Science in Early Childhood

Objectives

At the end of this chapter you will be able to:

Overview

This chapter provides an overview of Australia’s first national curriculum framework for early childhood educators, published as Belonging, Being and Becoming: The Early Years Learning Framework (DEEWR, 2009). It traces the development of the EYLF, situating it alongside existing national and international frameworks and curriculum documents. It discusses the rationale for the new structure, the underpinning philosophies and the implications these have for educators’ practices and children’s learning. The ‘Belonging’, ‘Being’ and ‘Becoming’ motifs are explained in light of teaching and learning in the early years, along with the eight practice elements, five principle elements and five learning outcomes stated within the EYLF. The relevance of these in relation to teaching science in the early years is made clear, concluding with the identification of the science outcomes for children within the framework. This chapter firmly establishes the purpose of the national framework and its ramifications for the teaching of science in the early years. Throughout the chapter, the voices of early childhood educators and early childhood teacher educators are highlighted to illustrate how those working in the field are engaging with the framework.