LEARNER GUIDE CHCECE007 Develop Positive and Respectful Relationships With Children

CHCECE007 Develop positive and respectful
relationships with children

Unit Description
This unit describes the skills and knowledge required by educators working with children
to ensure they can develop and maintain effective relationships and promote positive
behaviour.
In this unit, CHCECE007 Develop positive and respectful relationships with children, you
will learn the following:
How to access:
The National Quality Framework

The National Quality Standards
The relevant approved learning framework
How to navigate through framework and standards documents to find areas relevant
to this unit of competency
Effective communication techniques including verbal and non-verbal ways to show
respect
Techniques to guide childrens behaviour
United Nations Convention on the Rights of the Child
Organisational standards, policies and procedures
You will also be able to demonstrate you have the skills to:
Communicate positively and respectfully and interact effectively with at least three
children, including:
- Active listening
- Consideration of a childs age, activities, interests, culture and needs
- Interpreting non-verbal cues of children
NFT Ver 1.1 September 2013

Learner Guide
2 CHCECE007 Develop positive and respectful relationships with children
- Responding to distress in ways that meets the childs need
- Communication of care and respect through all interactions
- Assess and respond appropriately to behaviours of concern
- Encourage children to respect similarities and differences between each other
- Involve and encourage children in decision-making and planning
Perform the activities outlined in the performance criteria of this unit during a period of
at least 120 hours of work in at least one regulated education and care service

Learner Guide
CHCECE007 Develop positive and respectful relationships with children 3
Communicate positively with
Element 1.
children
Respond sensitively and appropriately to all

Performance Criteria 1.1
childrens efforts to communicate
According to the Oxford Dictionary (2013), communication is:
the imparting or exchanging of information by speaking, writing or using some other

medium
Communication involves some form of interaction and is often a two way process.
We can communicate without speaking or writing. This is called non-verbal communication.
This is how we pass on messages without using words:
Gestures
Body language posture, stance
Eye contact/no eye contact
Sign language
Much of our communication is delivered through non-verbal communication.
We show someone we are interested in what they are saying by:
Facing the person speaking
Making eye contact (if culturally appropriate)
Nodding our head

Learner Guide
Our non-verbal communication with children is most appropriate when we:
Work at the childs level e.g. kneel down when listening to the child and show
interest in what the child is doing
Participate in childs play
Use facial expressions that are encouraging and positive
Use open physical stance e.g.: arms at your sides rather than arms folded
Language and communication skills include a child's ability to express himself or herself
through words, gestures, or facial expressions, as well as the capacity to understand others.
When educators provide children with higher levels of language stimulation during the first
years of life, children in turn have better language skills. When teachers ask children
questions, respond to their vocalizations, and engage in other positive talk, children learn
and use more words.
The United Nations Convention on the Rights of the Child includes a variety of
communication rights such as:
The right to be heard and to be taken seriously

To free speech and to information
To maintain privacy
To develop cultural identity
To be proud of ones heritage and beliefs

Learner Guide
A childs voice needs to be heard. When we communicate with a child respond sensitively
and appropriately. This fosters their self-confidence and self-worth. We must ensure that it
is more than a symbolic gesture. We must recognise and respect that a child has the right to
communicate and that they deserve to be listened to with respect, just as we would with
adults.
Communication with children should be:
Be age appropriate and child friendly

Address the child holistically
Be positive and strengths based
Address the needs of all
To ensure that we are using the most appropriate communication style for the child, we
need to become familiar with each child. Focusing on their age, developmental age, needs
and personality will ensure that you will be able to effectively interact with them.
The following chart is from the Child Development Institute (2013).
It outlines the communication development of children from 6 months through to 8 years,

although not all children will follow this chart exactly.
This is just a guide.
Age of
Typical Communication Development
Child
Vocalization with intonation (the rise and fall of the voice)

6 Responds to name
Months Responds to human voices without visual cues by turning head and eyes
Responds appropriately to friendly and angry tones
Uses one or more words with meaning (this may be a fragment of a word)
Understands simple instructions, especially if vocal or physical cues are
12 given
Months
Practices inflection
Is aware of the social value of speech

Learner Guide
Has vocabulary of approximately 5-20 words
Vocabulary made up chiefly of nouns
18
Some echolalia (repeating a word or phrase over and over)
Months
Much jargon with emotional content
Is able to follow simple commands
Can name a number of objects common to surroundings

Is able to use at least two prepositions, usually chosen from the following:
in, on, under
Combines words into a short sentence-largely noun-verb combinations
(mean) length of sentences is given as 1.2 words
Approximately 2/3 of what child says should be intelligible
24 Vocabulary of approximately 150-300 words
Months
Rhythm and fluency often poor
Volume and pitch of voice not yet well-controlled
Can use two pronouns correctly: I, me, you, although me and I are often
confused
My and mine are beginning to emerge
Responds to such commands as show me your eyes (nose, mouth, hair)
Use pronouns I, you, me correctly

