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Developmental Milestones

Developmental milestones are a set of functional skills or age-specific tasks that most children can do at a certain age range. All children are unique and develop at their own pace however the developmental milestones reflect the average age a child may master a skill.

The Developmental Milestones are linked to the Early Years Learning Framework (EYLF) and the National Quality Standards (NQS).

Developmental Milestones encourage educators to use this reference as a source of information. Educators have an understanding of developmental milestones which support them to effectively assess children’s play and learning. Intentional teaching, planning and evaluation is also based on sound professional knowledge.

Developmental milestones include: Physical, Social, Emotional, Cognitive and Language Development

EYLF Learning Outcomes

The five Learning Outcomes are designed to capture the integrated and complex learning and development of all children across the birth to five age range:

1 - Children have a strong sense of identity

2 - Children are connected with and contribute to their world

3 - Children have a strong sense of wellbeing

4 - Children are confident and involved learners

5 - Children are effective communicators

The Framework has been designed for use by early childhood educators working in partnership with families, children’s first and most influential educators.

Early childhood educators guided by the Framework will reinforce in their daily practice the principles laid out in the United Nations Convention on the Rights of the Child.

The Convention states that all children have the right to an education that lays a foundation for the rest of their lives, maximises their ability, and respects their family, cultural and other identities and languages. It also recognises children’s right to play and be active participants in all matters affecting their lives

Broad and observable outcomes

They acknowledge that children learn in a variety of ways and vary in their capabilities and pace of learning. Over time children engage with increasingly complex ideas and learning experiences, which are transferable to other situations. Learning in relation to the outcomes is influenced by:

School, readiness, preschool program

One

Each child’s capabilities, dispositions & learning preferences

School, readiness, preschool program

Three

Educators’ practices and the early childhood environment

School, readiness, preschool program

Two

Engagement with each child’s family and community

School, readiness, preschool program

Four

The integration of learning across the outcomes

Learning is not always predictable and linear.

Children’s learning is ongoing and each child will progress towards the outcomes in different and equally meaningful ways. Educators plan with each child and the outcomes in mind.

The following Learning Outcomes demonstrate how the three elements of the Framework: Principles, Practices and Outcomes combine to guide curriculum decision-making and assessment to promote children’s learning.

Key components of learning in each outcome are expanded to provide examples of evidence that educators may observe in children as they learn. Examples of practice to promote children’s learning are also included.

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