Quality Area 5 of the National Quality Standard focuses on relationships with children. The following article provides a structured list of critical reflection questions for NQS Quality Area 5—Relationships with Children. These questions are designed to help you examine, evaluate, and enhance the ways in which your service fosters secure, respectful, and responsive relationships with children.
5.1 – Respectful and Equitable Relationships Are Maintained With Each Child
5.1.1: Responsive and Meaningful Interactions Build Trusting Relationships
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How do educators adapt their interactions to respond to each child’s unique cues and interests? Reflect on examples where a tailored response contributed to a child feeling secure, confident, and included.
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In what ways do our daily routines and spontaneous interactions demonstrate genuine care and engagement with each child? Consider how greetings, check-ins, and individual conversations build trust and rapport.
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What observable indicators (verbal and non-verbal) show that children are comfortable and responsive within their relationships with educators?
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How do we document and review instances of effective, meaningful interaction to guide and inform our continuous improvement?
5.1.2: The Dignity and Rights of Every Child Are Maintained
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How do our practices and policies ensure that the dignity and rights of every child are upheld at all times? Reflect on the ways in which children’s cultural backgrounds, individual preferences, and family values are respected and incorporated.
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In what ways are the United Nations Convention on the Rights of the Child and other relevant frameworks visible in our planning and interactions?
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How do we invite, record, and act on feedback from children, families, and team members about the way children’s rights and dignity are maintained?
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What measures are in place to ensure that every decision—from program planning to resolving conflicts—reflects the respect for each child’s individuality and rights?
5.2—Each Child Is Supported To Build and Maintain Sensitive and Responsive Relationships
5.2.1: Children Are Supported to Collaborate, Learn from, and Help Each Other
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How do our daily routines and planned learning experiences encourage children to work together and learn from one another? Consider the structure of group activities, shared tasks, and opportunities for peer learning and supportive help.
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What strategies do educators use to identify and nurture children’s shared interests during collaborative play and group activities?
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How are occasions of successful collaboration documented and shared as learning experiences within the team?
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In what ways do we create environments that both challenge and support children in working collectively toward common goals?
5.2.2: Each Child Is Supported to Regulate Their Own Behaviour and Resolve Conflicts
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How do we model and teach effective self-regulation and conflict resolution strategies during everyday interactions? Reflect on practices where children are guided to understand their emotions and negotiate successfully with peers.
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What specific activities or routines are in place to help children learn how to express their feelings and resolve conflicts constructively?
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How do educators scaffold children’s communication skills, ensuring that they use language effectively to resolve disagreements and respond appropriately to peer behaviours?
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How do we capture and reflect on moments when children successfully self-regulate or resolve a conflict, and how does this feedback influence our future interactions and planning?
Further Reading
How To Achieve Quality Area 5
Reflection Questions For Quality Area 5
Supporting Doc QA5
Documentation Services Require To Support Quality Area 5
Exceeding Guidance For Quality Area 5
Strategies To Build Relationships With Children
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