Is using some plurals and past tenses
Knows at least three prepositions, usually in, on, under
Knows chief parts of body and should be able to indicate these if not name
Handles three word sentences easily
Has in the neighbourhood of 900-1000 words
36 About 90% of what child says should be intelligible
Months
Verbs begin to predominate
Understands most simple questions dealing with environment and
activities
Relates experiences so that they can be followed with reason
Able to reason out such questions as what must you do when you are
sleepy, hungry, cool, or thirsty?
Should be able to give sex, name, age

Learner Guide
Knows names of familiar animals
Names common objects in picture books or magazines
Knows one or more colours
Can repeat 4 digits when they are given slowly
Can usually repeat words of four syllables
Demonstrates understanding of over and under
48
Months Has most vowels and the consonants p, b, m, w, n well established
Often indulges in make-believe
Extensive verbalization as he/she carries out activities
Understands such concepts as longer, larger, when a contrast is presented
Readily follows simple commands even though the stimulus objects are not
in sight
Much repetition of words, phrases, syllables, and even sounds
Can use many descriptive words spontaneously-both adjectives and

adverbs
Knows common opposites: big-little, hard-soft, heave-light, etc.
Can count to ten
Speech should be completely intelligible, in spite of articulation problems
Should have all vowels and the consonants, m,p,b,h,w,k,g,t,d,n,ng,y
Should be able to repeat sentences as long as nine words
60
Months Should be able to define common objects in terms of use (hat, shoe, chair)
Should be able to follow three commands given without interruptions
Should know his/her age
Should have simple time concepts: morning, afternoon, night, day, later,
after, while, tomorrow, yesterday, today
Should be using fairly long sentences and should use some compound and
some complex sentences
Speech on the whole should be grammatically correct
In addition to the above consonants these should be mastered: f, v, sh, zh,

th
6 Speech should be completely intelligible and socially useful
Years Should be able to tell one a rather connected story about a picture, seeing
relationships
Between objects and happenings

Learner Guide
Should handle opposite analogies easily: girl-boy, man-woman, flies-swims,
blunt-sharp short-long, sweet-sour, etc.
7 Understands such terms as: alike, different, beginning, end, etc.
Years
Should be able to tell time to quarter hour
Should be able to do simple reading and to write or print many words
Communication through the ages
You will have different approaches when communicating and working with babies, infants,
toddlers, and children.
The way you communicate with babies and infants may be:
Responding to verbal and non-verbal cues

Initiating or refection of babbling and cooing
Responding to crying in was that meet the babies or infants needs
Talking to young babies is important, dont use baby words but have a normal
conversation
Speak quietly when soothing an infant to sleep
Some children come from culturally and
linguistically diverse backgrounds. English
will be a second language.
We may need to learn some survival
words such as goodbye, toilet, food, hurt,
mine, so they will be able to adjust better.
These are some of the words children use may

use when communicating:
Bot bot = bottle

Pop, pa, grandpa = Grandfather
Birdie = a little bird
Boo-boo =
a small cut or injury on your body

Learner Guide
Bunny = a rabbit
Choo-choo =a train
Doggy = a dog
Tummy =your stomach
Whoops-a-daisy = falling down or dropping something
Name used by the family to call the child
Words that are of particular interest to children, e.g.: Tyrannosaurus Rex and Dora
The way you communicate with toddlers may be:
Responding to the verbal and non-verbal communication of the toddler

Spending sufficient time to respond to the childs comments
The way you communicate with three to five year olds will see the beginning of more
complex sentences.
Communicating with a child who is six to twelve years may involve:
Interactions that are more reciprocal

Communication that focuses on events that are important to them
Interactions are often informal in nature
Children with special rights or additional needs
Children with special rights or additional needs may learn to communicate at different rates
to typically developing children. Additional communication needs may be due to several
reasons such as developmental delay, hearing impairment, conditions such as Cerebral Palsy
or Down Syndrome, or physiological or psychological conditions that may cause stuttering
or being mute. Children with a diagnosed language or communication need may have
support from a speech and language therapist and strategies to help the child may already
be in place. In other cases, it is vital that the Lead Educator or Director work with family to
devise the most appropriate strategies for the child.
The following information was sourced from Kolucki B and Lemish D, 2013, Communicating
with Children: Principles and practices to Nurture, Inspire, Excite, Educate and Heal (P. 19-
21). It outlines important things to consider when communicating with babies and children
and strategies to assist the communication process.

