Practice principles for teaching birth to 8 years

Eight practice principles for early childhood professionals.

On this page

Integrated teaching and learning approaches

In the updated VEYLDF integrated teaching and learning approaches are woven across all practice principles

The image below of intertwined strands represents the interconnected play and learning approaches that inform early years pedagogy.

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Play is essential to learning in the early years. Professionals intentionally combine 3 approaches to support children’s learning:

  • Adult-led learning
  • Child-directed learning
  • Guided learning.

Professionals move between them, responding to what children need and what the learning requires.

Integrated teaching and learning means combining child-directed learning, guided learning and adult led learning – weaving these 3 approaches together so that professionals make intentional decisions about when to follow, when to guide and when to lead.

Professionals use evidence, observation and professional knowledge intentionally to enrich play and create meaningful learning opportunities

Adult-led learning

Professionals introduce ideas, concepts or experiences and provide structure, questions and direct teaching.

This includes intentional teaching of areas such as literacy, numeracy, executive function, physical and sensory development and science.

Children still have input and make choices within adult-led experiences.

Child-directed learning

Children lead their own learning through play, exploration, imagination and experimentation.

They choose what to investigate, how to engage and when to move on.

Professionals observe closely, recognising what children know and can do, and make decisions about when to step in and shape the learning moments and when to step back and let the learning moment emerge.

Guided learning

Children and adults learn together. Professionals follow children’s interests and intentionally extend their learning through conversation, provocations and shared problem-solving. Learning is co constructed.

These 3 approaches are not separate – they are interwoven. In any learning experience, professionals may move from observing a child play, to joining in and extending their thinking, to introducing a new idea. What matters is that the decision about which approach to use is intentional and responsive to each child and their learning.

Intentional teaching

Intentional teaching is when teachers and educators are deliberate and purposeful in their decisions about what children learn and how to support them.

It includes understanding where a child’s learning is at, planning experiences, asking thoughtful questions, introducing new ideas and building on what children already know. Intentional teaching happens through play, conversation and everyday interactions.

It requires professional knowledge of how children’s learning progresses in areas such as literacy, numeracy, executive function, physical and sensory development and science

Practice Principles

The Practice Principles describe how professionals work with children, families and each other to support learning, development and wellbeing. They are interrelated – each one informs the others.

The 7 Practice Principles are:

  • reflective practice
  • partnerships with families
  • high expectations for every child
  • respectful relationships and responsive engagement
  • equity, diversity and inclusion
  • assessment for learning and development
  • partnerships between professionals

Principle 1 Reflective practice

Reflective practice is how professionals think about their work so they can make intentional decisions that support children’s learning, development and safety.

It means noticing what is happening (observe), why it is happening (assess) and what needs to change (plan). It is when early childhood professionals question and analyse the evidence they have collected.

Principle 2 Partnerships with families

Families are children’s first and most important teachers. They know their child’s strengths, interests, culture, routines and ways of communicating.

Partnerships with families are built on trust, mutual respect and shared decision-making. Professionals work alongside families as equal partners, recognising that each family is unique and brings valuable knowledge about their child.

Principle 3 High expectations for every child

Every child is capable of learning and developing. To have high expectations is to believe in each child’s potential and act on that belief every day.

This includes providing experiences that are challenging and achievable, recognising effort and progress, and building children’s confidence to try new things.

High expectations are a protective factor promoting resilience, motivation and a strong sense of self.

Principle 4 Respectful relationships and responsive engagement

Warm, respectful relationships are fundamental to children’s learning, development and safety.

From birth, children build secure attachments through predictable, caring interactions with familiar adults.

These relationships act as a protective factor – they help children feel safe, regulate their emotions and develop the confidence to explore, take risks and learn new things

Principle 5 Equity, diversity and inclusion

Every child has the right to participate, learn and thrive. Equity means providing each child with the support they need recognising that fair does not always mean the same.

Some children will need extra time, visual tools, calm spaces, adapted materials or different approaches.

Diversity is a strength. Children and families bring many cultures, languages, abilities and ways of being, and professionals plan learning that respects and reflects this.

Principle 6 Assessment for learning and development

Assessment builds a picture of each child’s learning, identity and development.

It shows what children know, understand and can do, and how they learn best over time

Assessment is ongoing – it happens through observing, listening to and talking with children and families in everyday interactions and experiences.

It highlights each child’s strengths, interests, culture and the supports they need to participate confidently.

Principle 7 Partnerships between professionals

Early childhood professionals work across many roles and disciplines – as educators, teachers, nurses, allied health practitioners, inclusion support workers, family support workers and more.

No single professional can support all aspects of a child’s learning, development and wellbeing alone.

Partnerships between professionals are built on shared goals, mutual respect and an understanding of each other’s roles, knowledge, skills and expertise.

More information

Previous Practice Principles

The below resources are aligned to the 2016 VEYLDF and will be progressively aligned to the updated VEYLDF through 2027.

Under each principle listed below, you will find a:

  • practice guide
  • evidence paper
  • video examples.

These will help you use the VEYLDF framework in your everyday practice.

These resources encourage critical reflection, discussion, debate and action. Download the document below to read as you watch the videos to inform your thinking.

The Practice Principles use the latest international evidence to support children's learning.

Reflective practice - principle 1

Practice guide
Evidence paper

Partnerships with families - principle 2

Practice guide
Evidence paper

High expectations for every child - principle 3

Practice guide
Evidence paper

Respectful relationships and responsive engagement - principle 4

Practice guide
Evidence paper

Equity and diversity - principle 5

Practice guide
Evidence paper

Assessment for learning and development - principle 6

Practice guide
Evidence paper

Integrated teaching and learning approaches - principle 7

Practice guide
Evidence paper

Partnerships with professionals - principle 8

Practice guide
Evidence paper

About the principles

Connecting the VEYLDF with the practice principles for excellence in teaching and learning (schools)

Teachers working in the early years of primary school will also refer to the Practice Principles for Excellence in Teaching and Learning, bringing coherence to our education system and ensuring continuity of learning across education settings and developmental stages.

To find out more, see: Practice Principles for Excellence in Teaching and Learning.

Early childhood education and care

Updated

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