quality area 5 – relationships with children · 2018. 8. 6. · 5.2 relationships between...

QUALITYAREA5–RELATIONSHIPSWITHCHILDREN

TableofContents

QUALITYAREA5–RELATIONSHIPSWITHCHILDREN...................................................1

ANTI-BIASANDINCLUSIONPOLICY..............................................................................2

BEHAVIOURGUIDANCEPOLICY...................................................................................8

GENDEREQUITYPOLICY.............................................................................................14

INTERACTIONSWITHCHILDREN,FAMILIES&STAFFPOLICY.....................................17

RESPECTFORCHILDRENPOLICY.................................................................................23

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ANTI-BIASANDINCLUSIONPOLICY All children have the right to be treated equally. Diversity in all its forms should be embraced within Early Childhood Services to help develop positive and accepting attitudes in children, and to help them gain a better understanding of their care environment, community, country and the world. NationalQualityStandard(NQS)QualityArea5:RelationshipswithChildren

5.1 Relationships between educators

and children

Respectful and equitable relationships are maintained with each

child

5.1.1 Positive educator to child

interactions

Responsive and meaningful interactions build trusting

relationships which engage and support each child to feel

secure, confident and included.

5.1.2 Dignity and rights of the child The dignity and rights of every child are maintained

5.2 Relationships between children Each child is supported to build and maintain sensitive and

responsive relationships

5.2.1 Collaborative learning Children are supported to collaborate, learn from and help each

other

EducationandCareServicesNationalRegulation155 Interactions with children 156 Relationships in groups 157 Access for parents

RelatedPolicies Anti-Bias & Inclusion Policy Code of Conduct Policy Educational Program Policy Interaction with Children, Family and Staff Policy Orientation of New Families Policy Privacy and Confidentiality Policy Respect for Children Policy PURPOSE We aim to provide an inclusive environment for all children, families and educators, acknowledging the uniqueness of everyone regardless of their additional need and abilities, race, gender, sexuality religion, culture, physical and mental abilities and socio-economic background. This policy ensures all children; families and staff are welcome, treated equitably and with respect. SCOPE This policy applies to children, families, staff, management and visitors of the Service. IMPLEMENTATION Our Anti-Bias and Inclusion policy underpins the philosophy of the Service. The role of educators is to encourage children to share and learn about the individuality of each child and



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their family and their role in the Service. This policy aims to assist children to form positive social relationships and to learn to accept the diversity of members of the Service community. ‘Educators who are culturally competent respect multiple cultural ways of knowing, seeing and living, celebrate the benefits of diversity and have an ability to understand and honour differences. This is evident in everyday practice when Educators demonstrate an ongoing commitment to developing their own cultural competence in a two way process with families and communities.’ (EYLF Page 16) In Relation to Cultural or National Origin and Racial Identity:

• Children and Educators will have access to information and training about other cultures/racial identity, especially those relevant in the Service.

• Educators will work with one another, families and children to continue to extend both their individual and communities cultural competence.

• Educators will expose children to a wide variety of concrete materials from daily life of families/cultures.

• Where possible, the Service will employ Educators that reflect various cultural, national origin and racial identities.

• Educators will affirm and foster children’s knowledge and pride in cultural identity.

• Educators will foster children’s curiosity, enjoyment and empathetic awareness of cultural differences and similarities.

• Educators will teach children to overcome any inappropriate responses triggered by cultural differences.

• Educators will encourage children to ask about their own and other’s physical characteristics.

• Educators will enable children to feel pride, but not superiority, about their racial identity. Educators will help children to become aware of our shared physical characteristics – what makes us all human.

• Educators will encourage parent input into the program, sharing culture, racial identity i.e. First language and to participate on a level that they feel comfortable.

• Educators will collect information from each family on enrolment and incorporate it in the program to meet individual family needs re: ethnicity and home language.

• Educators where possible will use both the Educators and children’s first language verbally and visually within the Service environment.

• Educators will respect all cultures by presenting photographs, pictures, play equipment, books, posters, music, dramatic play and dolls that will encourage open discussion and exploration.

• Where possible creative materials will include 2D and 3D materials of different skin tones.

• Educators will present books that reflect different languages and children’s first language.

• Educators will know and understand the needs, strengths and attitudes of each culture who attend the Service.



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• Educators will challenge inappropriate or stereotypical conversation with children

In Relation to Gender Equity

• Educators will ensure that all children are given equal opportunities to engage in all experiences and interactions regardless of their gender.

• Educators will monitor and reflect on their own interactions for bias and reflect regularly on the language used with children.

