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Press Room

Sep 29, 2011
Early Years Development Framework (EYDF)

Intent of the Framework

The Early Years Development Framework (EYDF) is the Ministry of Community Development, Youth and Sports’ (MCYS) initiative to enhance the quality of centre-based child care. The framework builds a strong foundation for the holistic development of young children from two months to three years of age.

The EYDF sets the standards for quality care and learning practices that are specific to the developmental needs of infants, toddlers and nursery children. It defines outcomes for learning and development, and provides broad guidelines for educarers to plan and deliver culturally and developmentally appropriate experiences for these children.

The objectives of the Framework are to:

  1. Define the principles for quality care and learning practices
  2. Communicate standards on programmes and practices 
  3. Foster strong partnership and community collaborations 
  4. Strengthen and promote continuing professional development 
In developing the EYDF, the Ministry adopted an extensive consultative process involving academics, operators, health professionals as well as parents, teachers and supervisors from various child care organisations. This ensures that the Framework is attuned to emerging trends and issues on the international early childhood scene, and also reflects the viewpoints, needs and practices of stakeholders in the local early childhood landscape.

Key Elements of the Framework

The EYDF embraces a broad vision of ‘Children being Secure, Confident, Safe and Healthy’, ‘Children being Involved, Engaged and Enquiring’ and ‘Centres, Families and the Community Connecting and Relating’. Five key pillars uphold this vision:

  • The Developing Child
    The child is embraced as a whole person developing physically, intellectually, emotional, socially and culturally. Positive relationships and experiences with nurturing adults in the early years matter. Good nutrition, as well as safe, healthy and stimulating environments, have a positive impact on a child’s development. 

  • The Intentional Programme
    The programme, environment and curriculum are flexible to meet the needs of young children. The programme intentionally promotes children’s development through positive interactions and building warm and nurturing relationships. Materials and resources are safe, available and easily accessible to children. 

  • The Professional Educarer
    The Educarer is attuned and responsive to the needs of young children, and keenly aware of the different developmental stages and milestones. She engages in reflective practices and continues to develop her skills and knowledge in working with young children, families and the community. 

  • The Involved Family
    The family is an integral part of young children’s development. A shared and sustained partnership between the centre and the home draws on their respective strengths to ensure that children’s growth and developmental needs are addressed optimally. The partnership also contributes to the consistency and continuity of children’s care and development.

  • The Engaged Community
    The partnership between home and centre is further enriched by linkages to the community. Educarers are aware of and can gain access to a range of community resources for young children’s learning and recreation. These resources can also be invited to the centre to enhance children’s health and learning. 
A Unifying Approach to the Provision of Care, Development and Education

The EYDF will complement the Nurturing Early Learners Framework for a Kindergarten Curriculum developed by the Ministry of Education for children aged four to six years old. The two frameworks provide early childhood professionals with continuity for the care, development and education of children from infancy through the kindergarten years.

Moving Forward

MCYS will roll out a series of training workshops following the official launch of the framework in September 2011. These workshops will build the capability of the child care sector to support the effective implementation of the EYDF.

Conceptual overview of the EYDF


Children being Secure, Confident, Safe and Healthy

Children being Involved, Engaged and Enquiring

Centre, Families and the Community Connecting and Relating


The Developing Child



Developing secure attachments and confidence in children with nurturing adults

The Intentional Programme



Generating culturally and developmentally appropriate opportunities for children’s holistic development and learning in a safe and healthy environment

The Professional Educarer


Committing to professional standards and ethics in working with children and families, and to educarers’ own professional development

The Involved




Involving families as partners in the care, development and education of children

The Engaged Community



Engaging the community as support and resources for home and centre.


Children are secure and confident

Programme is holistic and provides optimal support and experiences for growth, development and learning

Educarers are professional and engage in reflective practices

Presence of strong partnership and good relations between home and centre

Availability and accessibility of network of support for home and centre



1.1 Children are secure and emotionally connected

1.2 Children demonstrate increasing confidence and autonomy

1.3 Staff-child interactions are respectful, responsive and reciprocal




2.1 Children have access to an array of spaces with natural and man-made materials

2.2 Children develop a disposition for learning

2.3 Curriculum offers holistic experiences for learning

2.4 The environment is safe, healthy, hygienic and offers a well-balanced nutrition



3.1 Educarers adhere to professional standards and ethics

3.2 Educarers engage in reflective practices

3.3 Educarers are committed to continuing professional


4.1 Build home-centre partnership to support families and children’s well-being, development and learning


5.1 Enhanced knowledge and access to community resources

5.2 Community as resources to enhance children’s learning



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DATE PUBLISHED: Thursday, September 29, 2011
LAST REVIEWED: Monday, April 14, 2014
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