幼兒教育 Childcare|Early Years Learning Framework (EYLF) 的 5 個重點 – Part 3/5

by 藍色小樹熊

幼兒教育 Childcare

Early Years Learning Framework (EYLF)


Part 3


.Inclusion 包容

“Inclusion” aims to make everyone feel welcome, valued and accepted, regardless of their age, culture, background or ability.


Being inclusive means making sure that everyone is treated fairly and that no one is left out. Sometimes the practice of inclusion is used to refer specifically to how we work with children with additional needs. In the EYLF it is used in relation to how we work with all children and is closely linked to the idea of “belonging”. It is hard to feel you belong if you aren’t included.

要做到「包容」即是要確保每個人都受到公平對待,沒有一個人被排除在外。有時候,「包容措拖(practice of inclusion)」特指我們如何幫助有額外需求的兒童。在 EYLF 中,「包容」是指我們如何對待所有兒童,跟「歸屬(belonging)」這個概念有密切關係。如果你不被包括在內,你很難會產生歸屬感。

Think about what inclusion means for you – how do you make sure no one is left out?

How do you respond to a situation or behaviour that is unfair?

How do you help children to recognise what is fair and what is not?

How do you support children to respond to the values, needs and abilities of others?





.Reflective practice 反思

Being reflective is one of the basic principles that underpins the EYLF. Reflection involves asking ourselves questions about what we do and how we do it.

進行反思是 EYLF 的基本。反思包括問自己問題、問自己做了什麼、問自己是怎樣做的。

It means:
• being honest with yourself about what you do;
• being open to different ways of doing things; and
• being willing to change how you do things.






Without reflection we tend to keep doing things in the same way that we have always done them. Reflective practice helps us to know what we do and why we do it. It helps us to make thoughtful decisions that are in the best interests of children and families.


How do you engage in reflective practice in your workplace?
How do you make sure there is time to have conversations with colleagues?
How does everyone contribute to reflection?




.Aboriginal and Torres Strait Islander perspectives 對待原住民和托雷斯海峽島民

Early childhood education has a critical role to play in supporting Aboriginal and Torres Strait Islander families to feel culturally secure in the setting.


For Aboriginal and Torres Strait Islander children early childhood education is a crucial first step to educational success. For non-Aboriginal children early childhood education offers an opportunity to engage with and begin to understand the importance of Aboriginal and Torres Strait Islander culture and perspectives to Australian society as a whole.



Think about how aspects of Aboriginal and Torres Strait Islander culture and knowledge are included in what you do?
How do you help all of the children you work with to understand and respect Aboriginal and Torres Strait Islander culture and ways of doing things?
If you work directly with Aboriginal or Torres Strait children, how do you create a sense of belonging and welcome for them, their families and their community?




.Belonging 歸屬

“Experiencing belonging – knowing where and with whom you belong – is integral to human existence.” (Early Years Learning Framework, p.7)

「對自己歸屬的體驗 —— 知道自己屬於哪裡、跟誰在一起,這是人類存在不可或缺的一部分。」(Early Years Learning Framework,第七頁)

Think about somewhere where you feel a strong sense of belonging. Share with someone else what that feels like. What is it that makes you feel you belong?
How important is that feeling to you?
How can you help to bring that same sense of belonging into your work with children?




.Being 自由存在

“Childhood is a time to be, to seek and make meaning of the world.” (Early Years Learning Framework, p.7)

「童年是兒童自由存在並努力探索和理解世界的時期。」(Early Years Learning Framework,第七頁)

The EYLF strongly supports children’s right to “be”. Being is about having the time and space in which to lose yourself in what you are doing. It is about allowing children the time to be themselves rather than always hurrying them into the future.

EYLF 強烈支持孩子「自由存在」的權利。這意味著要讓孩子有自己的時間和空間,他們可以全神貫注地做他們想要做的事。這也是要讓孩子有時間做他們自己、實現自我,而不是總是催促他們邁向未來。


Talk about where and when children have opportunities for “being” in your service.
How do you balance the necessary structure and routine of your day with the unstructured nature of “being”?
What could you do to allow more time for “being” within the day?





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