• Educators will aim to use gender inclusive language.

• Educators will offer opportunities for both male and female family members to be equally involved within the program.

• Educators will assist children to identify stereotypes and unfair treatment so that they can discuss ways in which to include the perspectives of others.

• Educators will be positive role models.

• Educators will provide resource materials that are not stereotypical.

• Educators will provide diversity of gender play e.g. Mechanic workshop, males and females in work and play clothes.

• Educators will provide a balance of men and women involved in a variety of jobs in and out of the home e.g. Show men and women repair-people, doctors, beautician, police officer, salesperson, teacher etc.

In Relation to Diversity in Family Composition

• Educators will create an environment that is welcoming to all families.

• Educators will respect each family, and work in partnership to support the child’s emergent identity as an individual, member of their family, our Service and the community.

• Educators will provide resources, books, puzzles that reflect diversity in family structure including same sex, single parent, extended, nuclear, step and adopted families.

• Educators will engage in simple discussion about families that focus on fact rather than values e.g. “some children live with their Mum or Dad, some children live with their mum and dad, some with grandparents, and some with two mums or two dads.

• Educators will be encouraged to seek awareness and reflect on his/her own feelings, beliefs and background and evaluating the effect these may have on their attitudes and interactions with families.

• Educators will incorporate various family lifestyle choices during discussions ensuing that they reflect diversity in income. They will treat all families regardless of socioeconomic background with respect.

• The Educators and children will discuss how members of the community can support one another through the provision of resources, donations of goods or time etc.



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In Relation to Indigenous and Torres Strait Islander People; • Educators will deepen their own knowledge and understanding of Indigenous and

Torres Strait Islander culture through attending professional development, reading current information and regularly reflecting together as a team to embed Indigenous and Torres Strait Islander perspectives and culture into the program in a positive way, consistent with how local Indigenous community wish to be presented.

• The Service will develop an acknowledgement of country, which will be displayed and will be conveyed during special events and incorporated into the program on a regular basis.

• Educators will develop awareness/understanding about the Indigenous and Torres Strait Islander people as part of the cultural heritage of all Australians.

• Educators will show respect for the Indigenous and Torres Strait Islander culture, aiming to instill sensitivity/appreciation of the culture and a knowing and valuing of individuals.

• Educators will encourage access of the Indigenous and Torres Strait Islander community into the mainstream of children services.

• Educators will show sensitivity and respect the numerous Indigenous and Torres Strait Islander languages by incorporating where possible verbal and visual language into the Service environment.

• Educators will access and encourage involvement of the Indigenous and Torres Strait Islander families, Educators and community members who have a vast knowledge of their culture.

In relation to ability

• Educators will provide an inclusive educational environment in which all children can succeed.

• Educators will promote acceptance, respect and appreciation for individuals varying abilities.

• Educators will consult with all families and other professionals to enable full participation in the program for children with varying abilities. Educators will evaluate and alter the environment to enable all children to develop autonomy, independence, competency, confidence and pride.

• Educators will provide children and parents with developmentally appropriate information about varying abilities to foster understandings that we are all similar and different.

• Educators will empower all children in their own learning to ensure that they gain a feeling of self-respect.

• Educators will treat all children equally and develop an understanding that everyone has something important to contribute.

• Educators will observe all children and with family consultation, provide an individualised program to extend the child’s interests and abilities.

• Educators will display images of people of a range of ages, including elderly people and young children doing different activities.



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• Educators will create an environment where all children can participate in activities and experiences

Promoting inclusion and diversity into the curriculum

• Educators will promote positive influences, modelling appropriate communication, non-bias or gender specific language and attitudes

• Educators will take a flexible approach with children and families

• Educators will develop appropriate expectations for each child

• Management will assist Educators with the development of required skills and knowledge for working with children and families

• Management and Educators will work with Inclusions support facilitators to aid the inclusion of children with additional needs

• Educators will explore the values and uniqueness of the diversity within the service. These opportunities will form part of the curriculum

• Educators treat children with respect by answering their questions honestly

• Educators will adapt activities, interactions, communication, the environment and documentation to ensure all children and families are actively included to participate in the curriculum

• Educators will provide children with a range of resources , equipment and opportunities to enhance their awareness of ad access to diversity

• Educators will incorporate children’s home language

• Educators will reflect on the curriculum ensuring inclusive practice and goals set for children are being met

• Educators will involve families in the planning of learning opportunities reflective of their culture

Source • Australian Children’s Education & Care Quality Authority • Guide to the Education and Care Services National Law and the Education and Care

