Exceeding NQS in Quality Area 5: Dignity and rights of the child (Element 5.1.2)

Practical Steps Towards an Exceeding NQS Rating in Quality Area 5: Element 5.1.2

To achieve an Exceeding NQS rating in the National Quality Standard 5.1, specifically in ELEMENT 5.1.2 DIGNITY AND RIGHTS OF THE CHILD, here is an exhaustive list of practical steps based on the provided references:

Element Details: Element 5.1.2: Dignity and rights of the child

Objective: Ensure that the dignity and rights of every child are maintained.

1. Understand and Abide by National Law and Regulations:
   • Be aware of Section 166 which pertains to the offense of using inappropriate discipline.
   • Follow Regulation 155 which focuses on interactions with children.
2. Adhere to the United Nations Convention on the Rights of the Child:
   • This convention sets non-negotiable standards based on the dignity and worth of each child, irrespective of their background or status.
   • Ensure children are protected from harm, both physically and mentally.
3. Update Learning Frameworks:
   • Familiarize with the updated versions of “Belonging, Being and Becoming: The Early Years Learning Framework for Australia” and “My Time, Our Place: Framework for School Age Care in Australia.”
4. Assessment Guide for Meeting Element 5.1.2:
   • For All Services:
     • Arrange spaces, resources, and routines to minimize stress or unnecessary waiting times for children.
     • Support children in making choices and acknowledge their positive behavior choices.
     • Educators should use positive language, gestures, and expressions when guiding children’s behavior.
     • Address children’s disruptive behavior promptly, acknowledging their feelings and suggesting alternative responses.
     • Encourage empathy, equality, and celebration of differences among children.
     • Use diverse resources to celebrate different cultures and backgrounds.
     • Guide children’s behavior in ways that support self-regulation and promote self-esteem.
     • For infants, use comforting tones and hold them when they cry. Use distraction techniques when needed.
     • For school-age children, have a clear action plan against bullying in line with the service’s policies.
     • In family day care, ensure consistent behavior response for all children.
   • Documentation and Reflection:
     • Document reflections on children’s experiences ensuring all children’s rights are upheld.
     • Display the United Nations Convention on the Rights of the Child.
     • Ensure documentation reflects diverse views, family backgrounds, and values in planning for each child.

Exceeding Guidance from ACEQA: Exceeding guidance for Standard 5.1: Relationships with children

1. Exceeding Theme 1: Practice is embedded in service operations
   • Ensure all educators demonstrate a deep understanding of the requirements of the Standard and are committed to high-quality practice.
   • Ensure interactions between educators and children are supportive, inclusive, and maintain each child’s dignity and rights.
   • Align practices with the approved learning framework/s and the service’s philosophy, policies, and procedures.
2. Exceeding Theme 2: Practice is informed by critical reflection
   • Reflect on the service’s approach to relationships between educators and children, ensuring it’s informed by current recognized guidance.
   • Engage in robust debate and discussion to challenge stereotypes and biases, promoting inclusiveness.
3. Exceeding Theme 3: Practice is shaped by meaningful engagement with families and/or the community
   • Reflect the unique geographical, cultural, and community context of the service in the approach to building relationships.
   • Welcome and draw on the voices, priorities, and strengths of the children and families.
   • Seek and value family input to inform interactions with children policy and practice.

By following these steps and ensuring that the practices are embedded in service operations, informed by critical reflection, and shaped by meaningful engagement with families and the community, your service can work towards achieving an Exceeding NQS rating in the National Quality Standard 5.1.

An Example Monthly Schedule

Ready to implement these practical steps in your service? Using the constraints of 4 hours per week to work on improvements, we’ve created an example schedule below.

Given the extensive list of practical steps to achieve an Exceeding NQS rating in the National Quality Standard 5.1, and with an educator having only 4 hours per week, it’s essential to prioritize tasks and break them down into manageable chunks. Here’s an example monthly schedule:

Week 1: Understanding and Familiarization

Total Time: 4 hours

1. Understanding National Law and Regulations (1 hour)
   • Review Section 166 and Regulation 155.
   • Make notes on key points to ensure compliance.
2. Familiarize with the United Nations Convention on the Rights of the Child (1.5 hours)
   • Read through the convention.
   • Highlight key principles and rights that need to be upheld.
3. Update on Learning Frameworks (1.5 hours)
   • Browse through the updated versions of the learning frameworks.
   • Note any significant changes or updates.

