Quality Area 5 – Relationships with children

Positive interactions and relationships with children that are responsive, meaningful, and respectful and promote children’s sense of security and belonging enable children to actively explore and engage in play, learning and leisure.  Quality Area 5 of the National Quality Standard focuses on educators developing responsive, warm, trusting and respectful relationships with children that promote their wellbeing, self-esteem, sense of security and belonging.

All children need a sense of connection with others to support the development of their identity and social and emotional competence. When educational leaders, co-ordinators and educators take a positive, strengths-based approach to guiding children’s behaviour, they ultimately empower children to regulate their own behaviour and develop the skills needed to interact and negotiate effectively with others.

Quality Area 5 has two standards that focus on relationships between educators and children, and between children and their peers. These standards are crucial to delivering quality outcomes for children under the National Quality Framework because supportive and respectful relationships enable children to:

  • develop their confidence and a strong sense of identity
  • develop effective communication skills and the ability to express themselves effectively
  • participate in collaborative learning and build meaningful relationships with others
  • regulate their own behaviour and learn to negotiate complex social situations and relationships.

Ref: DEEWR. Guide to the National Quality Framework. (2018).

Relationships with children

Elements Content Descriptor
5.1 Relationships between educators and children Respectful and equitable relationships are maintained with each child. 
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.
5.1.2 Dignity and rights of the child The dignity and rights of every child are maintained.
5.2 Relationships between children Each child is supported to build and maintain sensitive and responsive relationships
5.2.1 Collaborative learning Children are supported to collaborate, learn from and help each other.
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: Outside School Hours Care online professional learning

Below is the ECA Learning Hub online professional learning designed for NSW OSHC educators that further unpacks key component of Quality Area 4 – staffing arrangements.

The ECA Learning Hub is an online Learning Management System – all your learning will be saved in the one location and can be downloaded and printed for your records.

 

Self-Regulation with children 5-12 years

Price: Free

Duration: 60 minutes

Description: This webinar with Beth Macgregor will re-frame OSHC educators approach to working with children and responding to individual behaviour needs.

Supporting Children to develop conflict resolution skills

Price: Free

Duration: 60 minutes

Description: This webinar with Beth Macgregor looks at how educators can use moments of conflict as opportunities to support children to develop conflict resolution and problem solving skills.

Additional free resources

ACECQA. (2018) OSHC Quality Area 5 – relationships with children poster.

ACECQA. (2018) Information sheet: Quality Area 5 – Relationships with children

ACECQA. (2018) Information sheet: Quality Area 5 – Supporting children to manage their own behaviour

ACECQA. (2018). Information sheet – supporting children to regulate their own behaviour.

Network of Community Activities. (2018). Including children with disability in Outside School Hours Care: A Guide