Services National Regulations • ECA Code of Ethics. • Guide to the National Quality Standard. • Early Years Learning Framework for Australia: Belonging, Being and Becoming, 2009 • Anti-Discrimination Board of NSW

www.lawlink.nsw.gov.au • Exploring Multiculturalism

www.cscentral.org.au/Resources/Exploring_Multiculturalism.pdf • Revised National Quality Standard

Review Policy Reviewed Modifications Next Review

Date



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October 2017 Updated the references to comply with the revised National Quality Standard

April 2018

April 2018 Minor terminology adjustments made to the policy April 2019



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BEHAVIOURGUIDANCEPOLICY The right for children to receive positive guidance in a supportive and respectful environment is protected in National Regulations. Children learn to face a variety of challenges throughout their lives. Learning the difference between acceptable and unacceptable behavior assists children to regulate their own behaviours in different social and emotional environments as well as when interacting with peers and adults. NationalQualityStandard(NQS)QualityArea5:RelationshipswithChildren


and children


child


interactions








other

5.2.2 Self-Regulation Each child is supported to regulate their own behaviour, respond

appropriately to the behaviour of others and communicate

effectively to resolve conflicts

EducationandCareServicesNationalRegulationsChildren(EducationandCareServices)NationalLaw155 Interactions with children 156 Relationships in groups

PURPOSE We aim to create positive relationships with children making them feel safe, secure and supported within our Service. We will ensure children are treated with respect, consistency, fairly and equitably as they are supported to develop the skills and knowledge required to behave in a socially and culturally acceptable manner. Supporting children to develop socially acceptable behaviour is a primary goal for educators and families. This is embedded in fundamental documents including the Early Years Learning Framework (EYLF), The Education and Care Services National Regulations and the National Quality Standards (NQS). SCOPE This policy applies to children, families, staff, management and visitors of the Service. IMPLEMENTATION The behaviour and guidance techniques used by staff and Educators at our Service are designed to give children the opportunity to expand their experiences of life in a productive,



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safe environment that allows individuals the right to safety, tolerance, self-expression, cultural identity, dignity and the worth of the individual. We believe in providing boundaries as part of a loving and secure relationship with children and families to help them feel secure and self-confident. Children benefit from knowing that their environment is stable and that a competent adult is taking care of them. There are three aspects to promoting positive behaviour:

1. A learning environment that is positive and supportive 2. Strategies for building skills and strengthening positive behaviour 3. Strategies for decreasing undesired behaviours

Management/Nominated Supervisor/Responsible Person will ensure:

• Information is gathered from families about their children’s social skills and

relationship preferences, which will be recorded in the child’s individual file. Our educators will use this information to engage children in experiences that support

children to develop and practice their social and shared decision making skills.

• A partnership is developed with local schools and other professionals or support

agencies that work with children who have diagnosed behavioural or social difficulties to develop plans for the inclusion of these specific children. This information will be

kept confidential and in the individual child’s file.

• Children are given the opportunity to make choices and experience the

consequences of these choices when there is no risk of physical or emotional harm to the child or anyone else.

• Children are being acknowledged when they make positive choices in managing their

behaviour.

• Positive strategies are being implemented to enable educators to encourage positive

behaviour in children in order to minimise adverse behaviour. In addition, we will implement strategies educating children about developing behaviour limits and the consequences of inappropriate behaviour.

• Excessive behaviour is managed and communicated with families.

• Support educators enhance their skills and knowledge in guiding children’s behavior

• Parents are informed of any action plans to manage behaviours and are made aware

of any incidents that occur involving their child.

Educators will:

• Encourage the individual social development in each child, striving to develop children’s self-control and understanding the feelings of others

• Guide children’s behaviour, teaching them how to be considerate of others – to think about the effects of their actions on others. It is important that children understand what acceptable and unacceptable behaviour is and how to manage their emotions.

• Use positive guidance through redirection. In the instance of adverse behaviour being persistently observed, Educators will evaluate their program, room set up, supervision etc. to reflect on inappropriate behaviour, triggers and sources.

• Role model appropriate behaviour and language, encouraging children to socialise with other children, including children of different cultural backgrounds as well as from different age groups and different sexes.



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• Implement “Time with” an adult, which will be used when all other strategies (above) have been exhausted. “Time with,” allows children time to reflect on their actions, assisting in fostering self-discipline and to acknowledge that there are consequences to actions. “Time with” will occur under the supervision of other Educators.

• Take into consideration the child’s past experiences as their behaviour could be a result from past trauma such as changes in routine, changes or losses within the family, placement in care, or more serious circumstances involving abuse, neglect, or family violence.

