Each child, every child – building positive relationships and supportive environments
ACECQA’s National Education Leader, Rhonda Livingstone shares her insight into National Quality Framework topics of interest.
As a new year starts, children, educators and staff are returning from breaks, new families are joining education and care services, and children are transitioning between groups, rooms or service types. It’s often a busy period of adjustment and organisation – and a significant time for building relationships, and creating learning environments where each child can feel included and supported.
Why do educator-child relationships matter?
Research shows that high quality educator to child relationships and interactions are key elements to create a quality education and care environment. These are significant influences on children’s social and emotional development - actively contributing to positive learning, development, wellbeing and future life outcomes.
Developing relationships with children is an important component of the National Quality Standard (NQS). Quality Area 5 focuses on educators developing responsive, warm, trusting and respectful relationships with children that promote their wellbeing, self-esteem, sense of security and belonging.
Respectful relationships with children and families help educators find out more about each child’s strengths, ideas, culture, capabilities and interests. This knowledge supports provision of responsive learning environments and quality child-centred educational programs and practices. This maximises opportunities to enhance each child’s learning and development.
When children experience nurturing and respectful relationships with educators they develop an understanding of themselves as competent, capable and respected, and feel a sense of belonging. This helps children feel safe, secure, and included, and helps them grow confidence to play, explore and learn. Gaining each child’s trust and making an effort to get to know them well is an ongoing process of relationship building, and extends far beyond simply being friendly.
Building respectful, trusting educator–child relationships
A new year brings the opportunity to critically reflect on how respectful, trusting educator–child relationships are developed and maintained within your education and care service. Evaluating the success of your existing policies, procedures and practices can help identify and affirm strengths and highlight possible improvements to better support each child to feel secure, confident and included.
Regularly revisiting requirements and key guidance documents helps ensure these strengths of your service remain a priority and grow stronger over time.
Where to start?
These key guidance documents provide valuable suggestions for educators as they develop responsive, warm, trusting and respectful relationships with children.
The Education and Care Services National Regulations require education and care services to have policies and procedures about interactions with children (regulations 155, 156 and 168). The start of a new year is a good time to review and evaluate how your policies are reflected in service practices, and how they actively promote relationships with children that are responsive, respectful and support children's sense of security and belonging. For example, how your service’s policies are informed by your service’s philosophy, and guide its enrolment and orientation procedures.
The Guide to the National Quality Framework (NQF) is designed to help education and care providers, service leaders, educators and authorised officers understand and apply NQF. The guidance for the Standards and Elements within Quality Area 5 provide valuable suggestions for the way that educators can work with children to support their current wellbeing and their future development. The ‘questions to guide reflection’ are a useful tool for reviewing and evaluating your current practice.
National approved learning frameworks support education and care services’ reflections on how the elements, principles, practice and learning outcomes guide knowledge and practice.
Early Childhood Australia's (ECA) Code of Ethics provides a framework for reflection on ethical responsibilities of education and care professionals, and a collection of statements offering guidance about educators' practice and relationships with children.
Reflective questions to inspire conversations with your team
- What are all the ways that you get to know each child well?
- How do children demonstrate a sense of belonging, security and comfort?
- How does your service help children form secure attachments with educators? (e.g. primary caregiving groups/key educator system, orientation, settling in procedures)
- Does your service philosophy support a commitment to building relationships with children? How does this inform your service policies, procedures and everyday practice?
Further reading and resources
We hear you – Responsive, respectful relationships