The Framework: Vision and Purpose:
The Victorian Early Years Learning and Development Framework advances all children’s learning and development from birth to eight years. It does this by supporting all early childhood professionals to work together and with families to achieve common outcomes for all children.
In this Framework, the term ‘Early childhood professional’ includes any person who works with children between the ages of birth and eight years. It includes, but is not limited to, maternal and child health nurses, all early childhood practitioners who work directly with children in early childhood settings (educators), school teachers, family support workers, preschool field officers, inclusion support facilitators, student support service officers, primary school nurses, primary welfare officers, early childhood intervention workers, play therapists, health professionals and teachers working in hospitals, and education officers in cultural organisations.
The Victorian Framework is informed by the principles of the United Nations Convention on the Rights of the Child (1989) and the Victorian Charter of Human Rights and Responsibilities Act 2006. The United Nations Convention on the Rights of The Child advances an image of children as subjects of rights and full members of society, capable of participating in their social worlds through their relationship with others. These principles are consistent with contemporary early childhood research.