• Be responsive to these former experiences, designing and implementing behaviour plans with the individual child that include strategies which will assist alternative and positive behaviour.

• Ensure all strategies being implemented are appropriate to the child's age and developmental capacity.

• Adapt a positive approach, excluding cruel, harsh, humiliating or demeaning actions. • Consult with industry professionals to support the child within the Service and

implement techniques within the program to benefit all. • Commit to professional development and keep up to date with industry information

regarding behaviour management. • Re-direct a child who may be causing or about to cause harm to himself or herself,

another child or adult. Incidents may include a child who is kicking, spitting, biting, throwing furniture or toys, punching or hitting, or being disruptive. Redirection may also include an incident where a child places itself in a dangerous situation, for example, climbing a fence or hiding under furniture. Safety is a priority and this may mean using physical re-direction in which an Educator will actually remove the child from the harmful situation

• Complete a 'Behaviour Incident Report’ with each incident that occurs. Families are to be notified where they will be required to read and sign in an instance where a child or children's safety has been jeopardised.

• When a disruptive behaviour (e.g. biting) occurs more than once, the child will be

shadowed for a 2-week period. Where a similar incidence occurs after three shadowing periods the child’s parents and Educators will meet to discuss the issue, review the behaviour management plan to support the child in the environment, and

may be asked to suspend attendance at the service for one-week.

• Exchange information with families on the subject of behaviour management which is encouraged both on an informal and more formal basis, such as parent interviews and through newsletters.

• Be sufficiently informed, trained and supervised to implement the behaviour management plan created, ensuring that information is composed and recorded for reflection on its effectiveness for the individual child.

• Support children to explore different identities and points of view and to

communicate effectively when resolving disagreements with others.

• Discuss emotions, feelings and issues of inclusion and fairness, bias and prejudice and

the consequences of their actions and the reasons for this as well as the appropriate

rules.

• Encourage children to listen to other people’s ideas, consider pro-social behaviour

and collaborate in problem solving situations.



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• Listen empathetically to children when they communicate their emotions, provide

encouragement as they reassure the child it is normal to experience positive and negative emotions.

• Guide children to remove themselves from situations where they are experiencing

frustration, anger or fear.

• Support children to negotiate their rights and rights of others and mediate

perceptively when children experience complexity in resolving dissimilarity.

• Learn about children’s relationships with others and their relationship preferences

they have and use this knowledge to encourage children to manage their own behaviour and expand on their empathy skills.

• Work with individual families and professional agencies to ensure that a consistent

approach is used to support children with diagnosed behavioural or social difficulties.

• Use positive language, gestures, facial expressions and tone of voice when redirecting

or discussing children’s behaviour with them.

• Remain calm, tender and tolerant as they encourage children who are strongly

expressing distress, frustration or anger.

• Guide children’s behaviour with a focus on preserving and promoting children’s self

esteem as they learn to self-regulate their behaviour.

• In the event of biting, families will be supplied with information about biting

(pamphlets, articles in newsletters/noticeboards) and strategies for dealing with biting.

Families will:

• Be informed of behaviour management concerns we may have with their child, this includes: the positive and negative aspects of the day.

• Collaborate with Educators and professional agencies when required in order to develop a broader understanding of the child’s developmental level, the child's family, the parent's approach, and any recent events, which may be influencing the child's behaviour.

Children will:

• Learn to respect the rights and needs of others by anticipating the result and consequences of their behaviour.

• Be given positive guidance towards acceptable behaviour so they learn what acceptable and unacceptable behaviour is.

• Need to learn to be responsiveness of their actions and how their behaviour impacts on others.

• Be encouraged to use their words rather than actions to resolve conflicts • Build on strengthening their communication through intentional teaching moments

which will include: - Greeting others when they arrive and depart from the Service - Sharing resources - Assisting when it is time to pack away the indoor and outdoor environment - Using manners such as please and thank-you



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• Learn to wait for their turn for an appropriate period of time. This will depend on age

and development • Learn about the feelings of others throughout the program in order to assist children

to understand the consequences of their actions. • Be encouraged to engage in cooperative and pro-social behaviour and express their

feelings and responses to others’ behaviour confidently and constructively, including challenging the behaviour of other children when it is disrespectful or unfair.

Positive behaviour strategies:

Guiding children’s behaviour is an important aspect of caring for and educating children. Positive strategies need to be developed to assist children learn appropriate ways of behaving. Corporal punishment and unreasonable discipline are not permitted in children’s services, not only because the child may be physically harmed, but also because it nearly always has detrimental effects on the child’s self-esteem and feelings of security.

