EYLF Learning Outcome 4: Children Are Confident And Involved Learners
19 November 2025
The Early Years Learning Framework (EYLF) was created by the Australian Government in 2009 and is part of the National Quality Framework. The EYLF plays a crucial role in a child’s development, encouraging hands-on, active learning and connection with the world around them.
There are five learning outcomes of the EYLF, each helping Educators plan lessons and environment, dictate how they engage with children, and measure each child’s developmental progress. The fourth EYLF learning outcome refers to a child’s confidence and involvement with their learning.
What is EYLF Outcome 4?
The EYLF outcome four is “Children Are Confident And Involved Learners”, indicating a child’s strong sense of awareness, both of themselves and the world around them.
Through an active, hands-on learning approach, children gain confidence in exploring and experimenting with new ideas. They take on responsibility for their learning, development, self-regulation, and impact in their community and the natural environment, becoming self-assured and involved learners.
As Early Childhood Educators, the staff at Mary MacKillop Childcare North Queensland (MMCNQ) provide a supportive learning environment for children. We know that every child thinks and learns differently, and we encourage our students to explore, collaborate, and problem-solve in a way that is meaningful to them.
The Four Indicators of EYLF Learning Outcome 4
4.1 Develop dispositions for learning
The first indicator of EYLF Learning Outcome 4 refers to when children develop their own dispositions for learning. Children indicate they are at this stage when they begin to demonstrate curiosity, cooperation, confidence, creativity, commitment, enthusiasm, persistence, imagination, and reflexivity.
Children show these dispositions through their interest in people and the environment, their enthusiasm and concentration in learning, and their exploration of ideas through play. They may set personal achievements (whether in sport, in the classroom, or in other interests) and show persistence through challenging tasks.
Our children are supported and encouraged to get involved in their learning by the way we set up our environments. Our Educators model being inquisitive by expressing curiosity, using imagination, and testing new ideas with the children.
4.2 Develop skills and processes
Children develop essential skills, like problem-solving, inquiry, experimenting, predicting, researching, and investigating, through trial and error. In this stage, children investigate different possibilities and adapt strategies to suit each new situation.
When children develop skills and processes, their mathematical language in discussions expands. They ask deeper questions, develop and test theories, and use digital tools to explore their environment. We also see children begin to express their ideas creatively through art forms, like drawing, painting, and digital platforms.
Our Educators encourage this development by actively listening, engaging in open discussions, and helping children explain their ideas using descriptive language. We intertwine age-appropriate challenges throughout the learning environment, encouraging our children to explore, experiment, and investigate with confidence.
4.3 Transfer and adapt learnings between different contexts
As children continue to engage with their learning in and out of the classroom, they begin to recognise patterns across different contexts. Children will make connections between experiences and concepts, and apply generalisations between situations to understand new contexts. They will use previously learned skills and processes to adapt and problem-solve effectively.
As Educators, we strengthen this development by drawing our children’s attention to patterns and relationships between various learning contexts. We plan time for reflection and encourage children to discuss their ideas and understandings, helping them make meaningful connections between what they know and what they are discovering.
4.4 Resource learning through connections
In the last stage of the EYLF Learning Outcome 4, children seek learning through connection. Whether with people, place, different technologies, or natural and processed materials, children begin to recognise the value of collaborative learning.
Children use their senses to explore their environment and engage with different information platforms, including media, sounds, and graphics. They investigate the purpose and function of connections and use imagination and creativity as a tool to explore ideas and theories. They also learn to accept and provide feedback to build on their ideas.
By planning experiences that connect children with the community and environment, our Educators encourage this stage of learning. We introduce age-appropriate tools, technologies, and media, teaching children the proper techniques in how to use them safely and effectively. Our children are encouraged to use technology confidently, enhancing their curiosity and learning.
