This unit is designed to provide information about the value of implementing Portfolios for Young Children in Early Childhood Settings prior to formal school. Students will discuss and reflect on - What are children's portfolios? How can children's portfolios be best developed to support their learning and development? Whose voices should be visible in children's portfolios to promote their holistic development and why?

Explorations focus on how portfolios can support curriculum development and planning for young children, from birth to five years, by making rich links to the national curriculum document, Belonging, Being and Becoming: The Early Years Learning Framework for Australia (EYLF) (DWEER, 2009). There is an emphasis on how portfolios can be implemented and designed by including the five learning outcomes noted in the ELYF framework. The outcomes are:

*   Children have a strong sense of identity;

*   Children are connected with and contribute to their world;

*   Children have a strong sense of wellbeing;

*   Children are confident and involved learners; and

*   Children are effective communicators (p. 3).

This elective unit will help students recognise how these learning outcomes can be best supported through a socio-cultural approach to learning. By making learning visible greater insights into children's learning styles, interests and capabilities will be gained.

Students will also have the opportunity to show their preferred way of implementing and designing portfolios for young children in early childhood settings, and asked to provide a rich explanation and justification for this option.