• Establish positive relationships with children • Empower children to use language and other forms of non-hurtful communication to

communicate their emotions • Promote positive, empathetic relationships between children assisting them to

develop respectful relationship • Encourage and assist children to make decisions for themselves and provide

opportunities for independence and self-regulation • Provide clear and reasonable limits so that children know what is expected of them

and follow through to help them abide by the limits • Model appropriate behaviours • Provide positive feedback and focus on children’s strengths and achievements and

build on their abilities • Be understanding and supportive – acknowledge children’s emotions • Help children develop a sense of social responsibility, so that they become aware of

the impact of their actions on others • Promote children’s initiative and agency • Discuss guidelines, rules, limits and what is fair with children, and use their

contributions in setting limits and guidelines. • Provide age appropriate and interesting activities, experiences and equipment for

children to use and become engaged in as they challenge their development • Providing opportunities for children to explore both in the indoor and outdoor

environment • Set up the environment (indoor and outdoor) for children to engage in activities and

experiences in accordance with their abilities and interests • Ensure there is sufficient materials and equipment • Implementing a regular routine in order to support children’s positive behaviour.

Routines help to provide a sense of security so children feel settled.

Source • Australian Children’s Education & Care Quality Authority. (2014). • Guide to the Education and Care Services National Law and the Education and Care

Services National Regulations 2015,



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• ECA Code of Ethics. • Guide to the National Quality Standard. • http://raisingchildren.net.au • www.napcan.org.au • www.cyh.com • www.acwa.asn.au • www.community.nsw.gov.au • www.kidsmatter.edu.au • Louise Porter

Developing Responsible Behaviour • Revised National Quality Standards

Review Policy Reviewed Modifications Next Review Date

May 2017 - Further research has been conducted, updating the rationale and terminology throughout the policy.

- Have incorporated positive behaviour strategies for Educators to use to assist in guiding children’s behaviour

May 2018


October 2018

May 2018 Updated terminology in policy May 2019



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GENDEREQUITYPOLICY To create an environment that supports, reflects and promotes equitable and inclusive behaviours and practices, and respects individuals and groups of people, it is crucial that as a Service we examine its value and belief systems. NationalQualityStandard(NQS)QualityArea5:RelationshipswithChildren


and children


child


interactions








other

EducationandCareServicesNationalRegulationsChildren(EducationandCareServices)NationalLawNSW155 Interactions with children 156 Relationships in groups

RelatedPolicies Anti-Bias & Inclusion Policy Code of Conduct Policy Educational Program Policy Interaction with Children, Family and Staff Policy Orientation of New Families Policy Privacy and Confidentiality Policy Respect for Children Policy PURPOSE

To ensure children are treated with respect and equality irrespective of gender. We aim to affirm the rights of all children in developing to their full potential irrespective of gender. Children will be encouraged to develop a sense of pride and self-worth, as they develop

respect for each other’s rights and responsibilities.

SCOPE This policy applies to children, families, staff, management and visitors of the Service.

IMPLEMENTATION Gender plays a significant role in the lives of children. Educators working with children need to observe the implication of gender in children’s choice of friends, activities, language,

interactions, group dynamics and behaviour. These observations can lead to valuable insight



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into children’s understandings about gender and what is acceptable and unacceptable behaviour.

Dau suggests the following principles as a basis to challenge sexism and promote anti-bias behavior:

• Be prepared to challenge sexist attitudes and behaviours

• Ensure that you protect the child or adult who has been treated unfairly

• Explain what you think is unfair about their attitudes and behaviours and if appropriate, model anti-sexist attitudes and behaviours

• Correct any incorrect and sexist assumptions a child has about gender

• Plan a strategy for how to deal with a similar situation in the future

(Dau, 2001, p. 56) Management/Nominated Supervisor/Responsible Person/Educators will:

• Be mindful and respectful of how activities and experiences provided may impact on

the expectations, interests and behaviours of all genders.

• Provide a stimulating learning environment in which all children will be encouraged to

explore a full range of experiences and emotions.

• Act as advocates of children in dealing with other adults who act in a bias manner

against a child due to their gender.

• Discourage the identification of particular skills, behaviours and feelings as ‘boys’ and ‘girls’.

• Encourage children to look upon both sexes as equal.

• Support the gender equity policy review by focusing on how children constructed

gender, the effects of gender in curriculum, teaching and learning.

• Be responsive and ensure their actions are relevant to the specific and changing

gender dynamics that emerge from the different ways in which different children interpret gender.

