time observing children to learn about their unique interests, strengths, and developmental requirements before I organize an activity. I make sure the activities are interesting, suitable, and significant for every kid by using these observations to inform my planning (ACECQA, 2023).

For instance, I might organize a nature walk or a pretend play session centered around zoo animals if I observe that a group of kids is really interested in animals.

EYLF in Action: Supporting Child Development

I ensure that each activity is linked to the EYLF Learning Outcomes. These outcomes focus on children's development in areas such as identity, well-being, communication, learning, and being. For example, when planning an activity like building with blocks, I aim to enhance Outcome 4: Children are confident and involved learners by encouraging problem-solving and creativity. I also ensure that the activity supports Outcome 3: Children have a strong sense of well-being by fostering social interactions and collaborative play (ACECQA, 2023).

Addressing Challenges in Implementing the National Curriculum Framework

Keeping Individual Needs and Group Objectives in Balance Balancing the various requirements of each child with the group's general objectives is one of the most frequent problems. It can occasionally be challenging to organize group activities that are suitable for all children because each one has a unique developmental pace, interests, and learning style (OpenAI, 2023).

Solution: To tackle this, I ensure that my planning is flexible and that activities can be adjusted to meet the needs of all children. For example, when planning a group activity like building a structure with blocks, I offer options that allow children to either work together or explore independently based on their comfort levels and needs. I also observe and document children’s progress regularly, allowing me to plan activities that cater to both individual and group learning needs.

Activity

Activity: “Bubble Chase for Body and Mind”

Age Group: 2–5 years
Duration: 15–20 minutes
Setting: Outdoor or open indoor space

Activity Description:

Children are invited to engage in a fun and calming bubble chase game. As you blow bubbles into the air, children run, jump, and stretch to catch or pop them. You softly guide the game by encouraging children to move in different ways—tiptoe, slow-motion, big jumps, and gentle claps promoting self-awareness and control of their bodies.

I also pause occasionally and invite the children to take a big breath, “like we’re blowing a big bubble,” supporting their breathing and calming skills.

Learning Intentions:

  • To promote physical activity and body coordination.

  • To support self-regulation through calming breathing and intentional movement.

  • To nurture a sense of joy, calm, and well-being in a shared experience.

Links to EYLF:

  • Outcome 3.1: Children become strong in their social and emotional well-being.

  • Outcome 3.2: Children take increasing responsibility for their own health and physical well-being.

  • Outcome 1.1: Children feel safe, secure, and supported through playful, engaging interactions.

Links to NQS:

  • Quality Area 1: Educational Program and Practice: Play-based learning with intentional support.

  • Quality Area 2: Children’s Health and Safety: Promotes safe, active play.

  • Quality Area 5: Relationships with Children: Builds positive, respectful educator-child relationships through shared fun.

Role:

  • I blow bubbles at different speeds and heights to encourage varied movement.

  • I commented on children’s physical skills (“Look how high you jumped!”).

  • I use soft reminders to take deep breaths in between rounds to calm my body.

  • I offer comfort if a child becomes overwhelmed or frustrated, supporting emotional regulation.

Extension Ideas:

  • I tell children to count how many bubbles children catch to build numeracy skills.

  • I let children take turns blowing bubbles to promote turn-taking and fine motor control.

  • I follow up with a quiet, mindful story or calm music after the activity to relax

Want to Know More?

Contact childcare portfolio in Sydney, Australia, to discover how we implement the National Curriculum Framework (EYLF) in our daily practices.