Quality Area 5 – Relationships with children
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- Quality Area 5 – Relationships with children
Introduction
The aim of Quality Area 5 under the National Quality Standard is to promote relationships with children that are responsive, respectful and promote children’s sense of security and belonging. Relationships of this kind free children to explore the environment and engage in play and learning.
Relationships with children | ||
|---|---|---|
| Standard 5.1 | Relationships between educators and children | Respectful and equitable relationships are maintained with each child. |
| Element 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. |
| Element 5.1.2 | Dignity and rights of the child | The dignity and rights of every child are maintained. |
| Standard 5.2 | Relationships between children | Each child is supported to build and maintain sensitive and responsive relationships |
| Element 5.2.1 | Collaborative learning | Children are supported to collaborate, learn from and help each other. |
| Element 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. |
Relationships between educators and children
Bucket filling: FAQs – Bucket Fillers
Caring for young children: what children need – The Royal Children's Hospital Melbourne
Communication book – Gowrie Professional Support Coordinator
Encouragement vs praise: What's the difference? – Gowrie Professional Support Coordinator
Exploring celebrations in children's services: Self-guided learning package – Community Child Care Victoria
Gender equity in the early years – City of Darebin
High expectations for every child – Saffigna, Church & Tayler / Department of Education and Early Childhood Development
Information sheet: Quality Area 5 – Relationships with children – ACECQA
Information sheet: Quality Area 5 – Supporting children to regulate their own behaviour – ACECQA
No limitations: Breaking down stereotypes in the early years – Women's Health East
NQS PLP e-Newsletter: Relationships with children – Commonwealth of Australia
Professional development for gender equity in the early years – City of Darebin
Respectful Relationships Education – Department of Education, Tasmania
Responsiveness to individual children – The Royal Children's Hospital Melbourne
Supporting children with ASD in early childhood settings – Learning Links
Tipping the scales: The Resilience Game – Center on the Developing Child, Harvard University
Video: Connecting with practice: Respecting and responding to children – Commonwealth of Australia
Welcoming cultural diversity – KidsMatter Early Childhood / Commonwealth of Australia
Relationships between children
Building resilience in children aged 0-12 – Beyond Blue
Collaborating with children for effective programming: Self-guided learning package – Community Child Care Victoria
Connections: A resource for early childhood educators about children’s wellbeing – Hunter Institute of Mental Health / Australian Department of Education
ECRH Newsletter: Emotional literacy and self-regulation – Commonwealth of Australia
Fifteen elements of resilience – Gowrie Professional Support Coordinator
Identity: A child’s place in the world – Children’s Services Central
Child-centred curriculum planning (Birth–5 years) Self-guided learning package – Community Child Care Victoria
Planning and strategies to promote positive behaviour (5–12 years): Self-guided learning package – Community Child Care Victoria
Self-regulation: A foundation for wellbeing and involved learning – Children’s Services Central
Self-regulation snap shots – The University of North Carolina
When children bite! A resource for early childhood educators – Child Australia