EYLF Learning Outcome 2: Children Are Connected With And Contribute To Their World
15 September 2025
The Early Years Learning Framework (EYLF) is a component of the National Quality Framework, created by the Australian Government in 2009. The EYLF encourages play-based learning, active exploration, and engagement with the environment in a safe and supervised way. In childcare settings where the EYLF is used, children are provided a supportive and nurturing environment to learn, play, and grow.
There are five learning outcomes of the EYLF that help Educators design lessons and engagements with children. The second EYLF Learning Outcome highlights a child’s connection with and contribution to their world.
What is EYLF Outcome 2?
The second outcome of the Early Years Learning Framework is “Children Are Connected With And Contribute To Their World”. As children develop more complex ways of communicating and connecting than smiling, imitating, gesturing, and making sounds, they begin to show an interest in how they are perceived and understand how to build relationships.
The EYLF Outcome 2 highlights a child’s ability to engage and participate with the broader world around them. It indicates that a child is developing a sense of belonging to a community and interacting with and respecting their environment.
As Early Childhood Educators, the staff at Mary MacKillop Childcare North Queensland (MMCNQ) assist children in developing through games, activities, and learning experiences. We focus on providing a supportive environment for children to connect with others in a safe way.
The Four Indicators of EYLF Learning Outcome 2
2.1 Developing a sense of belonging
The first indicator of EYLF Learning Outcome 2 is when a child develops a sense of connection and belonging to a group or community. A child between the ages of three and five will begin to notice diversity in the community and notice and respond to the behaviours of others. Throughout this stage, children will recognise their position in the community, express their opinions, contribute to decision-making, and engage in social exploration.
As Educators, we help promote a child’s sense of belonging by creating opportunities for children to explore their ideas. Through play and learning, we teach children the necessary skills to interact with others safely and respectfully, while also providing information about the world to enhance their curiosity. We open up discussions where children can share opinions and ask questions about belonging.
2.2 Respecting diversity
As children are more engaged with the world around them, they have more opportunities to engage with people from different cultures, heritages, backgrounds, traditions, and family dynamics. Children will express interest in others and respect their differences. Children may ask more questions, listen to others’ ideas, play in ways that include everyone, and become aware of their own differences.
It is essential to demonstrate respect for diversity as Educators. We can encourage children’s interests and help them broaden their perspectives. Through activities, we help children appreciate diversity by exposing them to different languages, ideas, and traditions. Through discussion, we allow children to explore their ideas about diversity, use creative forms of expression, and understand their background.
2.3 Becoming aware of fairness
By interacting more with their community, children will start to appreciate the value of connection with others and see the importance of rules and treating others fairly. Children will start becoming aware of ways in which classmates are included or excluded from activities, and recognise unfairness and biases. Children will begin developing compassion and empathy for others and express kindness. Children start to get involved in decisions.
As Educators, we encourage children to stand up against issues of exclusion and unfair behaviour. We provide resources that are inclusive of gender, ability, ethnicity, culture, language, and family dynamics, that normalise other people’s differences to children. We welcome children to explore ideas and concerns about fairness through discussion.
2.4 Showing respect for the natural environment
As children interact more with natural and constructed environments, they will develop care and respect for their surroundings. Children may develop an awareness of their impact on the environment and a sense of responsibility for their actions. Children will begin to observe elements and changes in the weather, notice seasonal changes, and show an interest in the basic needs of living things and how to protect them.
Through play and learning, educators enhance children’s understanding of the natural environment and their social responsibility to it. As North Queensland educators, we share information on how local Aboriginal and Torres Strait Islander peoples cared for and sustained the land we live on. We provide opportunities for children to engage in the natural environment through activities, such as planting and caring for animals, and teach students about sustainability through recycling.
