Week 4 (Day 8)
As usual I entered in the centre at 8am and signed in my arrival time in the working directly with children’s sheets. When I arrived, they just had their morning tea in which they had slice of brown bread and some fruits like apples and orange. According to Quality Area 5 of the National Quality Standard (NQS), respectful relationships between educators and children "promote positive interactions and sense of belonging" (ACECQA, 2021). Keeping this in mind, I took part in various activities that allowed for one-on-one and group interactions, emphasising responsiveness to the children's interests and needs.
I assembled in the play area early in the morning and started assembling blocks. We all agreed to build a house, and I urged the children to switch between selecting blocks and constructing the building. I fostered a polite and cooperative environment by actively interacting with the children and listening to their opinions and choices, which made them all feel heard and included. Outcome 1 of Early Years Learning Framework (EYLF), which encourages a sense of belonging and helps children form healthy social relationships, was in line with this interaction (DESE, 2021).
I led the group in singing "Five Little Monkeys" after that, encouraging every child to join in by counting along while performing monkey movements. Children were able to express themselves, form connections through common experiences, and improve their self-control abilities through this engaging and comfortable movement. Children's social skills and emotional stability are developed through responsive interactions during group activities, which boosts their self-confidence to engage and form connections with others, claims Wong (2020). We went to the outdoor play area after lunch. Here, I watched and accompanied the children as they played on the slide and rode bicycles. I reinforced polite interactions among peers by encouraging them to take turns and praising their collaboration and patience. Children had the chance to exercise, experiment with independence, and form relationships via play in this outdoor setting.
I came to see how interacting with children in a kind and accommodating manner improves their feeling of inclusion and promotes good behaviour. I was able to create relationships of trust by participating in their hobbies, whether they were building blocks, singing, or playing outside, which made it possible for children to feel free to communicate their thoughts and emotions. And going forward, I will always keep fostering respectful environments by paying great attention to what each child has to say, setting an example of good social behaviour, and fostering their developing social abilities.
