Quality 5 - Relationships with children
Quality 5 - Relationships with children
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5.1 - Relationships between educators and children - Respectful and equitable relationships are maintained with each child.
5.1 - Relationships between educators and children - Respectful and equitable relationships are maintained with each child.
5.1.1 - Positive educator to child interactions
5.1.1 - Positive educator to child interactions
On Wednesday of each week, I would ensure myself and other educators to provide quality time together to build positive relationships with children and minimised the paperwork load as less as possible. As part of the policy of the centre, educators are not required to post any daily news posts on every Wednesday. This approach was adapted from Erikson’s Theory of Psychosocial Development – Stage 1 Trust vs Mistrust (Mcleod, 2023b) and also Bowlby Attachment’s Theory to physical present at all times for the children to come back for a comfort before heading out to explore their next adventure (Mcleod, 2023d). Evidence: Note from “Parent Notice Board”
Evidence: Note from “Parent Notice Board”
5.1.2 - Dignity and rights of the child
5.1.2 - Dignity and rights of the child
As the lead of the room, I ensured that myself and other room educators to respect on the children’s dignity and their rights to be accessed and provided education and care at learning environment, as well as having their voices in planning curriculum. This approach was adapted from Piaget’s theory which children have their own voices in their learning (Mcleod, 2023e) as well as based on The Convention on the Rights of the Child which children have the right to access education (Article 28) and being respected (Article 12) (UNICEF, n.d.).
Fornight Curriculum Plan
Weekly Minutes
5.2 - Relationships between children - Each child is supported to build and maintain sensitive and responsive relationships.
5.2 - Relationships between children - Each child is supported to build and maintain sensitive and responsive relationships.
5.2.1 - Collaborative learning
5.2.1 - Collaborative learning
Both small and large group activities are encouraged and implemented throughout daily routine which assists in developing children’s social and emotional wellbeing, and it also allows children to experience the benefits of collaboration and conformity. I also ensured that other educators engaged and interacted with children during group time by sharing turns with educators to conduct a group time either in morning or afternoon. Engaging in group learning is useful for us including myself and other educators to scaffold children learning and assist them for further development and that was adapted from Vygotsky’s ZPD (Mcleod, 2023a)
Evidence: Group time greeting (name recognition) and Book reading “The Cheeky Monkey” on Thursday 26.10.2023.
5.2.2 - Self-regulation
5.2.2 - Self-regulation
I guided other educators how to respond to children’s cues while they were unsettled by offering options for children, such as food, water, other play resources, comforter, rest or sleep time, cuddles, etc. This approach was referred to Bowlby Attachment Theory as well as Erikson’s study which the educators and I needed to have strong attachment (Mcleod, 2023d) and trusting relationship (Mcleod, 2023b) with the children in order to understand children’s needs as they are very rely on caregivers at this age.
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