The National Quality Framework raises quality and drives continuous improvement and consistency in Australian education and care services.Established in 2012, the NQF applies to most long day care, family day care, preschool/kindergarten and outside schools hours care services.
As an educator or service provider, you will find this section contains detailed information on the National Quality Framework, its implementation and how it applies to you.
Starting Blocks is our new, family friendly resource to give parents information about early childhood education and care to help them make the best choice for their child and family. Visit the Starting Blocks website for more information.
A regulatory authority in each state and territory regulates and assesses children’s education and care services. In this section regulatory authority staff will find information and resources to support their work.
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.
Read about the other quality areas here.
Additional information about the quality area, standards and elements can be found in the Guide to the National Quality Standard.
Quality Area 5 resources:
Relationships between children
Encouraging positive relationships among children OSHC
Equity and diversity
Children's mental health
Responsive, respectful relationships
Exploring behaviour guidance
Promoting children's social and emotional wellbeing in childcare centres within low socioeconomic areas - Pages 77-86
Self regulation: a foundation for wellbeing and involved learning
Relationships between educators and children
Quality Area 5-Relationships with children
Responding to the needs of babies and toddlers self-guided learning package
Tune into little ones - Worker resource manual
NQS PLP Sustained shared thinking
Ego and the baby
Proactively promoting inclusion resources
High expectations for every child
Responsiveness to individual children
Caring for young children: what children need