Quality Area 5 – Relationships with children

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.

Quality Area 5 resources:

Relationships between educators and children

ACECQA Information sheet: Quality Area 5 – Relationships with children

ACECQA Information sheet: Quality Area 5 – Supporting children to manage their own behaviour

Babies and toddlers: Amazing learners

Tune into little ones - Worker resource manual

Sustained shared thinking

Ego and the baby

ACECQA We Hear You: Proactively promoting inclusion resources

High expectations for every child

Responsiveness to individual children

Caring for young children: what children need

Relationships between children

Supporting self-regulation

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