Learning – School Readiness

"All children are observed on a regular basis. Their development across all areas such as social skills, communication skills and fine and gross motor skills is documented in their individual portfolio"

 Our professional staff support children's learning through play by becoming co-players, guiding and role modelling. They provide new experiences for children to enrich and extend play, pose challenging questions and encourage children to learn from one another.

Transition to school

At Noah's Ark we obtain positive feedback from our local schools each year on how confident and socially competent our students are, making them successful learners as they transition to school.

"My son has found the transition into school effortless thanks to the  social skills and school readiness programs offered by Noah's Ark. It has been the perfect stepping stone into big school" Parent - Sue Wiblin

This success is partly due to the 10 week social program (PALS) that our service runs with all students. The program promotes valuable

skills for life. The school readiness program is developed by our highly trained and experienced early childhood teachers and has an excellent reputation in our community.

Developing Skills

In this program, children learn to:

  • listen attentively and follow instructions
  • show respect
  • speak confidently to peers and adults
  • care for their belongings
  • develop problem solving and thinking skills
  • engage in pre-reading and writing experiences
  • participate in early numeracy and number concepts
  • develop literacy skills
  • experiment with computers including use of the mouse and keyboard

BELONGING – BEING – BECOMING – The Early Years Learning Framework (EYLF)

The EYLF was developed by the Australian Government with significant input from the early childhood sector. The framework shapes all aspects of the environment provided at Noah’s Ark.


Children belong first to a family, a cultural group, a neighbourhood and a wider community. Belonging acknowledges children’s interdependence with others and the basis of relationships in defining identities. In early childhood, and throughout life, relationships are crucial to a sense of belonging

 “You belong in your house with your family” – Dong


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, building and maintaining relationships with others, engaging with life’s joys and complexities, and meeting challenges in everyday life. The early childhood years are not solely preparation for the future but also about the present. 

 “If you want to be a mermaid you can imagine” – Jazmine


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.

 “When you keep planting plants you become a gardener” – Olivia

The Framework is designed to inspire conversations, improve communication and provide a common language about young children’s learning among children themselves, their families, the broader community, early childhood educators and other professionals.

Learning outcomea skill, knowledge or disposition that educators can actively promote in early childhood settings, in collaboration with children and families.


Early childhood settingslong day care, occasional care, family day care, Multi-purpose Aboriginal Children’s Services, preschools and kindergartens, playgroups, creches, early intervention settings and similar services.


Elements of the Framework

The Framework puts children’s learning at the core and comprises three inter-related elements: Principles, Practice and Learning Outcomes (see Figure 1). All three elements are fundamental to early childhood pedagogy and curriculum decision-making. 

Curriculum encompasses all the interactions, experiences, routines and events, planned and unplanned, that occur in an environment designed to foster children’s learning and development.
The emphasis in the Framework is on the planned or intentional aspects of the curriculum.

Children are receptive to a wide range of experiences. What is included or excluded from the curriculum affects how children learn, develop and understand the world.

The Framework supports a model of curriculum decision-making as an ongoing cycle. This involves educators drawing on their professional knowledge, including their in-depth knowledge of each child.

Working in partnership with families, educators use the Learning Outcomes to guide their planning for children’s learning. In order to engage children actively in learning, educators identify children’s strengths and interests, choose appropriate teaching strategies and design the learning environment.

Educators carefully assess learning to inform further planning.

Curriculum: in the early childhood setting curriculum means ‘all the interactions, experiences, activities, routines and events, planned and unplanned, that occur in an environment designed to foster children’s learning and development’. [adapted from Te Whariki]


Pedagogy: early childhood educators’ professional practice, especially those aspects that involve building and nurturing relationships, curriculum decision-making, teaching and learning.

Children’s Learning

The diversity in family life means that children experience belonging, being and becoming in many different ways. They bring their diverse experiences, perspectives, expectations, knowledge and skills to their learning. 

Children’s 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.

Children actively construct their own understandings and contribute to others’ learning. They recognise their agency, capacity to initiate and lead learning, and their rights to participate in decisions that affect them, including their learning.

Viewing children as active participants and decision makers opens up possibilities for educators to move beyond pre-conceived expectations about what children can do and learn. This requires educators to respect and work with each child’s unique qualities and abilities.

Educators’ practices and the relationships they form with children and families have a significant effect on children’s involvement and success in learning. Children thrive when families and educators work together in partnership to support young children’s learning. 

Children’s early learning influences their life chances. Wellbeing and a strong sense of connection, optimism and engagement enable children to develop a positive attitude to learning.

The Learning Outcomes section of the Framework provides examples of evidence of children’s learning and the educator’s role.