The contribution of learning trajectories to enacting the Early Years Learning Framework V2.0

The Early Years Learning Framework for Australia V2.0 (EYLF) guides pedagogy and practice with children aged from birth to 5 years and states that over time, children engage with 'increasingly complex ideas' (p. 29). With 5 learning outcomes and 8 principles of practice, this requires educators to be highly skilled in facilitating children's engagement with increasingly complex knowledge and capabilities. It presupposes that all educators are equipped to recognise children's demonstrations of understanding, know what knowledge (or capabilities) likely preceded this understanding, and what comes next. As a framework, this specific information is not included in the EYLF. The Australian Education Research Organisation (AERO) learning trajectories may assist educators to recognise demonstrations of knowledge and capability and better equip them to plan opportunities for differentiated teaching and learning that are within a child's zone of proximal development. A focus on learning trajectories thus supports formative assessment and planning for learning, as well as reflective practice. This paper draws on the Language and Communication learning trajectory to discuss the contribution of learning trajectories to teaching practice and the continuity of learning from birth.