EYLF V2.0 · Learning Outcome 2 of 5
Outcome 2: Children are connected with and contribute to their world
Children belong to groups and communities, respect difference, notice fairness, and care for the environment. The framework breaks it into 4 sub-outcomes:
- 2.1 Children develop a sense of connectedness to groups and communities and an understanding of their reciprocal rights and responsibilities as active and informed citizens
- 2.2 Children respond to diversity with respect
- 2.3 Children become aware of fairness
- 2.4 Children become socially responsible and show respect for the environment
Updated 6 October 2026 · StoryLoop, Ōtautahi Christchurch
Outcome 2
Each sub-outcome, and what it can look like
The left column is the framework's own wording. The right column is StoryLoop's everyday example, not framework text.
| Sub-outcome | What it can look like |
|---|---|
| 2.1Children develop a sense of connectedness to groups and communities and an understanding of their reciprocal rights and responsibilities as active and informed citizensLooks like: Helps set up for morning tea, knows the group's routines, contributes to a group decision. | Helps set up for morning tea, knows the group's routines, contributes to a group decision. |
| 2.2Children respond to diversity with respectLooks like: Is curious about a friend's language or food, includes a child who plays differently. | Is curious about a friend's language or food, includes a child who plays differently. |
| 2.3Children become aware of fairnessLooks like: Says “that's not fair” and suggests a way to share, notices someone is left out. | Says “that's not fair” and suggests a way to share, notices someone is left out. |
| 2.4Children become socially responsible and show respect for the environmentLooks like: Waters the garden, puts a slater back under its log, sorts the compost. | Waters the garden, puts a slater back under its log, sorts the compost. |
By age
Outcome 2 with babies, toddlers and preschoolers
Babies. Watches other children with interest and joins a familiar group song with movement or sounds.
Toddlers. Helps pack away, notices when a friend is missing, and waters the plants alongside an educator.
Preschoolers. Takes part in a group decision, speaks up when something seems unfair, and looks after living things and the environment.
These are StoryLoop's examples of what the learning can look like, not a checklist. Every child shows it in their own way and time.
What StoryLoop does with a note
A rough note in, a learning story out.
A real note an educator typed, and the start of the draft StoryLoop wrote from it, unedited, with the EYLF V2.0 links, learning and next steps to follow.
Jack sorted the bear counters by colour into the cups. Then lined up the red ones and counted 8. Put 2 blue ones on the end and said 'now it's ten'.
Sorting and making ten
Jack sorted the bear counters by colour into the cups. After sorting, he lined up the red bears and counted them. Jack counted 8 red bears, then added 2 blue bears to the end of the line and said, “now it's ten”.
What learning we noticed
Jack used sorting, counting and adding in one clear sequence. He noticed the colours, organised the bears into groups, counted the red bears, and then changed the set by adding two more. When Jack said, “now it's ten”, he showed that he was thinking about the total, not just naming the colours or counting by rote.
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Questions educators ask
What is EYLF Outcome 2?
What are the sub-outcomes of Outcome 2?
What are examples of EYLF Outcome 2?
How do I link a learning story to Outcome 2?
Drafts that link Outcome 2 from your own notes
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