Exceeding NQS in Quality Area 5: Positive educator to child interactions (Element 5.1.1)

Practical Steps Towards an Exceeding NQS Rating in Quality Area 5: Element 5.1.1

To achieve an Exceeding NQS rating in the National Quality Standard 5.1, specifically in Element 5.1.1 (Positive Educator to Child Interactions), here’s an exhaustive list of practical steps based on the provided references:

Element 5.1.1: Positive Educator to Child Interactions

Objective: Responsive and meaningful interactions build trusting relationships which engage and support each child to feel secure, confident, and included.

Practical Steps:

1. Building Trusting Relationships:
   • Engage in relaxed and unhurried two-way conversations with children, especially during mealtimes.
   • Assist new children to settle into the program by discussing their interests with them or their families.
   • Respond openly, positively, and respectfully to children’s comments, questions, and requests for assistance.
   • Engage in sustained conversations about individual interests.
   • Show enthusiasm and respect when interacting with all children and their families.
   • Comfort children who show signs of distress.
   • Acknowledge children’s efforts and achievements.
   • Adjust interactions to support varying ages and capabilities of children.
   • Actively support the maintenance of each child’s home language.
   • Participate in children’s play and use their cues to guide involvement.
   • Collaborate with children about routines and provide opportunities for decision-making.
   • Use appropriate techniques, such as sign language, to support communication.
2. Promoting Wellbeing and Development:
   • View each child as capable and competent.
   • Focus on children’s strengths and inclusion in the group environment.
   • Support children to develop a sense of wellbeing, attachment, trust, and self-esteem.
   • Foster a sense of belonging that contributes to the development of identity.
   • Ensure children feel safe, secure, and supported to explore and learn.
3. Engaging with School Age Children:
   • Respectfully step into and out of children’s play.
   • Set up learning environments that support independent learning.
   • Provide opportunities for children to develop relationships by teaching others.

Exceeding Guidance for Standard 5.1: Relationships with Children

To exceed the NQS in Standard 5.1, services should reflect on the following themes:

1. Practice is Embedded in Service Operations:
   • Demonstrate a deep understanding of the requirements of the Standard.
   • Reflect a commitment to building and maintaining respectful relationships with each child.
   • Ensure interactions support each child to feel secure, confident, and included.
   • Align practices with the approved learning framework/s and service’s philosophy.
2. Practice is Informed by Critical Reflection:
   • Reflect on interactions with children and opportunities to enhance their learning.
   • Demonstrate self-awareness and consider theoretical perspectives influencing pedagogy.
   • Engage in robust debate and discussion about personal, professional, and organizational values.
3. Practice is Shaped by Meaningful Engagement with Families and/or the Community:
   • Reflect the unique geographical, cultural, and community context of the service.
   • Welcome and draw on the voices, priorities, and strengths of children and families.
   • Strengthen meaningful relationships with families and the community.
   • Seek and value family input to inform interactions with children.

Remember, to be rated Exceeding NQS overall, all Quality Areas must be at least Meeting NQS, and four or more Quality Areas must be Exceeding NQS, with at least two of these being Quality Areas 1, 5, 6, or 7. The higher level of quality is assessed against each of the 15 NQS Standards using the three Exceeding themes.

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 and the limited time of 4 hours per week, it’s crucial to prioritize tasks and spread them out over a month. Here’s a suggested monthly schedule for an educator aiming to improve their service:

Week 1: Understanding and Self-Reflection

Total Hours: 4

1. Hour 1: Research and review the requirements of the National Quality Standard 5.1 and Element 5.1.1.
2. Hour 2: Reflect on current practices. Identify strengths and areas of improvement in building trusting relationships with children.
3. Hour 3: Engage in self-awareness exercises. Consider the theoretical perspectives influencing current pedagogy.
4. Hour 4: Start a journal or digital document to note down observations, reflections, and plans for the upcoming weeks.

Week 2: Building Trusting Relationships

Total Hours: 4

1. Hour 1: Practice engaging in relaxed and unhurried two-way conversations with children, especially during mealtimes.
2. Hour 2: Develop a strategy to assist new children in settling into the program. This could involve creating a welcome packet or orientation process.
3. Hour 3: Observe and note down current interactions with children. Identify moments to respond more openly and positively.
4. Hour 4: Plan and practice techniques, such as sign language or other communication tools, to enhance interactions.

Week 3: Engaging with School Age Children and Promoting Wellbeing

Total Hours: 4

1. Hour 1: Set up a mock learning environment that supports independent learning for school-age children.
2. Hour 2: Engage in role-play or simulations to practice stepping into and out of children’s play respectfully.
3. Hour 3: Reflect on strategies to support children’s sense of wellbeing, attachment, trust, and self-esteem.
4. Hour 4: Research and gather resources or materials that can be used to foster a sense of belonging and identity among children.

Week 4: Community and Family Engagement

Total Hours: 4

1. Hour 1: Research the unique geographical, cultural, and community context of the service.
2. Hour 2: Draft a survey or feedback form for families to understand their priorities, strengths, and suggestions.
3. Hour 3: Plan a community or family engagement event or workshop to strengthen relationships.
4. Hour 4: Reflect on the month’s activities, note down achievements, and plan for the next month.

This schedule provides a structured approach, but it’s essential to remain flexible and adjust based on the unique needs and circumstances of the service and the children.

Reflective Questions

Reflective questions are essential tools for educators to critically analyze their practices and make informed decisions for improvement. Here’s an exhaustive list of reflective questions specifically tailored for Element 5.1.1 (Positive Educator to Child Interactions):

Understanding and Building Relationships

1. How do I perceive each child in my care? Do I see them as capable and competent individuals?
2. What strategies am I using to build trusting and secure relationships with each child?
3. How do I ensure that every child feels included, secure, and confident in the learning environment?
4. In what ways do I demonstrate respect and acknowledgment of the dignity and rights of each child?

Interactions and Communication

1. How do I engage in meaningful two-way conversations with children, especially during crucial moments like mealtimes or transitions?
2. What cues do I look for in children to guide my level and type of involvement in their play and activities?
3. How do I adjust my interactions to cater to the varying ages, abilities, and interests of children in my care?
4. In what ways do I support children in expressing their thoughts, feelings, and ideas?

Wellbeing and Emotional Support

1. How do I respond when a child shows signs of distress or discomfort?
2. What strategies do I employ to comfort a child who is upset or anxious?
3. How do I ensure that children feel a sense of belonging and identity in the learning environment?
4. In what ways do I acknowledge and celebrate the efforts and achievements of each child?

Cultural and Linguistic Inclusivity

1. How do I support the maintenance and development of each child’s home language?
2. What steps am I taking to ensure that children from diverse cultural and linguistic backgrounds feel included and respected?
3. How do I incorporate the unique cultural, geographical, and community context of each child into our learning environment?

Continuous Improvement and Professional Development

1. How often do I seek feedback on my interactions with children from colleagues, mentors, or supervisors?
2. What professional development opportunities have I pursued to enhance my skills in positive educator-child interactions?
3. How do I stay updated with the latest research and best practices related to positive interactions and relationship-building in early childhood education?

Collaboration and Family Engagement

1. How do I collaborate with families to understand and support each child’s unique needs and interests?
2. In what ways do I incorporate family feedback and suggestions into my interactions with children?
3. How do I ensure that the learning environment reflects the lives, cultures, and communities of the children and their families?

Self-awareness and Personal Growth

1. What biases or preconceptions, if any, do I bring into my interactions with children, and how am I addressing them?
2. How do I handle challenging situations or conflicts in my interactions with children?
3. What personal strengths do I leverage in building positive relationships with children, and what areas do I need to work on?

These reflective questions can serve as a foundation for educators to deeply analyze their practices, identify areas of strength, and address areas that need improvement in the context of Element 5.1.1.

