Exceeding guidance for Standard 5.2: Relationships between children

Overview

The following guidance is questions for services to ask of their own practice to consider whether their service Exceeds the NQS in Standard 5.2.

Authorised officers determine the rating of each Standard by considering each theme in relation to each Standard descriptor.
For further information on the three Exceeding themes, including what authorised officers consider when reviewing whether evidence demonstrates a theme, see Exceeding NQS theme guidance.
You can find case studies describing examples of practice for this Standard at https://www.acecqa.gov.au/assessment/exceeding-themes

Questions to guide reflection on practice for Standard 5.2

Exceeding theme 1: Practice is embedded in service operations

How do educators, the educational leader, and co-ordinators demonstrate a deep understanding of the requirements of the Standard, concepts and the component elements, and a commitment to high quality practice at all times?
How are all educators:
- confidently and effectively facilitating cooperative and collaborative learning opportunities, in appropriate group sizes, to ensure that every child is consistently supported to collaborate, learn from and help others?
- demonstrating a consistent approach to behaviour guidance to ensure that each child is supported at all times to understand and regulate their behaviour and emotions, responding appropriately to the behaviour of others, and communicating effectively to resolve conflict?
How do all educators explain how their support of children to build and maintain sensitive and responsive relationships is guided by an understanding of and commitment to:
- creating supportive and culturally safe environments that enable all children to collaborate, learn from and help each other?
- supporting each child to understand and regulate their behaviour and emotions, respond appropriately to the behaviour of others and communicate effectively to resolve conflicts?
How does the observed and discussed approach to supporting children to build and maintain sensitive and responsive relationships:
- consistently align with the vision, principles and practices of the approved learning framework/s?
- consistently align with the service’s philosophy, policies, and procedures, including their behaviour guidance strategy?

Exceeding theme 2: Practice is informed by critical reflection

How is the service’s approach to supporting children to build and maintain sensitive and responsive relationships:
- reflective of robust debate, discussion, and opportunities for input by all educators, and informed by critical reflection and past incidents?
- enabling the identification and implementation of opportunities to strengthen practice?
- informed by current recognised guidance, theories and/or research evidence?
Are any changes to the service’s approach to supporting children to build and maintain sensitive and responsive relationships understood by all and implemented appropriately?
How do educators demonstrate self-awareness of the theoretical perspectives and understandings that inform their pedagogy and the practice across the service, and show that they are committed to continuous improvement?
How does the service team critically reflect together to:
- consider the social justice and equity implications of educators’ approaches to facilitating active and collaborative learning opportunities and behaviour guidance (for example, how to support children to take culturally responsive action in the face of unfairness and discrimination)?
- engage in robust debate and discussion in which personal, professional and organisational values that support children to build and maintain sensitive and responsive relationships are identified and discussed?

Exceeding theme 3: Practice is shaped by meaningful engagement with families and/or the community

How does the service’s approach to supporting children to build and maintain sensitive and responsive relationships:
- reflect the unique geographical, cultural, social and community context of the service?
- welcome, reflect and draw on the voices, priorities and strengths of the children and families at the service?
- contribute to a culture of inclusiveness and sense of belonging and connectedness at the service?
- support all children to recognise and challenge stereotypes and biases, and develop a deep understanding and appreciation of the cultural diversity of the service and the broader community, including Aboriginal and Torres Strait Islander histories, cultures and knowledge?
How are all educators:
- drawing on their knowledge of each family’s strengths and priorities, including behaviour guidance approaches in the home environment, to support children to build and maintain sensitive and responsive relationships?
- tailoring their approaches to supporting children to build and maintain sensitive and responsive relationships in response to input from families and the community?

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