• Monitor language, attitudes and assumptions with regard to gender and anti-bias of

themselves, other educators and children.

• Give positive messages about gender equity through their actions and words and

avoid giving messages that promote traditional gender roles and gender bias.

• Critically reflect on their practices and environment and model a positive attitude

towards gender equality.

• Encourage and support all children to participate in the full range of experiences and

activities.

• Encourage all children to express their emotions and to display affection and

empathy.

• Regularly review resources, equipment, materials and images used with children to

make sure they include gender diversity, non-stereotypical images and non-traditional family lifestyles such as single or same sex parents.

• Encourage children to explore their own gender identities and the impact of gender

relations in their play.



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Source

• The Business of Childcare, Karen Kearns 2004

• Education and Care Services National Regulation

• National Quality Standards

• The Anti-Bias approach in Early Childhood, Second Edition, Elizabeth Dau 2001

• Early Childhood Australia

• Relationships with children

http://www.earlychildhoodaustralia.org.au/nqsplp/wp-

content/uploads/2012/06/NQS_PLP_E-Newsletter_No36.pdf

• Revised National Quality Standard

Review

Policy Reviewed Modifications Next Review

Date


April 2018

May 2018 Included the list of ‘related policies’ May 2019



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INTERACTIONSWITHCHILDREN,FAMILIES&STAFFPOLICYThe Early Years Learning Framework (EYLF) identifies secure, respectful and reciprocal

relationships with children as one of the principles that underpin practice. Within an early

childhood community many different relationships are negotiated with and between children,

educators and families. The way in which these relationships are established and maintained,

and the way in which they remain visible impacts on how the early childhood community

functions as a whole. Relationships directly effect how children form their own identity,

whether or not they feel safe and supported, and ultimately, their sense of belonging.

NationalQualityStandard(NQS)

QualityArea5:RelationshipswithChildren


and children


child


interactions








other

QualityArea6:Collaborativepartnershipswithfamiliesandcommunities

6.1 Supportive relationships with

families

Respectful relationships with families are developed and

maintained and families are supported in their parenting role

6.1.1 Engagement with the service Families are supported from enrolment to be involved in the

service and contribute to service decisions

6.1.2 Parents views are respected The expertise, culture, values and beliefs of families are

respected and families share decision-making about their child’s

learning and wellbeing

6.1.3 Families are supported Current information is available to families about the service and

relevant community services and resources to support parenting

and family wellbeing

EducationandCareServicesNationalRegulations



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Children(EducationandCareServices)NationalLawNSW

155 Interactions with children

156 Relationships in groups

PURPOSE

We aim to build positive relationships with children, families and educators through

collaboration and interactions, which is reflective in our Service philosophy and the Early

Years Learning Framework. Educators will encourage position relationships between children

and their peers as well as with educators and families at the Service, ensuring children feel

safe and supported.

SCOPE

This policy applies to children, families, staff, management and visitors of the Service.

IMPLEMENTATION

In order to build and maintain positive and respectful relationships with children, families and

Educators our Service will adhere to our philosophy and code of ethics to guide:

Interactions with Children

Children need positive relationships with Educators that are trusting and responsive to their

needs. Management and Educators will:

• Create a welcoming and relaxed atmosphere in which children experience equitable,

friendly and genuine interactions with all Educators

• Use appropriate language and behaviour will be role modelled by Educators

• Support children to be aware of their own feelings as well as the feelings of others

• Encourage children to treat all children with respect as their friend

• Provide children with the opportunity to explore their dispositions for learning by

expressing themselves and their opinions

• Assist the children to build resilience and self-assurance through positive interactions

• Guide children’s behaviour positively

• Respect the rights of children

• Support children in the early childhood environments

• Speak to children in a positive manner at all times, promoting respect, tolerance and

empathy; this includes children using non-verbal cues



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• Engage in meaningful, open interactions that support the acquisition of skills for life

and learning of children

• Respect each child’s uniqueness, are attuned to and respond sensitively and

appropriately to children’s efforts to communicate and will use the child’s own

language, communication styles and culture to enhance their interactions

• Listen to children and take them seriously; they will support and encourage children

to use appropriate language in their interactions with adults and peers. Educators will

extend upon children’s interests and ideas through questions and discussions,

supported in observations, reflections and programming

• Communicate with children by getting down to their level, showing respect to the

child whilst promoting effective communication and eye contact.

