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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 |
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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
- Babies and toddlers: Amazing learners – VCAA
- Bucket filling: FAQs – Bucket Fillers
- Caring for young children: what children need – The Royal Children's Hospital Melbourne
- Creating gender equity in the early years: A resource for local government – City of Darebin
- Communication book – Gowrie Professional Support Coordinator
- Ego and the baby – Pennie Brownlee
- 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
- Hidden messages – KU Children’s Services
- High expectations for every child – Saffigna, Church & Tayler / Department of Education and Early Childhood Development
- How to be disability inclusive – DARU
- Information sheet: Quality Area 5 – Relationships with children – ACECQA
- Information sheet: Quality Area 5 – Supporting children to regulate their own behaviour – ACECQA
- Mirror neurons and bucket fillers – Australian Childhood Foundation
- 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
- Tune into little ones: Worker resource manual – Northern Territory Government
- Video: Connecting with practice: Respecting and responding to children – Commonwealth of Australia
- We hear you blog: Proactively promoting inclusion resources – ACECQA
- Welcoming cultural diversity – KidsMatter Early Childhood / Commonwealth of Australia
Relationships between children
- Building resilience in children aged 0-12 – Beyond Blue
- Children's mental health – The Royal Children's Hospital Melbourne
- 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
- Developing your child’s emotional literacy – Queensland Government Early Childhood Education and Care
- 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
- Planning and strategies to promote positive behaviour (babies to five 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
- Promoting children's social and emotional wellbeing in childcare centres within low socioeconomic areas – Elise Davis et al.
- Self-regulation: A foundation for wellbeing and involved learning – Children’s Services Central
- Self-regulation snap shots – The University of North Carolina
- We hear you blog: Responsive, respectful relationships – ACECQA
- When children bite! A resource for early childhood educators – Child Australia