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During the first eight years of a child, they develop at a faster rate than any other time both physically, cognitively and emotionally. As such, it is appropriate for professionals such as teacher and parents to provide maximum support to children as they learn to walk, speak, run, play and explore their surroundings. Early years learning framework pedagogical approach provides a holistic nature of the building and nurturing children development (Cochran, 2011). The framework focuses on best practices in teaching and learning among early children towards nurturing and educating them in diverse knowledge, experience, view and individual behavior. Young children up to eight years are recommended to experience early years learning framework pedagogical approach to help influence various aspect of their development as well as nurturing and orienting children’s behavior, character, and attitude with respect to learning.

Early years learning framework are rooted in early childhood development and effective pedagogy education. As instructors or teacher, it is appropriate to apply EYLF to help in children’s learning development and care as early as five years. School educators’ in childminders, preschools and nurseries must implement this framework as an integrated approach to early learning and care among third grade children (Howell, 2013). This framework provides a significant impact in assessing children’s early life experience and mentors them through their educational process. It is effective in establish good quality care and education for children and reduce the cycle of challenges and disadvantages in teaching 3rd Grade children (Cutter-Mackenzie, Edwards, Moore & Boyd, 2014). Significantly, teachers have the ability to maximize the children ability to learn and establish a strong foundation for their future success both educationally and individually. Early year learning framework helps understand that early childhood development is a vital stage of a child. Therefore, both parents and teachers must ensure that children experience quality care teaching and learning.

The EYLF emphasizes on holistic play-based learning among children. This is strategic at developing their abilities in various aspects of learning and development. Play based learning implies that teacher or educators focus their teaching on specific results. For instance, provide academic domains that focus on making the children all rounded. This is important for 3rd Grade children who can flexibly learn through play. Play-based learning means that the third graders learn through experimenting whereby they learn whilst play like organizing the spelling bee games (Campbell & Jobling, 2012). Additionally, early years learning framework pedagogical approach is important for developing children’s communication and language. It provides children with the access for early literacy and numeracy knowledge as well as social and emotional development. Educators develop a closer link with the children and monitor their development and learning hence making the process suitable for third-grade children.

Subsequently, teachers are encouraged to apply EYLF to third-grade children as it helps provide children with a strong sense of identity. According to Beckley, Elvidge & Hendry (2009) this framework reinforces responsiveness among children in their daily practices. As such, the children develop a strong sense of identity and well-being in their learning and development. Nevertheless, the teachers are encouraged to apply this framework to third graders since it helps children learn new things, improvise and imagine. Children under this program are engaged in a social network where they can challenge one another and test out their ideas and skills. Moreover, teachers under this programming framework spend more time with the children. This helps in developing the children’s creativity, critical thing, language, and communication at an early age (Deans, Page & Tayler, 2016). In addition, children develop a strong link with their colleagues and their environment. Furthermore, third graders have a strong sense of connection with their surrounding thus applying this approach can help boost their general performance and learn how to relate differently in school and at home.

Likewise, parents must take part in the implementation of the early year learning framework for third-grade children. EYLF involves intentional teaching and continuity of education or learning transition of children. Subsequently, learning transition is first initiated at home with the parent before a teacher can step in (Urban, 2008). Therefore, parents form the basis for EYLF pedagogic learning for the children. Since children are confident and involved learners, parents are encouraged to take an active role in their children development at home. Moreover, EYLF provides an ongoing learning approach for children together with a reflective practice that makes it easy to implement and assess even for the parents. Bath (2013) establishes that parents must be involved with their children as a way of intentional teaching. Parent must involve their children and take it upon themselves in exploring the children abilities. Assessing what young children understand as well their ability is essential as educators could utilize this kind of information to modify instructions of the children. Consequently, it assists in continue learning as well as thriving of children performance.

Initiative and play-based learning assessment is a loop that helps children to close the gap between the present status and the desired results or goals. Formative assessment is essential in various ways. To begin with, the evaluation assists in keeping check of the children progressive performance through focusing on the intended teaching (Campbell & Page, 2003). Additionally, it assists in identifying individual disparities among the children and notifies the administration concerning the curriculum. Parents and educators are required to make necessary changes through various interventions, for instance, various interactions with the child to help in the implementation of EYLF in the third grade education system. Additionally, EYLF assessment evaluates domains of significance to the parents along with teachers, for example, physical wellness as well as motor development, emotional and social development as well as the approaches to knowledge.

As a result of early year’s education through intentional teaching and learning through play, children are usually able to depict a sense of belonging. Parents help their children become connected to the world as well as contributing to their world, for instance, start to reason critically for example regarding just and wrongful conduct. Additionally, young children gain an awareness of wellbeing for instance when they recognize their personal accomplishment. Children also become confident as well as involved learners, for example, developing certain skills like problem-solving. Finally, children become successful communicators, for example, engaging verbally as well as non-verbally with other individuals.


Allen, S. F., & Whalley, M. E. (2010). Supporting pedagogy and practice in early years settings. Exeter: Learning Matters.

Bath, C. (2013). Conceptualising listening to young children as an ethic of care in early childhood education and care. Children & Society, 27(5), 361-371. doi:10.1111/j.1099-0860.2011.00407.x

Beckley, P., Elvidge, K., & Hendry, H. (2009). Implementing the early years foundation stage: A handbook. Maidenhead: McGraw-Hill International (UK) Ltd.

Campbell, C., & Jobling, W. M. (2012). Science in early childhood. Cambridge, England: Cambridge University Press.

Campbell, S. and Page, J. (2003). Chapter 13 Curriculum contexts: becoming an early childhood professional, in MacNaughton, G. (2013). Shaping Early Childhood: Learners, Curriculum and Contexts. Maidenhead, UK: Open University Press.

Cochran, M. (2011). International Perspectives on Early Childhood Education. Educational Policy; 25:65-91.

Cutter-Mackenzie, A., Edwards, S., Moore, D., & Boyd, W. (2014). Young children’s play and environmental education in early childhood education. Cham: Springer.

Deans, J., Page, J., & Tayler, C. (2016). Teaching for Learning. In J. Page (Ed.), Learning & teaching in the early years (pp. 68–89). Sydney: Sydney University Press.

Howell, J. (2013). Chapter 10 Becoming an effective communicator, in Howell, J. (2014). Teaching and Learning: Building effective pedagogies. Oxford University Press

Urban, M. (2008). Dealing with uncertainty: challenges and possibilities for the early childhood profession. European Early Childhood Education Research Journal Special Issue: Professionalism in Early Childhood Education and Care. Vol. 16, Issue 2.