and the Early Years Learning Framework and the ... - DSS

1 developmental milestonesand the Early Years Learning Framework and the National Quality StandardsThe Early Years Learning Framework Practice Based Resources project has been funded by the Australian Government through the Department of Education, Employment and Workplace Relations. The resources have been developed by Community Child Care Co-operative Ltd (NSW) to provide support for Early childhood educators to implement the Early Years Learning the exception of the Commonwealth Coat of Arms, the Department s logo, any material protected by a trade mark and where otherwise noted all material presented in this document is provided under a Creative Commons Attribution Australia ( ) licence. The details of the relevant licence conditions are available on the Creative Commons website (accessible using the links provided) as is the full legal code for the CC BY AU licence ( ).

2 The document must be attributed as the Early Years Learning Framework Practice Based Resources - developmental Milestones. ISBN: 978-0-9873543-3-4 developmental milestones and the EYLF/NQS :: 3 The EYLF outlines that: Children s Learning is ongoing and each child will progress towards the outcomes in different and equally meaningful ways. Learning is not always predictable and linear. Educators plan with each child and the outcomes in mind. ( Early Years Learning Framework , )With this in mind we encourage educators to use this reference as a source of information rather than as a prescriptive checklist. A sound understanding of developmental milestones will support you to effectively assess children s play and Learning . Intentional teaching, planning and evaluation should be based on sound professional knowledge.

3 Links to the Early Years Learning Framework (EYLF) outcomes and the National Quality Standards are given as examples. The examples should serve to support you in your reflection about how sound professional knowledge supports your evaluation of the EYLF outcomes. A sound knowledge of developmental information (as well as ongoing professional Learning about theories of play and development) will enrich and inform your understanding of and support for the Learning and growth of the children in your is our belief that when educators embed the practices and principles of the EYLF into their daily practice, the EYLF outcomes will follow, as will the capacity to meet the National Quality Standards. Each age category includes a list indicating when to seek advice. If you are concerned about a child s development, you should: yTalk with your colleagues and with the service director.

4 YSupport families to make an appointment with their local family health nurse who will carry out a full developmental :: developmental milestones and the EYLF/NQSDEVELOPMENTAL AREAOBSERVEEXAMPLES OF LINKS TO EYLF/NQSP hysical ymoves whole body ysquirms, arms wave, legs move up and down yeating and sleeping patterns ystartle reflex when placed unwrapped on flat surface/when hears loud noise yhead turns to side when cheek touched ysucking motions with mouth (seeking nipple) yresponds to gentle touching, cuddling, rocking yshuts eyes tight in bright sunlight yable to lift head and chest when laying on stomach ybegins to roll from side to side ystarts reaching to swipe at dangling objects yable to grasp object put into handsEYLF Outcome 1: Children have a strong sense of identity - Children develop their emerging autonomy, inter-dependence, resilience and sense of agency.

5 Display delight, encouragement and enthusiasm for children s attempts. ( )NQS: Areas 1, 2, 3, 5, 6 Social ysmiles and laughs ymakes eye contact when held with face about 20cm from face of adult looking at them ymay sleep most of the time yalert and preoccupied with faces ymoves head to sound of voicesEYLF Outcome 3: Children have a strong sense of wellbeing - Children become strong in their social and emotional wellbeing. promote children s sense of belonging, connectedness and wellbeing. ( ) NQS: Areas 1, 4, 5, 6 Emotional ybonding ycries (peaks about six to eight weeks) and levels off about 12-14 weeks ycries when hungry or uncomfortable and usually stops when held yshows excitement as parent prepared to feedEYLF Outcome 4: Children are confident and involved learners - Children resource their own Learning through connecting with people.

