Exploring similarities and differences between the early years learning framework (EYLF), Australia and Sri Lanka’s national early childhood curriculum framework: Implications for early childhood practice
Background: High-quality early childhood education is guided by curriculum frameworks that inform pedagogy and support children’s learning and development (OECD, 2021; UNESCO, 2022). Preparing preservice teachers to connect theory with practice requires understanding these frameworks. The Australian Early Years Learning Framework promotes play-based learning and partnerships with families (Australian Government Department of Education, 2022), while Sri Lanka’s framework emphasises holistic development, inclusion, and school readiness (National Institute of Education, 2025).
Aim: Despite the increasing international mobility of early childhood educators and expanding cross-border education partnerships, there has been limited comparative analysis of these two frameworks. Examining their similarities and differences can enhance preservice teacher preparation, strengthen culturally responsive pedagogy, and support the effective translation of curriculum theory into practice across diverse early childhood education contexts.
Method/approach: This study compares the Early Years Learning Framework (EYLF) and the National Early Childhood Education Curriculum Framework of Sri Lanka to explore similarities, differences, and implications for early childhood practice. Using qualitative document analysis, the study examines child-centred learning, play-based pedagogy, assessment, and cultural inclusivity to support culturally responsive teaching in diverse early childhood contexts.
Results/findings: This research highlights the importance of understanding early childhood curriculum frameworks within their cultural contexts. Both the Early Years Learning Framework (EYLF) and the Sri Lanka National Early Childhood Education Curriculum Framework support holistic development and inclusive education, while reflecting different educational priorities. The study promotes cross-cultural understanding and culturally responsive teaching practices for educators, preservice teachers, and policymakers.
Conclusion: The comparative analysis highlights that both the Early Years Learning Framework (EYLF) and the Sri Lanka National Early Childhood Education Curriculum Framework promote holistic child development, play, inclusion, and family engagement. Despite differences in curriculum design and pedagogical emphasis, understanding both frameworks can strengthen preservice teacher preparation, support culturally responsive practice, and enhance early childhood education across diverse contexts.
Implications for children and families: This research highlights how play, culture, inclusion, and family partnerships support children’s learning and well-being. It emphasises collaboration between families and early childhood education settings to promote positive learning experiences and holistic development.
Implications for practitioners: This research supports educators in adopting culturally responsive, inclusive, and child-centred practices while strengthening partnerships with families and communities to meet the diverse learning and developmental needs of children in early childhood education settings.
Keywords: early childhood education, early years learning framework, Sri Lanka national early childhood education curriculum framework, comparative curriculum analysis, early childhood pedagogy
This presentation relates to the following United Nations Sustainable Development Goals: