Exceeding NQS in Quality Area 5: Self-regulation (Element 5.2.2)

Practical Steps Towards an Exceeding NQS Rating in Quality Area 5: Element 5.2.2

To achieve an Exceeding NQS rating in the National Quality Standard 5.2, specifically for ELEMENT 5.2.2 SELF-REGULATION, services should consider the following practical steps:

Element 5.2.2: Self-regulation

• Objective: Each child is supported to regulate their own behaviour, respond appropriately to the behaviour of others, and communicate effectively to resolve conflicts.
• National Law and Regulations:
  • Section 166: Offence to use inappropriate discipline.
  • Regulation 155: Interactions with children.
  • Regulation 156: Relationships in groups.

What Element 5.2.2 aims to achieve:

1. Promote and model positive ways for children to relate to others.
2. Support children in conveying and constructing messages with purpose and confidence.
3. Actively support the inclusion of all children in play.
4. Help children recognize unfair play and offer constructive ways to build a caring, fair, and inclusive learning community.

Assessment guide for meeting Element 5.2.2:

1. Children should be observed:
   • Engaging in cooperative and helping behaviour.
   • Exploring different identities and points of view in dramatic play.
   • Challenging disrespectful or unfair behaviour.
   • Expressing feelings and responses confidently and constructively.
   • Being supported to communicate effectively to resolve disagreements.
2. Educators and coordinators should be observed:
   • Implementing discussions about emotions, feelings, issues of inclusion and exclusion, fair and unfair behaviour, bias, and prejudice.
   • Modelling respectful behaviour and providing supportive language.
   • Encouraging children to listen to others, consider alternative behaviours, and solve problems together.
   • Discussing outcomes of actions, rules, and reasons.
   • Planning and implementing strategies to support individual children’s behaviour.
   • Supporting children to identify feelings and explore calming strategies.
   • Listening empathetically to children and acknowledging their emotions.
   • Supporting children to negotiate rights and intervene sensitively during disagreements.
3. Assessors may discuss:
   • How educators support individual children’s relationships.
   • How educators encourage positive behaviour and support understanding of behaviour expectations.
   • How educators work with families and other professionals to support emotional and social learning.
   • How the service works with families and schools for an inclusive approach.
   • How the educational leader supports educators to enhance skills and knowledge.
4. Assessors may sight:
   • Service’s policies and procedures on interactions with children and behaviour guidance.
   • Planned experiences that support children in group discussions and decision-making.
   • Collaboration with schools and professionals for children with behavioural or social difficulties.
   • Documented communication with families showing their views and preferences.
   • Individual behaviour guidance plans for children.

Exceeding NQS Guidance for Standard 5.2:

1. Exceeding theme 1: Practice is embedded in service operations:
   • Ensure all educators facilitate cooperative and collaborative learning opportunities.
   • Demonstrate a consistent approach to behaviour guidance.
   • Align the approach with the principles and practices of the approved learning framework/s and the service’s philosophy.
2. Exceeding theme 2: Practice is informed by critical reflection:
   • Reflect on the service’s approach to supporting children.
   • Engage in robust debate and discussion on personal, professional, and organisational values.
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.
   • Welcome and draw on the voices, priorities, and strengths of children and families.
   • Encourage children to challenge stereotypes and biases.

By implementing these steps and ensuring that the practices are consistent, frequent, and intentional, services can work towards achieving an Exceeding NQS rating for Element 5.2.2.

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 steps to achieve an Exceeding NQS rating in Element 5.2.2, it’s essential to prioritize tasks and break them down into manageable chunks. Here’s an example monthly schedule for an educator with 4 hours per week:

Week 1: Understanding and Initial Assessment (4 hours)

1. Hour 1: Review and understand the objectives and requirements of Element 5.2.2. Familiarize oneself with the National Law and Regulations related to this element.
2. Hour 2: Reflect on current practices. Identify areas of strength and areas needing improvement.
3. Hour 3: Observe children’s interactions, focusing on their cooperative behaviours, responses to others, and conflict resolution skills.
4. Hour 4: Begin a self-assessment using the Assessment guide for meeting Element 5.2.2. Document observations and initial findings.

Week 2: Planning and Collaboration (4 hours)

1. Hour 1: Review the service’s policies and procedures on interactions with children and behaviour guidance. Identify any gaps or areas for improvement.
2. Hour 2: Plan and outline strategies to support individual children’s behaviour based on observations from Week 1.
3. Hour 3: Engage in discussions with colleagues about the best practices for supporting children in building and maintaining sensitive and responsive relationships.
4. Hour 4: Reach out to families to gather insights and feedback on their child’s social skills and relationship preferences.

Week 3: Implementation and Modeling (4 hours)

1. Hour 1: Implement planned discussions with children about emotions, feelings, and behaviours. Focus on promoting positive ways to relate to others.
2. Hour 2: Role model respectful behaviour and provide supportive language to children during interactions.
3. Hour 3: Observe and guide children in group activities, emphasizing cooperative and collaborative learning opportunities.
4. Hour 4: Document any significant interactions, challenges, or successes. Reflect on the effectiveness of the implemented strategies.

Week 4: Reflection and Continuous Improvement (4 hours)

1. Hour 1: Review the Exceeding NQS Guidance for Standard 5.2. Reflect on the service’s current standing in relation to the three Exceeding themes.
2. Hour 2: Engage in critical reflection sessions with colleagues. Discuss personal, professional, and organizational values related to Element 5.2.2.
3. Hour 3: Plan for meaningful engagement with families and the community. Consider organizing workshops or feedback sessions.
4. Hour 4: Outline the next steps for continuous improvement. Identify areas to focus on for the next month and set specific goals.

By following this schedule, the educator can systematically work towards improving their service in alignment with the requirements of Element 5.2.2. It’s essential to remain flexible and adjust the schedule as needed based on the unique needs and context of the service.

Reflective Questions

Reflective questions are crucial for educators to deeply consider their practices, understand their impact, and identify areas for improvement. Here’s an exhaustive list of reflective questions to guide reflection for Element 5.2.2:

Understanding the Element

1. Do I fully understand the objectives and requirements of Element 5.2.2?
2. How do I currently support children in regulating their own behaviour?
3. In what ways do I help children respond appropriately to the behaviour of others?
4. How do I facilitate effective communication among children to resolve conflicts?

Observation and Assessment

1. What patterns have I observed in children’s interactions, both positive and negative?
2. Are there specific children who struggle more with self-regulation? Why might that be?
3. How do children currently communicate their feelings and emotions in the service?
4. Are there recurring conflicts or issues that arise among the children?

Planning and Implementation

1. How do my current strategies align with the service’s policies and procedures on interactions and behaviour guidance?
2. What new strategies or interventions could be introduced to better support children’s self-regulation?
3. How can I better model positive behaviours and communication for the children?
4. Are there specific resources or tools that could aid in promoting self-regulation and effective communication among children?

Collaboration and Engagement

1. How do I currently engage with families to understand and support their child’s social skills and relationship preferences?
2. Are there community resources or experts that could be consulted to enhance our practices related to Element 5.2.2?
3. How do I collaborate with colleagues to ensure a consistent approach to supporting children’s self-regulation and communication?

Continuous Improvement

1. How do my practices align with the Exceeding NQS Guidance for Standard 5.2?
2. What feedback have I received from children, families, and colleagues about our practices related to Element 5.2.2?
3. Are there professional development opportunities or training that could enhance my skills and knowledge in this area?
4. How do I ensure that my practices are not only effective but also culturally sensitive and inclusive?

Critical Reflection

1. What beliefs or values underpin my approach to supporting children’s self-regulation and communication?
2. How do I address and navigate differences in behaviour guidance approaches between the service and children’s homes?
3. Are there biases or assumptions that influence my interactions with children or my expectations of their behaviour?
4. How do I handle situations where a child consistently struggles with self-regulation or communication?

Future Planning

1. What are my short-term and long-term goals related to Element 5.2.2?
2. How will I measure the success or effectiveness of my strategies and interventions?
3. Are there innovative or creative approaches that I haven’t yet explored but could be beneficial?
4. How can I ensure that my practices remain updated with the latest research and best practices related to children’s self-regulation and communication?

Using these reflective questions, educators can deeply analyze their practices, identify areas for growth, and continuously work towards achieving an Exceeding NQS rating for Element 5.2.2.

