Relationships & Interactions with Children
The following is our Philosophy regarding Relationships and Interactions with Children used to guide practice and to help support children’s development, learning and well-being in our early childhood care and learning service.
- To support children to learn with the view that often learning happens in interactions and in collaboration with others;
- The main belief is to promote relationships based on attachments that support children to:
- Feel a sense of belonging;
- Connectedness to the broader social environment and see themselves as being valuable members of the community;
- Be able to make decisions about the various paths they will take towards independence;
- See themselves as competent, unique and powerful human beings learn that working together is a good way of generating new ideas, making progress, being creative and solving problems;
- Young children need to feel safe and secure in order to learn, to take risks and to explore and also recognise this security comes from having strong relationships with adults. In this sense all staff acknowledge the commitment to strengthen their relationships to form a foundation for children’s learning. In addition, all staff aims to help children to learn how to relate to and interact with other children.
It is therefore our short and long term broad aim to achieve the practice of Relationships and Interactions with Children (see also theory and research on children’s psychoneural development)Source: NSW Community Services, Office of Childcare, NSW Curriculum Framework, Practice of Relationships (Linked to evolving: Philosophies, EYLF (NQF), Aims, Documentation, Curriculum & Practice)