• Show empathy to children

• Ensure that the values, beliefs and cultural practices of the child and family are

considered and respected

• No child is ever isolated for any reason other than illness, accident or pre-arranged

appointment with parental consent. During this time they will be under adult

supervision

• Regularly reflect on their relationships and interactions with children and how these

can be improved to benefit each child

• Challenge children’s individual development

Interactions with Families

Effective communication is the key to developing and maintaining positive interactions and

relationships with others. Educators working within or service are required to demonstrate

mutual respect towards each other and value the contributions made by each educator. This

enables our Service to maintain positive relations and model the type of communication they

want children to develop. Educators also need to use positive communication with families

and children in order to create a responsive and inclusive environment for all.

Management and Educators will ensure:

• All families are treated equitably without bias or judgement; recognising that each

family is unique

• Families and children are greeted upon arrival



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• Two way communication is established through leading by example and asking

questions

• Use common terminology when talking to parents regarding their child’s

development

• Never to discuss another child or family information with a parent or visitor

• Remain sensitive to cultural differences amongst families and are to encourage

families to share cultural aspects with the children and Educators at the Services

• Always endeavour and seek the advice and opinion from experts with family

permission, to help with regards to a child with additional needs or support a family

through resources available from such support agencies as KU Inclusion Support

Agency, Area Health or the private sector

• Endeavour to recognise and implement a number of different ways to communicate

with families in their preferred chosen way

• Ensure verbal communication is always open, respectful and honest

• Provide families with up to date service information and notices through Daily

Reports, Newsletter, communal signs, emails and sign-in sheets

• Regularly reflect on parent input into the program and make changes where

necessary that will best benefit the service and children

• Ensure children are treated and programmed for as individuals

Interactions with Staff and Educators

The Service recognises that the way Educators interact with each other has an effect on the

interactions they have with children and families.

To maintain professionalism at all times, Educators will:

• Preserve professional communication in order create an effective work environment

and to build a positive relationship with Educators, Children and Families.

Communication amongst colleagues creates a positive atmosphere and a professional

Service for families. Communication between staff and families ensures that

important information is being passed on and that consistency occurs

• Collaborate together as a team sharing room roles and responsibilities through the

use of a roster where necessary

• Be respectful when listening to each other’s point of view and ideas

• Maintain effective communication to ensure that teamwork occurs



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• Use staff meetings to communicate their professional reflections and ideas for

continuous improvement as a team

• Attend In-service training to update and refresh individual skills and knowledge

• Refer to the Staff Grievance Policy/Procedure if they feel a situation with another

Educator is not being handled with professionalism, respect and quality

• Recognise each other’s strengths and valuing the different work each does

• Work collaboratively to reach decisions which will enhance the quality of the

Education and care offered at the Service

• Welcome diverse views and perspectives

• Work together as a team and engaging in open and honest communication at all

times

• Respect each other’s positions and opinions.

• Develop and share networks and links with other agencies

• Resolve differences promptly and positively and using the experience to learn more

effective methods of working together

To enhance communication and teamwork, Educators will:

• Provide new educators with relevant information about the Service and program

through an Educator handbook, induction and daily communication

• Maintain confidentiality

• Treat each team member with respect

• Be sensitive to the feelings and needs of other team members

• Provide constructive feedback to each other

• Trust each other

• Value the role and contribution of each educator

• Provide opportunities for all educators to have input and evaluate the program

• Appreciate and utilise educator skills and interests

• Provide support and assistance to each other

• Share responsibilities

• Have a flexible attitude towards team roles and responsibilities

• Greet each other by name

• Show genuine interest in the other person by using active and reflective listening

• Communicate ideas and opinions clearly and professionally



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• Use a communication book or daily diary to pass on messages and record relevant

information

• Hold regular educator meetings

• Use appropriate conflict resolution techniques to solve problems

• Ensure policies and procedures are up to date regarding communication, expected

behaviour and grievances

• Opportunities for professional development

Source

• Education and Care Services National Regulation 2015

• National Quality Standards

• Early Years Learning Framework

• Respectful Relationships

http://www.cscentral.org.au/Resources/Publications/respectful-relationships.pdf

• Revised National Quality Standards

Review

Policy Reviewed Modifications Next Review Date

May 2017 - Minor changes made and additions to ensure

Educators are challenging children’s individual

development.