Learning from ACEQA case studies

Let’s break down the practical steps taken in each case study to achieve Exceeding NQS standards in Element 5.2.2, along with the reasons, tips, and estimated time for implementation:

Case Study 1

Educators from this preschool / kindergarten service situated in an outer city suburb dedicate time during their regular staff meetings to critically reflect on their practice. As a starting point in reviewing their practice in relation to Standard 5.2, staff reflected on the overarching questions contained within the Early Years Learning Framework (EYLF). This caused them to think more deeply about their current practice in supporting children’s relationships. This included what theories, philosophies and understandings shape and assist their work, as well as considering whether some children might be advantaged or disadvantaged when educators work in particular ways.

1. Critical Reflection on Practice
   • Reason: Regular staff meetings were dedicated to critically reflecting on practices related to supporting children’s relationships.
   • Tips: Schedule regular team meetings with a set agenda focused on reflection. Use guiding questions from the Early Years Learning Framework (EYLF) to prompt discussion.
   • Estimated Time: 2 hours per meeting (Monthly basis).
2. Engagement with Families
   • Reason: Informal discussions with families helped identify their concerns and desires regarding their children’s relationships.
   • Tips: Organize regular feedback sessions with families, either through informal chats or structured meetings.
   • Estimated Time: 1 hour per week.
3. Review and Update Policies
   • Reason: The team realized inconsistencies in interpreting the Interactions with Children Policy, leading to its review and update.
   • Tips: Regularly review service policies, ensuring all staff understand and apply them consistently.
   • Estimated Time: 3-4 hours (Quarterly basis).
4. Professional Development
   • Reason: Staff pursued professional learning opportunities to enhance their knowledge and confidence.
   • Tips: Encourage team members to attend different training sessions and share their learnings in team meetings.
   • Estimated Time: Varies, but allocate at least 2 hours per month for training and sharing.
5. Adjustments to Physical Setting and Program
   • Reason: The environment was reconfigured to promote pro-social behavior, and educators monitored children’s play to pre-empt potential conflicts.
   • Tips: Regularly assess the physical environment and make necessary adjustments. Implement strategies like the ‘please wait’ signs to minimize disruptions.
   • Estimated Time: 2-3 hours for initial setup and ongoing 1 hour per week for monitoring and adjustments.

Case Study 2

This outside school hours care service (OSHC) located in the outer suburbs of a large metropolitan city offers before and after school care and vacation care. The service is located on school grounds and has a strong, long standing relationship with the school’s leadership team and teaching staff. The OSHC service and school have shared values, which include respect, empathy, responsibility and collaboration. These values underpin their vision to provide a safe, nurturing and inclusive environment and sense of belonging for everyone.

1. Promotion of Service Values
   • Reason: Educators discussed and displayed the service values, ensuring children understood and embodied them.
   • Tips: Engage children in creating visual representations of values. Regularly discuss and reinforce these values.
   • Estimated Time: 2 hours for initial setup and 30 minutes weekly for reinforcement.
2. Children’s Leadership Program
   • Reason: The program empowered children to take on leadership roles, fostering collaboration and mutual respect.
   • Tips: Allow children to take the lead in certain activities, ensuring they have the necessary support and resources.
   • Estimated Time: 1-2 hours per week for planning and execution.
3. Reflective Practice Among Educators
   • Reason: Regular staff meetings were used to reflect on alignment with service values and vision.
   • Tips: Use guiding questions from the Guide to the National Quality Framework to prompt reflection.
   • Estimated Time: 2 hours per meeting (Monthly basis).
4. Engagement in Action Research Projects
   • Reason: Projects like exploring children’s perspectives on leadership provided deeper insights into children’s needs and preferences.
   • Tips: Involve children in the research process, ensuring their voices are heard and their insights are valued.
   • Estimated Time: Varies, but allocate at least 2 hours per week for planning, execution, and review.
5. Feedback Mechanisms
   • Reason: Feedback from families and children was actively sought and used to refine practices.
   • Tips: Implement structured feedback mechanisms, like surveys or feedback sessions, and act on the insights gathered.
   • Estimated Time: 1 hour per week for gathering feedback and another 1 hour for reviewing and implementing changes.

These steps, when implemented with dedication and consistency, can significantly enhance a service’s practices, aligning them with the Exceeding NQS standards for Element 5.2.2.