In early childhood education, we pour out our energy into supporting children’s growth, learning and wellbeing. Frameworks like the Early Years Learning Framework (EYLF) guide us to focus on key outcomes for children during these critical years.
But somewhere along the way, we’ve stopped asking: What about the educators?
When did our own learning, growth and wellbeing become secondary? Why don’t we have a framework that supports us the way EYLF supports the children in our care?
I found myself thinking about this midway through a nappy change, singing Baby Shark on autopilot after an hour of programming. It wasn’t even a particularly hard day, but I was exhausted. That moment made me realise how much of myself I give to others, and how little I was giving back to my own growth. Don’t get me wrong, I’ve been lucky to have good centre managers and good teams who rallied around me if I needed support, but there was still work I needed to do.
There’s a saying I think about regularly, and it goes something like this: you need to fill your own bucket with water before you can water someone else’s garden. It’s similar to the instructions on a flight to put on your own oxygen mask before helping others. I’m not talking about neglecting the children around us, but rather recognising that by taking care of ourselves, we are better able to care for those around us. This mindset should be supported at an organisational level, but it also needs to be embraced by us as individuals.
The Early Years Learning Framework outlines five outcomes to guide children’s development. But what if we reimagined these outcomes for ourselves, as educators? What if we created a framework that supported our own lifelong learning, professional identity and wellbeing?
Below, I’ll be exploring how each of the five EYLF outcomes can be reframed to support educators in their professional development, identity, wellbeing and sense of purpose.
Outcome 1: Educators have a strong sense of Identity
This is evident when educators:
- act with confidence to make decisions
- set personal goals in their professional and personal lives
- are aware of their own boundaries and communicate when they need support or guidance
- take ownership of their practice, behaviour, professional identity, and express their feelings, ideas and needs with confidence in collaborative settings
- believe in their abilities to handle difficulties and overcome challenges
- celebrate and share their contributions and achievements with their colleagues
- build a positive sense of self-esteem
- cultivate a sense of meaning and purpose in their actions
Outcome 2: Educators are connected with and contribute to their world
This is evident when educators:
- build a strong support network, surrounding themselves with positive and supportive friends, families or communities
- foster a strong sense of belonging in their professional and personal lives
- take part in collaborative partnerships
- recognise their right to contribute and belong to different communities
- show respect and responsibility for others
- show acceptance and respect towards different cultures, peoples and perspectives
- actively contribute to the learning community by sharing ideas, resources and knowledge
Outcome 3: Educators have a strong sense of wellbeing
This is evident when educators:
- take regular breaks and manage their workload to prevent burnout
- seek help when needed and access professional support services
- nurture their physical and mental wellbeing through intentional daily practices
- develop personal strategies that build resilience and support emotional health
- Communicate their needs with their teams
- Express gratitude
Outcome 4: Educators are confident and involved learners
This is evident when educators:
- engage in critical reflection on their professional practice
- look for professional development opportunities
- draw from a range of teaching strategies
- have a growth mindset, not a fixed mindset
- use positive thinking skills such as problem-solving, inquiring, experimenting, hypothesising, researching and investigating
- creatively resource their work
- reflect on daily experiences as opportunities for learning and growth
Outcome 5: Educators are effective communicators
This is evident when educators:
- engage with a range of texts for professional development
- express professional ideas and opinions to colleagues and parents
- are confident and courteous when having difficult conversations with parents and staff
- take part in effective conflict resolution
- actively listen to others and use non-verbal cues to support understanding and respect
There are probably many more points we could add to this list, but just as we use the EYLF to guide the growth of children, we can use these educator outcomes to support our own growth as reflective and valued professionals. You might want to reflect on how you’re doing in each of these outcomes or even create your own. Regardless, it’s time to fill your own bucket, both for yourself and everyone around you.
What do you think? Let us know if you have any more points to add to the outcomes in the comments below!