Quality 5 - Relationships with children

In my professional practice, I demonstrate positive educator-to-child interaction by starting the day with a group activity. During this time, we discuss our plan for the day, talk about our feelings, introduce ourselves to each other, and acknowledge the country. Engaging with children during this time allows sustained shared conversations and helps me understand their interests better. I also reflect on what we did yesterday and what we are planning to do today. Being open, positive, and respectful of children's ideas, questions, and requests is essential. I also encourage my fellow educators to join me in teaching the children about kindness, taking turns, and sharing toys during playtime to develop positive relationships with children (Arthur et al., 2020).

This approach is influenced by Vygotsky's sociocultural theory, which emphasizes that social interaction between educators and children facilitates cognitive development (Beloglovsky & Daily, 2015).  I have learned about educational theoretical perspectives, early childhood pedagogy, and how to incorporate professional practices to enhance children's learning in my contemporary curriculum subject.

Evidence: Group time discussing about plan for the day and interaction with peers and eudcator. 

During my professional placement, I upheld the dignity and rights of the children by engaging in staff reflections. I ensured their rights were respected according to the centre's policies and procedures. These reflections took place monthly, allowing staff members to reflect on their practices and improve children's learning. This was done while respecting each child's rights regardless of cultural background (Plows & Whitburn, 2017) (Inclusive perspective subject).

The approach is based on Bronfenbrenner's Ecological Systems Theory. Children's development is believed to be shaped by their interactions with interconnected environmental systems. This approach emphasizes creating environments honouring and supporting children's rights and dignity while promoting a holistic perspective on child development. A child's right to education (Article 28) and respect (Article 12) are enshrined in the United Nations Convention on the Rights of the Child (Australian Human Rights Commission, 2019). 

Evidence: Critical reflection on addressing the rights of children in everyday practices (Inclusive perspective and Advocacy and social justice subject)

In my professional practice, I organised a collaborative learning activity for National Pyjama Day. I encouraged children to create their own recycled pyjamas and dress up. We discussed Pyjama Day, organized by the Pyjama Foundation to support foster children in education. The children worked together to decorate their pyjamas with pom poms, stickers, markers, crayons, and buttons. This activity helped the children gain confidence, learn various skills, and express themselves creatively. 

As an educational leader, I ensured I included group time and opportunities for children to learn collaboratively and develop relationships with each other and educators. Children learn from each other through social interaction, and educators scaffold their learning through Vygotsky's sociocultural theory (Nolan & Raban, 2015) (Contemporary curriculum subject).

Evidence: Program for preschoolers on the day of National Pyjama Day

Designer Pyjama: Children work collaboratively to create Pyjama.

In my professional practice, I engaged with children to talk about different emotions by showcasing the emotion flash cards. Also, I encouraged children to show their faces according to the emotions displayed on flash cards. A flash card containing emotions can be used with Bandura's theory to capture children's attention and inspire them to observe and learn different emotions (Bandura & Hall, 2018).

Evidence: Teaching children about different emotions and how to regulate it. 

→ Quality Area 6