Learning from ACEQA case studies

Let’s break down the practical steps taken by services in both case studies to achieve Exceeding NQS standards in Element 5.1.1:

Case Study 1: Standard 5.1 Relationships between educators and children

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 for Exceeding NQS: Engaging in professional development to enhance understanding and practice around building and maintaining respectful and equitable relationships with children.
   • Tips: Organize regular professional learning sessions that focus on key elements of the NQS, and ensure that all educators participate and actively engage in discussions.
   • Estimated Time: 2-3 hours per session.
2. Reflection on Exceeding Standard Questions
   • Reason for Exceeding NQS: Reflecting on specific questions related to Exceeding Standard 5.1 ensures that educators are critically analyzing their practices and seeking areas of improvement.
   • Tips: Regularly revisit the Guide to the National Quality Framework and use it as a basis for reflection and discussion.
   • Estimated Time: 1-2 hours per reflection session.
3. Implementing Teachings of Emmi Pikler and Magda Gerber
   • Reason for Exceeding NQS: Applying renowned educational philosophies to practice can enhance the quality of interactions and relationships with children.
   • Tips: Research and study the teachings of renowned educators and consider how their principles can be integrated into daily interactions with children.
   • Estimated Time: 3-4 hours for initial research and ongoing practice.
4. Video Review of Interactions
   • Reason for Exceeding NQS: Reviewing actual interactions allows educators to objectively assess and improve their practices.
   • Tips: Periodically record interactions between educators and children, then review and discuss them as a team to identify strengths and areas for improvement.
   • Estimated Time: 2 hours for recording and review.
5. Engaging with Families from Diverse Backgrounds
   • Reason for Exceeding NQS: Building strong relationships with families, especially those from diverse backgrounds, ensures inclusivity and a sense of belonging for all children.
   • Tips: Actively seek to understand the cultural backgrounds of families, incorporate their traditions and languages into the program, and engage in community events.
   • Estimated Time: 2-3 hours per family engagement activity.

Case Study 2: Standard 5.1 Relationships between educators and children

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. Establishing an Online Reading Group for Continuous Learning
   • Reason for Exceeding NQS: Creating platforms for continuous learning and reflection ensures that educators are always seeking to improve their practices.
   • Tips: Set up regular online discussions or reading groups that focus on key topics related to child-educator relationships.
   • Estimated Time: 2 hours per reading group session.
2. Exploring the Circle of Security Approach
   • Reason for Exceeding NQS: This approach emphasizes the importance of secure attachments and relationships in supporting children’s learning.
   • Tips: Organize workshops or training sessions on the Circle of Security approach and integrate its principles into daily practice.
   • Estimated Time: 3-4 hours for initial training and ongoing application.
3. Video Documentation and Reflection
   • Reason for Exceeding NQS: Similar to the first case study, using videos to document and reflect on interactions provides an objective basis for improvement.
   • Tips: Use videos as a regular tool for reflection, especially when trying out new approaches or strategies.
   • Estimated Time: 2 hours for recording and reflection.
4. Engaging with Families for Cultural Inclusion
   • Reason for Exceeding NQS: Actively seeking to understand and incorporate the cultural backgrounds of families ensures that all children feel included and valued.
   • Tips: Engage families in discussions about their culture, traditions, and languages. Incorporate these insights into the program and daily interactions.
   • Estimated Time: 2-3 hours per family engagement activity.
5. Reviewing and Updating Policies on Interactions with Children
   • Reason for Exceeding NQS: Regularly reviewing and updating policies ensures that they reflect current best practices and the service’s commitment to high-quality interactions.
   • Tips: Set up a working group that includes educators and family members to review and update policies. Ensure that the policies are communicated to all stakeholders.
   • Estimated Time: 3-4 hours for policy review and updates.

These practical steps, derived from the case studies, provide a roadmap for services aiming to achieve an Exceeding NQS rating in Element 5.1.1. Implementing these steps requires commitment, continuous reflection, and collaboration with both educators and families.