Corporate Policy

Policy:

PSK5.1 Interaction and

Relationships with Children
Policy

Version no.:

Quality area:

Quality Area 5: Relationship with Children

Date approved:

January 2014

Scope of policy:

Preschools

Next review:

January 2015

Drafted by:

Jennifer OShannessy and Linete Williams

in collaboration with educators and
families

Authorised by:

Jim Hungerford

Contents
Policy statement ..................................................................................................................................... 2
Policy ....................................................................................................................................................... 2
Services Responsibilities ................................................................................................................ 2
Preschools Responsibilities ............................................................................................................ 2
Statutory Legislation & Considerations .................................................................................................. 3
Links to National Quality Standard ......................................................................................................... 3
Sources .................................................................................................................................................... 3

PSK5.1 Interactions and Relationships with Children Policy - Version n. 2

Policy statement
The Shepherd Centre Preschool believes that emotional development and social
relationships are enhanced through genuine and thoughtful interactions with children. It is
through the development of trusting relationships with educators and the childs
engagement with their environment, that the acquisition of skills for life and learning are
fostered. Emotional development and social relationships are enhanced through thoughtful
conversation and discussion, promoting childrens language and communication. Children
who experience relationships that are built on respect, fairness, cooperation and empathy
are given the opportunity to develop these qualities themselves.
Children need to feel supported, secure and included to have the confidence to explore,
engage and learn. When children have positive experiences of interactions, they develop an
understanding of themselves as significant and respected, and feel a sense of belonging. A
childs sense of wellbeing and belonging is encouraged and enhanced through collaborative
learning opportunities.

Policy
Services Responsibilities
The Approved Provider will:

Ensure that educators and staff are aware of the Preschools Policy, Preschool
Philosophy, The Code of Conduct, the Code of Ethics and staff responsibilities under
the NQS and current Regulations.
Establish practice guidelines that ensure interactions with children are given priority
and those interactions are authentic, equitable and respect difference.
Provide opportunities for educators and staff to engage in professional development,
that supports the practice of authentic, positive and respectful interactions with
children.
Ensure educators/staff have the opportunities to discuss openly with relevant
educators/staff members, situations that may arise, so as to continue and promote
positive interactions with children.
Have practices in place to ensure the dignity and rights of every child are maintained
at all times.
Ensure staff are aware of the Privacy and Confidentiality Policy in relation to
children and in respect of their individual family circumstances.

Preschools Responsibilities
Educators and Staff will:

Respond to childrens communication in a just and consistent manner

Respond sensitively to childrens attempts to initiate interactions and conversations
Initiate one to one interactions with children
Support childrens efforts, assisting and encouraging as appropriate

Page 2 of 3

PSK5.1 Interactions and Relationships with Children Policy - Version n. 2

Convey respect in regard to the childs temperament, cultural background and

competence through interactions
Staff will use learning experiences and routine situations (toilet training, meal times
and dressing) to allow individual children the opportunity to develop a sense of
autonomy, self -reliance and positive sense of self.
Staff will be aware of the Code of Conduct, the Code of Ethics and Centre policies to
ensure quality child/ staff interactions.
Staffare aware of the Privacy and Confidentiality Policy in relation to children and in
respect of their individual family circumstances.
Support childrens secure attachment through consistent and warm nurturing
relationships.
Support childrens expression of their thoughts and feelings.
Encourage children to express themselves, showing an interest and participating in
what the child is doing, when appropriate.
Encourage children to make choices and decisions
Acknowledge childrens complex relationships and sensitively intervene in ways that
promote consideration and alternative perspectives and social inclusion. Guidance
strategies should be reflective of this approach.
Acknowledge each childs uniqueness in positive ways
Respect cultural differences in communications and consider alternative approaches
to their own.

Statutory Legislation & Considerations

Education and Care Services Regulations 2011: 155, 168
Children (Education and Care Services National Law Application) Act 2010

Links to National Quality Standard

5.2.1; 5.2.3; 7.3.5

Sources
Belonging Being and Becoming: The Early Years Learning Framework for Australia
Child Care Co-operative

Page 3 of 3