Management expects educators to abide by the Code of Ethics as developed by the Australian Early Childhood Association and the Code of Conduct as set down by the Department of Community Services.
A copy of the code of conduct is given to all educators upon employment.
Interactions with children will promote a safe, secure and nurturing environment be authentic and responsive based on fairness, acceptance and empathy with respect for culture, rights, community and the individual.
The Nominated Supervisor and Educational Leader shall:
- Guide professional development and practice to promote interactions with children that are positive and respectful.
- Establish practice guidelines that ensure interactions with children are given priority and those interactions are authentic, just and respect difference.
Educators and staff will:
- Respond to children’s communication in a just and consistent manner.
- Respond sensitively to children’s attempts to initiate interactions and conversations.
- Initiate one to one interactions with children. Initiate one to one conversations and other positive interactions during daily routines.
- Support children’s efforts, assisting and encouraging as appropriate.
- Support children’s secure attachment through consistent and warm nurturing relationships.
- Support children’s expression of thoughts and feelings.
- Encourage children to express themselves and show an interest and participate in what the child is doing.
- Encourage children to make choices and decisions.
- Acknowledge children’s complex relationships and sensitively intervene in ways that promote consideration and alternative perspectives and social inclusion. Guidance strategies should be reflective of this approach.
- Acknowledge each child’s uniqueness in positive ways.
- Respect cultural differences in communication and consider alternative approaches to own.
Children’s Rights, Family and Cultural Values
Interactions within the setting are greatly enhanced when children’s rights and family and cultural values are given due consideration and respect.
Administrative procedures, initial conversations, documentation and ongoing communication with children and families are a reference point for interactions and a foundation for authentic and respectful communication.
Listening
Educators and staff must use listening as a foundation for interactions. Listening is based on
observation and in leaving spaces in conversations and communication, suspending judgement and in giving full attention to children as they communicate.
Children and Families
A culture of respectful interaction is promoted when children’s attempts to communicate are
valued. Turn taking and regulating children’s conversations promotes active engagement.
Respectful communication with families generates greater confidence in interacting.
Reflection and Consideration
Time is dedicated to reflecting upon interactions within children. Reflections should consider how to spend extended periods engaged in interactions with children that comprise communication and listening.
Role Modelling
Educators model positive interactions when they:
- Show care, empathy and respect for children, educators and staff and families.
- Learn and use effective communication strategies.
Remember - quality interactions increase children’s knowledge and understanding of themselves, each other as unique individuals and develop the skills and understandings they need to interact positively with others.
Education and Care Services National Regulations 2012: 155, 168.
Link to National Quality Standard: 5.2.1; 5.2.3
Source: DEEWR (2009). Belonging Being and Becoming: The Early Years Learning Framework for Australia. www.deewr.gov.au
Community Childcare Cooperative Sample Policies www.ccccnsw.org.au
Policy reviewed August 2017
