The Ten Principles for an Early Childhood Education State
The Ten Principles for an Early Childhood Education State below, provide a framework to guide the Victorian Government’s reform agenda over the next ten years. They were developed under the leadership of ELAA with a united group of early childhood peak bodies, service providers, community sector organisations and research institutions.
Ten Principles for an Early Education State
An outstanding early childhood education and care system…
- is founded on the UN Convention on the Rights of the Child, and respects and collaborates with families and the community to ensure accessibility for all children.
- is “child-ready”, focused on the learning and development opportunities for children from birth to 8, and supports families and practitioners to better understand the knowledge, tools and practices that most encourage overall learning.
- builds on a solid, sustainable and universal foundation to ensure it is viable, high quality, affordable and accessible into the future.
- is evidence-based, integrated, positively, proactively and ethically engaged with children and families, and reflects community expectations that governments will support and fund excellence in ECEC.
- is experienced by a range of community members, and reflects and responds to the expectations of children, families, communities, practitioners, researchers and policy makers, and governments.
- requires governments to play a strong leadership role – in collaboration with the sector – to share knowledge with the wider community about the critical importance of quality early learning for the nation’s social and economic health and well-being.
- facilitates greater collaboration between child-centred and adult-centred services; better understands and overcomes barriers that result in disadvantage for vulnerable children and families, including Aboriginal and Torres Strait Islander groups; supports socially, culturally and linguistically inclusive practices; and expands inclusion support.
- is made up of sustainably resourced organisations, working within an enabling policy and regulatory environment.
- develops outcomes frameworks for learning, and builds integrated governance and reporting frameworks that are child-focused, and support workforce professionalization.
- broadly defines families in order to provide greater support and recognition of the resources and skills that families offer as a child’s ‘first educators.’