Our Influences

St Peter’s ELC welcomes the Early Years Learning Framework (EYLF) “Belonging, Being and Becoming” which informs in turn, the Victoria Early Years Learning and Development Framework (VEYLDF). The EYLF and VEYLDF both unite perfectly with the key philosophical influences on our program, namely the Reggio Emilia Educational Project and Howard Gardner’s Multiple Intelligences.

The key components of the EYLF are:


Experiencing belonging knowing where and with whom you belong – is integral with human existence. Children belong first to a family, a cultural group, a neighbourhood and a wider community. Belonging acknowledges interdependence with others and the basis of relationships in defining identity. In early childhood, and throughout life, relationships are crucial to the sense of belonging. Belonging is central to being and becoming in that it shapes who children are and who they can become.


Childhood is a time to be, to seek and make meaning of the world. Being recognises the significance of the here and now in children’s lives. It is about the present and them knowing themselves in the present and building, maintaining relationships with others, engaging in life’s joys and complexities and meeting everyday life challenges. The early childhood years do not solely prepare for the future, but are also about the present.


Children’s identities, knowledge, understandings, capacities, skills and relationships change during childhood. They are shaped by many different events and circumstances. Becoming reflects this process of rapid and significant change that occurs in the early years as young children learn and grow. It emphasises learning to participate fully and actively in society.

The frameworks convey the highest expectations for all children’s learning from birth to five years and through to transition to school. The expectations are communicated through the following five learning elements:

  • children have a strong sense of identity
  • children are connected with and contribute to their world
  • children have a strong sense of well-being
  • children are confident and involved learners
  • children are effective communicators

The EYLF and VEYLDF underpin the implementation of our curriculum as is relevant to our local community and our early childhood setting. The frameworks also inspire our conversations, through providing a common language about young children’s learning among children themselves, their families, the broader community, early childhood educators and other professionals.

Under children’s learning, the EYLF acknowledges that learning is dynamic, complex and holistic. Physical, social, emotional, personal, spiritual, creative, cognitive and linguistic aspects of learning are all intricately interwoven and interrelated.

Play is a context for learning that:

  • allows for the expression of personality and uniqueness
  • enhances dispositions such as curiosity and creativity
  • enables children to make connections between prior experiences and new learning
  • assists children to develop relationships and concepts
  • stimulates a sense of wellbeing

The EYLF recognises key elements of both the Reggio Emilia Educational Project and Howard Gardner’s Multiple Intelligences, which children actively construct their own understandings and contribute to each other’s learning. We recognise, respect and work with each child’s unique qualities and abilities.