QIP Nudges

Positive educator to child interactions

By December 7, 2021 No Comments

Welcome to our weekly quality improvement support series for 2021.

“It’s our polite nudge in the ribs to help you and your team stay organised and on task.”

This week’s subject is: Positive educator to child interactions

Element 5.1.1: Responsive and meaningful interactions build trusting relationships which engage and support each child to secure, confident and included 

Does your service philosophy represent your service’s beliefs, values and approach to fostering positive, respectful, inclusive and meaningful relationships and interactions with children? 

Ensure your philosophy statement documents the service’s approach to the provision of inclusive practice and equity for all children, staff and families. These are key principles to assist children develop a sense of belonging, identity and wellbeing.

In education and care settings children develop a sense of belonging when they feel accepted, develop attachments and trust those that care for them. When children feel safe, secure and supported they grow in confidence to explore and learn. (EYLF P.21) 

Educators play a crucial role in ensuring all children feel included and are treated equitably. Educators use their knowledge of individual children’s social and emotional needs, abilities and interests to initiate meaningful interactions and build relationships based on trust and respect. The way in which these relationships are established and maintained, and the way in which they remain visible will have an impact on how your service functions as a whole. 

Supportive and respectful relationships directly impact the way children:

  • develop their confidence and form 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 
  • feel safe and supported and develop a sense of belonging
  • regulate their own behaviour and learn to negotiate complex situations and relationships

Consider the following in your professional collaboration:

  • How do we gather information about children to ensure we are equipped with knowledge about their individual needs?
  • How do we build close, secure relationships with children of all ages, abilities, genders and backgrounds?
  • How do we acknowledge, praise and encourage children’s efforts and achievements?
  • How do we promote children’s social and emotional competence? 
  • How do we ensure that children feel that their voice and opinions are heard and valued?
  • How do we identify and overcome potential barriers to inclusion at the service so that each child’s participation is supported?
  • How do we respond to the distress some children experience when they have to adapt to unfamiliar routines, new people, and new places? 
  • How do we respond sensitively and appropriately to all children’s efforts to communicate? 


Information sheet: Relationships with children

Encouragement vs praise

Relationships between educators and children – Case study

Within System7 go to Quality Area 5/ Modules 1 & 2 to submit self-assessment notes and if required, open a QIP issue if you identify any areas of improvement.

The Childcare Centre Desktop has a range of resources to assist services including Interactions with Children, Families and Staff Policy and Philosophy Development and Review Procedure. 

Resources, NQS Element, Regulation and System7 links

National Quality Standard – QA 5/5.1.1: Positive educator to child interactions

National Regulations –  155156 & 168

System7 Module – QA 5/ Modules 1 & 2

If you have any questions send us a note via the Contact page here!