Week 2: Assessment and Reflection

Total Time: 4 hours

1. Assessment of Current Practices (2 hours)
   • Observe and note current practices in spaces, resources, routines, and interactions.
   • Identify areas of improvement based on the guidelines.
2. Documentation and Reflection (2 hours)
   • Start documenting reflections on children’s experiences.
   • Review existing documentation and see if it reflects diverse views, family backgrounds, and values.

Week 3: Engagement and Communication

Total Time: 4 hours

1. Engage with Families and Community (2 hours)
   • Conduct short surveys or feedback sessions with families to understand their perspectives.
   • Seek input on the service’s approach to relationships and interactions.
2. Internal Communication (2 hours)
   • Organize a team meeting to discuss the findings and feedback.
   • Share insights from the United Nations Convention and the updated learning frameworks.

Week 4: Implementation and Review

Total Time: 4 hours

1. Implement Changes (2 hours)
   • Start with the most critical areas identified in Week 2.
   • Make adjustments to spaces, resources, and routines based on feedback and guidelines.
2. Review and Plan Ahead (2 hours)
   • Reflect on the changes made and their impact.
   • Plan for the next month, focusing on areas not covered or needing further improvement.

By the end of the month, the educator would have a clearer understanding of the requirements, assessed current practices, engaged with families and the community, and started implementing changes. This schedule provides a structured approach, but it’s essential to remain flexible and adjust based on the service’s unique needs and challenges.

Reflective Questions

Reflective questions are essential tools for educators to critically analyze their practices and ensure they are upholding the dignity and rights of every child. Here’s an exhaustive list of reflective questions specifically tailored for Element 5.1.2 – Dignity and Rights of the Child:

Understanding and Implementation:

1. How do I ensure that the dignity and rights of every child are maintained in my daily interactions?
2. In what ways do I incorporate the principles of the United Nations Convention on the Rights of the Child in my practice?
3. How do I respond when I observe a child’s rights being compromised, and how can I improve these responses?
4. How do I ensure that children are protected from harm, both physically and mentally, in my care?

Interactions and Behavior:

1. How do I support children in making choices, and how do I acknowledge their positive behavior choices?
2. In what ways do I use positive language, gestures, and expressions when guiding children’s behavior?
3. How do I address children’s disruptive behavior, and how can I better acknowledge their feelings and suggest alternative responses?
4. How do I promote empathy, equality, and the celebration of differences among children in my care?

Cultural and Diversity Considerations:

1. How do I ensure that my practices are inclusive and respectful of diverse cultures, backgrounds, and family structures?
2. How do I challenge and address any biases or stereotypes that may arise in my interactions or the interactions of children?
3. In what ways do I incorporate diverse resources to celebrate different cultures and backgrounds in my teaching?

Communication and Feedback:

1. How do I seek feedback from families and colleagues about my interactions with children, and how do I use this feedback to improve?
2. How do I communicate with families about situations that may arise, such as conflicts or behavioral challenges?
3. How do I ensure that I’m consistently reflecting the service’s philosophy, policies, and procedures in my interactions with children?

Personal Growth and Development:

1. How do I stay updated with the latest guidelines, frameworks, and best practices related to children’s rights and dignity?
2. How do I handle situations where my personal beliefs or values might conflict with the rights and dignity of a child?
3. How do I ensure that my own biases or preconceptions do not influence my interactions with children?

Collaboration and Teamwork:

1. How do I collaborate with colleagues to ensure that all children’s rights are upheld consistently across the service?
2. In what ways do I contribute to team discussions, reflections, and planning sessions related to children’s rights and dignity?
3. How do I handle disagreements or differing viewpoints with colleagues when it comes to upholding the dignity and rights of children?