6 Provide opportunities and support for children to engage in meaningful Learning relationships. ( )NQS: Areas 1, 5, 6 Cognitive ysmiles and laughs ylooks toward direction of sound yeyes track slow moving target for brief period ylooks at edges, patterns with light/dark contrast and faces yimitates adult tongue movements when being held/talked to ylearns through sensory experiences yrepeats actions but unaware of ability to cause actionsEYLF Outcome 4: Children are confident and involved learners - Children transfer what they have learned from one context to another. Develop ability to mirror, repeat and practice the actions of others, either immediately or later. ( )NQS: Areas 1, 3, 4, 5, 6 developmental milestones and the EYLF/NQSB irth to 4 monthsDevelopmental milestones and the EYLF/NQS :: 5 developmental AREAOBSERVEEXAMPLES OF LINKS TO EYLF/NQSL anguage yexpresses needs ycries ywhen content makes small throaty noises ysoothed by sound of voice or by low rhythmic sounds yimitates adult tongue movements when being held and talked to ymay start to copy sounds ycoos and gurglesEYLF Outcome 5: Children are effective communicators - Children interact verbally and non-verbally for a range of purposes.

7 Engage in enjoyable interactions with babies as they make and play with sounds. ( )NQS: Areas 1, 3, 5 Seek advice if: yis floppy or stiff ycries a lot yarches his/her back yis not responding to sounds yis not showing interest or responding when played with yis not feeding as expected yis not starting to make sounds yis not responding to familiar facesNQS: Areas 1, 2, 6, 7 developmental milestones and the EYLF/NQS Birth to 4 months continued6 :: developmental milestones and the EYLF/NQSD evelopmental milestones and the EYLF/NQS4 to 8 monthsDEVELOPMENTAL AREAOBSERVEEXAMPLES OF LINKS TO EYLF/NQSP hysical yplays with feet and toes ymakes effort to sit alone, but needs hand support yraises head and chest when lying on stomach ymakes crawling movements when lying on stomach yrolls from back to stomach yreachs for and grasp objects, using one hand to grasp yeyes smoothly follow object or person ycrawling movements using both hands and feet yable to take weight on feet when standing ywatch activities across room - eyes move in unison yturns head to sound of voicesEYLF Outcome 4: Children are confident and involved learners - Children develop dispositions for Learning such as.

8 Persevere and experience the satisfaction of achievement. ( )NQS: Areas 1, 2, 3, 5, 6 Social yreacts with arousal, attention or approach to presence of another baby or young child yresponds to own name ysmiles often and shows excitement when sees preparations being made for meals or for bath yrecognises familiar people and stretches arms to be picked upEYLF Outcome 5: Children are effective communicators - Children interact verbally and non-verbally with others for a range of purposes. are attuned and respond sensitively to children s efforts to communicate. ( )NQS: Areas 1, 5 Emotional ybecoming more settled in eating and sleeping patterns ylaughs, especially in social interactions ymay soothe self when tired or upset by sucking thumb or dummy ybegins to show wariness of strangers ymay fret when parent leaves the room yhappy to see faces they knowEYLF Outcome 1: Children have a strong sense of identity - Children learn to interact in relation to others with care, empathy and respect.

9 Initiate one-to-one interactions with children, particularly babies and toddlers during daily routines. ( )NQS: Areas 1, 4, 5, 6 Cognitive yswipes at dangling objects yshakes and stares at toy placed in hand ybecomes bored if left alone for long periods of time yrepeats accidently caused actions that are interesting yenjoys games such as peek-a-boo or pat-a-cake ywill search for partly hidden object yable to coordinate looking, hearing and touching yenjoys toys, banging objects, scrunching paper yexplores objects by looking at and mouthing them ydevelops preferences for foods yexplores objects with mouthEYLF Outcome 4: Children are confident and involved learners - Children develop dispositions for Learning such as explore and express wonder and interest in their environments ( )NQS: Areas 1, 2, 3 developmental milestones and the EYLF/NQS.

10 7 developmental AREAOBSERVEEXAMPLES OF LINKS TO EYLF/NQSL anguage yenjoys games such as peek-a-boo or pat-a-cake ybabbles and repeat sounds ymakes talking sounds in response to others talking ycopies sounds ysmiles and babbles at own image in mirror yresponds to own nameEYLF Outcome 5: Children are effective communicators - Children interact verbally and non-verbally for a range of purposes. engage in enjoyable interactions using verbal and non-verbal language. ( )NQS: Areas 1, 5 Seek advice if: yis not Learning to make sounds yis not responding to familiar faces yis not Learning to roll when playing on floor yis not responsive to carers yis not babbling and making sounds yis not playing with feet/swapping objects between handsNQS: Areas 1, 5, 6, 7 developmental milestones and the EYLF/NQS 4 to 8 months continued8.