To want a caring, non-violent society in which everyone is treated with respect is neither 'social engineering' nor 'political correctness' – it is a vision we should all strive to achieve.

Young children are precious in their own right and they are the future of the nation.

A wealth of research in recent years has revealed that children's experiences from birth to age five have a powerful effect on the rest of their lives. From the beginning, the brain starts 'wiring for learning' and early experiences set the brain's patterns for thinking and feeling.

How children are treated and how the adults around them behave strongly influence both children's ability to learn and the attitudes they develop about their own worth and the worth of others. To build a nation that is prosperous and socially united, families and early childhood educators need to support children's early learning, be the best possible role models for them and encourage them to act in ways that are kind and fair.

To want a caring, non-violent society in which everyone is treated with respect is neither 'social engineering' nor 'political correctness' – it is a vision we should all strive to achieve. Families are children's first and most important teachers. Through caring relationships with wise, reliable adults and siblings, children learn who they are and where they belong. They also learn values such as right and wrong and develop qualities such as curiosity, confidence and persistence, which will support their school learning.

Many children now go to early learning settings such as child care, play groups and preschools before starting school. Qualified, thoughtful, knowledgeable early childhood practitioners build on children's home learning and set children up for success in school and in life. These dedicated early childhood professionals deserve respect for the important work they do. They are entitled to national recognition and support to enable them to deliver high quality programs for our children.

The new Early Years Learning Framework sets out to offer that recognition and support. It is Australia's first national framework for educators who work with children aged from birth to five. The framework identifies key goals for young children's learning and offers a guide to educators about how to support that learning and how to know when it is occurring. It will be interpreted differently in different settings in consultation with families.

Other effective systems around the world – in Finland, Vermont USA, Ontario Canada and New Zealand – provide a specific framework for the early years. International research (e.g. Effective Provision of Preschool Education [EPPE], Reggio Emilia & High/Scope) unequivocally demonstrates that high-quality early learning settings make a significant and lasting difference to children's learning and their future lives.

These benefits are achieved through well-planned early learning programs that focus on cognitive, social and emotional growth delivered by qualified, informed educators in close collaboration with families. In successful programs, practitioners have a deep understanding about children's learning and how to monitor their progress.

The Early Years Learning Framework in Australia aims to provide our educators with similar knowledge and understanding. Having a national framework will enable settings across Australia to develop consistent programs, while adjusting with their client communities to meet local circumstances. Families will have the reassurance that wherever they move and place their children, educators will have a common knowledge base and commitment to key principles.

At a time when a new national curriculum is being developed for the school years, it is essential that educators in the years prior-to-school have their own guiding framework so that they can facilitate, assess, record and communicate children's learning and assist their successful entry to school.

We are also at a crucial point in our nation's history. Through the Prime Minister's Apology and subsequent COAG agreements there is now a public commitment to closing the gap between learning outcomes for non-Indigenous learners and Aboriginal and Torres Strait Islander learners. A curriculum framework that is developed in this context has to work seriously for equitable learning outcomes for all Australia's children.

The Early Years Learning Framework is one of a suite of initiatives being undertaken by the Australian Government to support families and to give children the best possible start in their lives – as people, as learners and as future citizens.

Early Childhood Australia applauds these child- and family-oriented initiatives and is especially pleased that early childhood education and care practice will be guided by a leading edge, contemporary learning framework.

Margaret Young

National President
Early Childhood Australia

21 May 2009