Continuous Improvement:

1. How do I continuously assess and improve my practices to better uphold the dignity and rights of every child?
2. What additional resources or training might benefit me in ensuring that I’m always prioritizing the dignity and rights of children?
3. How do I ensure that my practices evolve with the changing needs and backgrounds of the children in my care?

By regularly reflecting on these questions, educators can ensure they are consistently upholding the dignity and rights of every child and continuously improving their practices in line with Element 5.1.2.

Learning from ACEQA case studies

Based on the provided case studies, here are the 5 most important practical steps that services have taken to achieve Exceeding NQS standards in Element 5.1.2, along with the reasons, tips, and estimated time for implementation:

Case Study 1

Family day care educators in a large regional city attended a professional learning session organised through the service’s coordination unit that focussed on relationships with children. The principle of secure, respectful and reciprocal relationships was a lively topic of a recent discussion on the approved learning frameworks and the principles and practices supporting children’s learning.

1. Professional Learning Sessions on Relationships with Children
   • Reason: Enhancing educators’ understanding of establishing trust and building secure, respectful relationships.
   • Tips: Organize regular professional development sessions and encourage active participation and reflection.
   • Estimated Time: Organizing and conducting a 2-hour session every month.
2. Individual Conversations with Coordinators
   • Reason: Personalized feedback and guidance tailored to each educator’s unique experiences and challenges.
   • Tips: Schedule regular one-on-one meetings between educators and coordinators to discuss reflections and insights.
   • Estimated Time: 30-minute meetings every fortnight.
3. Implementation of Teachings from Renowned Educators
   • Reason: Adopting proven strategies and principles to enhance interactions with children.
   • Tips: Research and introduce teachings from renowned educators and encourage practical application.
   • Estimated Time: 1-2 hours weekly for research and application.
4. Video Review of Interactions
   • Reason: Objective analysis of interactions to identify strengths and areas of improvement.
   • Tips: Periodically record interactions, review them collectively, and provide constructive feedback.
   • Estimated Time: 1 hour every two weeks for recording and review.
5. Engaging with Families for Cultural Understanding
   • Reason: Building stronger relationships with children from diverse backgrounds by understanding their culture and traditions.
   • Tips: Actively seek information from families, incorporate cultural elements into the program, and engage in community events.
   • Estimated Time: 1 hour weekly for engagement and implementation.

Case Study 2

This service is situated in a rural town and is one of two services providing long day care in the town. It has established a networking group with other early education and care services in a nearby regional city.

The service’s vision, for all children to flourish, as well as their commitment to uphold the rights of children as documented in the United Nations Convention on the Rights of the Child, is reflected in their philosophy, policies and procedures. It is also an ongoing discussion point in team meetings, so that this vision remains front of mind for every educator and guides their everyday practice.

1. Establishment of an Online Reading Group
   • Reason: Continuous professional development and sharing of insights among educators.
   • Tips: Regularly share relevant articles or resources and schedule discussions to reflect on the content.
   • Estimated Time: 1 hour weekly for reading and discussion.
2. Use of the Circle of Security Approach
   • Reason: Enhancing understanding of children’s emotional needs and strengthening relationships.
   • Tips: Introduce the Circle of Security approach, provide training, and encourage its application in daily interactions.
   • Estimated Time: 1-2 hours weekly for training and application.
3. Video Documentation and Reflection
   • Reason: Objective assessment of interactions and identification of areas for improvement.
   • Tips: Periodically record interactions, review them collectively, and provide feedback.
   • Estimated Time: 1 hour every two weeks for recording and review.
4. Engagement with Inclusion Agencies
   • Reason: Enhancing cultural inclusion and understanding of diverse backgrounds.
   • Tips: Collaborate with inclusion agencies, attend relevant training sessions, and implement learned strategies.
   • Estimated Time: 1 hour every two weeks for collaboration and training.
5. Policy Review and Collaboration with Families
   • Reason: Ensuring that policies reflect the service’s commitment to building and maintaining respectful relationships.
   • Tips: Regularly review policies, seek input from families, and ensure that they align with the service’s vision and goals.
   • Estimated Time: 1 hour monthly for review and collaboration.

It’s important to note that the estimated times are approximations and can vary based on the specific context and needs of the service.