May 2018


May 2018



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RESPECTFORCHILDRENPOLICY Within an early childhood community many different relationships are negotiated with and between children, educators and families. The way in which these relationships are established and maintained, and the way in which they remain visible, impacts on how the

early childhood community functions as a whole. Relationships directly affect how children form their own identity, whether or not they feel safe and supported, and ultimately, their sense of belonging. NationalQualityStandard(NQS)QualityArea5:RelationshipswithChildren

5.1 Relat ionships between

educators and chi ldren


child

5.1.1 Posit ive educator to chi ld

interactions




5.1.2 Dignity and r ights of the chi ld The dignity and rights of every child are maintained

5.2 Relat ionships between

chi ldren

Each child is supported to build and maintain sensitive and


5.2.1 Col laborative learning Children are supported to collaborate, learn from and help each

other

5.2.2 Self-Regulat ion Each child is supported to regulate their own behaviour,

respond appropriately to the behaviour of others and

communicate effectively to resolve conflicts

EducationandCareServicesNationalRegulationsChildren(EducationandCareServices)NationalLawNSW155 Interactions with children 156 Relationships in groups

PURPOSE The Early Years Learning Framework (EYLF) (DEEWR, 2009) highlights educators’ relationships

with children as central to supporting their learning. Principle 1 in the EYLF is about secure,

respectful and reciprocal relationships.

Our philosophy guides our interactions and relationships with children. We aim to ensure all

educators develop positive relationships with children based on respect and fostering

children’s self-esteem and development.

SCOPE This policy applies to children, families, staff, management and visitors of the Service.



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IMPLEMENTATION All children have a right to feel accepted and respected. This is a principle set out in the United Nations Convention on the Rights of the Child. The Convention emphasises the importance of children developing connections to culture and community as a means of fostering a strong sense of personal identity and belonging. We aim for children to feel safe and secure and we believe in forming strong attachments and connections with educators, children and families at the Service. Educators employed at the Service will find techniques to establish positive relationships with children and their families. By teaching respect for cultural diversity, educators will assist children to:

• learn about their cultural background and develop a strong sense of self identity

• learn about and appreciate cultures and traditions other than their own

• learn to enjoy and respect differences and recognise universal characteristics we all

share

• learn about racial prejudice and understand why it should be challenged.

Management/Nominated Supervisor/Responsible Person/Educators will: • Provide a comfortable and happy environment

• Respect each child’s uniqueness, displaying appreciation and respect for children as individuals

• Use a positive and non-threatening tone when interacting with children in all situations

• Ensure mealtimes are relaxed and unhurried

• Sit with children during mealtimes, engaging in respectful conversations

• Never force a child to do something against their requests, this includes: rest, eat, participation in group, experiences and activities.

• Role model respect to children in every day dealings with both adults and children

• Endeavour to be aware of each individual child’s values, culture and feelings and respond appropriately.

• Encourage children to initiate conversations about their experiences at home encouraging them to express their ideas and feelings.

• Encourage children to pursue assistance when taking on new challenges, inspiring children’s independence and confidence.

• Regularly reflect on their relationships and interactions with children and how these can be improved to benefit each child.

• Inspire, encourage and accept each child and encourage them to do the same with their peers by actively:

- Fostering each child’s construction of a knowledgeable, confident self-identity



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- Fostering each child’s comfortable, empathetic interaction with diversity among people

- Fostering each child’s critical thinking about bias, to question and enquire

- Fostering each child’s ability to stand up for herself/himself and others in the face

of bias.

• Respond respectfully and appropriately to children’s determinations as they

participate and converse in sustained conversation about their interests.

• Implement a predictable routine for children with interest based activities and

experiences.

• Provide a range of planned and spontaneous experiences for children to challenge

and maximise learning opportunities.

• Use a variety of communication strategies inclusive of verbal and non-verbal cues to support the development relationships with children

• Support children’s home language when communicating and interacting to build trust

and positive relationships

• Respect children and families diversity and the development of cultural competency

within the Service.

• Support children and build secure attachments through a collaborative partnership

with families.

Source

• The Business of Childcare, Karen Kearns 2004 • Education and Care Services National Regulation 2015 • National Quality Standards • The Anti-Bias approach in Early Childhood, Second Edition, Elizabeth Dau 2001 • Early Childhood Australia • Respectful Relationships

http://www.cscentral.org.au/Resources/Publications/respectful-relationships.pdf • Relationships with children

http://www.earlychildhoodaustralia.org.au/nqsplp/wp-content/uploads/2012/06/NQS_PLP_E-Newsletter_No36.pdf

• Revised National Quality Standards Review Date Reviewed

Modif icat ions Next Pol icy Review Date

August 2017 Minor changes made to policy September 2018 October 2017

Updated the references to comply with the revised National Quality Standard

September 2018

quality area 5 – relationships with children · 2018. 8. 6. · 5.2 relationships between...

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