Learner Guide
Communication in the Early Years (Birth through to 6 years)
Use loving tones and simple language

Model a spirit of inquiry and desire to learn
Model safe exploration, curiosity and confidence in new-found skills
Adapt to the childs growing attention span
Be playful and portray learning through play
Use lots of repetition, rhythm and son
Keep a varied, but not too fast, pace
Use every day experiences; stories of other children,
families, animals and typical activities and routines
Use pretend, open-ended and imaginative play
Present and reinforce daily healthy self-care habits
Present children, similar and different than
themselves, playing and working together as equals
Present loving and caring adults and secure
relationships
Encourage activities: singing, clapping, dancing, movement
Involve question and answer interactions and encourage talk
Present progressive and non-stereotypical gender language and portrayals of both
children and adults
Show examples of children expressing a wide range of emotions, mastering their
fears and dealing with difficult issues in healthy ways
Include examples of confident and resilient children who are fair and who stand up
for themselves and for others
Present children making simple choices and expressing their creative opinions

Learner Guide
Communication in the Middle Years (7 through to 10 years)
Present longer more dramatic stories

Offer child centred stories and characters
Portray learning and achievement as an opportunity to
develop new, interesting skills and talents
Use strategies such as visual and auditory humour and
cognitive challenges (e.g. brain teasers, riddles, tongue twisters etc.)
Include interactive problem-solving and critical thinking
Model kindness, conflict resolution and caring about others
Offer strong positive adult and child role models with high moral standards
Show children making and difference in their own and others lives (realistic heroines
and heroes)
Present stories about friendship, loyalty and doing the right thing
Engage in sustained conversations with

Performance Criteria 1.2 individual children about things that
interest the child
The EYLF states that:
Educators, who are attuned to childrens thoughts and feelings, support the development
of a strong sense of wellbeing. They positively interact with the young child in their
learning (p. 12).
Communication is also one of the Learning Outcomes of the EYLF.

Learner Guide
By engaging in sustained conversations with individual children we are encouraging this
learning, especially when we are focussing on what interests them.
Consistently respond positively to all

children who require attention
Positive attention is a way to strengthen the relationship between child and educator and
increase a child's desirable behaviour by giving him/her recognition and encouragement. In
order to boost self-confidence and relationships, children need to be surrounded by positive
feelings. When children experience positive recognition, they are likely to repeat the
behaviour or action that was recognised.
Positive attention is an effective way to encourage desirable behaviour. This can be

achieved by recognition and encouragement. Most children want attention. They want to be
noticed and recognised, as this is an important aspect to the development of a positive self-
concept.
Let's face it, everyone likes to be recognised for positive contributions or attributes.

Learner Guide
There are many different ways that you can interact effectively and positively with children:
Eye contact shows that you are interested in the child. Have you ever tried to talk
to someone that doesn't look at you? It makes you feel as though they don't care
and are not interested in you.
Active listening reinforces to the child that you are listening and interested in the
child and in what they are trying to communicate. This often involves paraphrasing
what the child is communicating and assisting a child to verbalise what they are
saying.
Guiding children to use words instead of actions encourages them to express
their feelings and can empower them, leading to positive self-esteem and
confidence. Frustrations arise when children are not understood and this leads to
undesirable behaviours and untrusting relationships.
Praise it is important to praise children immediately when they are displaying
positive behaviour. You can praise a child by clapping, smiling, patting them on the
back, by using words to express how well they have done something.
When praising children it is important to focus on the specific achievement of the child, such
as, "Angus look how tall your tower is! Wow! That is ten blocks! What a lot of blocks! That is
very clever building", rather than empty praise such as simply saying good. Avoid the use
of Good boy or Good girl, as it is important to ensure that you arent using gender
biased language

Learner Guide
Sit and talk with children at mealtimes
Performance Criteria 1.4 and help create a relaxed and unhurried
routine
The goal of interacting with children is to build a trusting, nurturing, respectful, responsive
and mutual relationship.
It ensures we gain knowledge and understanding of each child, form secure attachments
and therefore we can support children in the learning process.
Mealtimes are often a good opportunity to communicate and interact with individual
children and conduct observations to determine each childs communication styles body
language and verbal/non-verbal cues, as well as likes and dislikes of certain food types.
Mealtimes should always be relaxed and unhurried.

Learner Guide
Element 2. Interact positively with children
Participate in childrens play and using

Performance Criteria 2.1 childrens cues to guide the level and type of
involvement
As an educator you are required to be involved with the children. When children invite you
into their play let them guide you and make the rules, try not to take over.
Being involved this way gives you an inside window of how the children think and how you
can document and extend on their interests, asking questions or making suggestions is ok
but the final decision should be the childs.
When you take over you are not allowing the children to guide their play or use their
imaginations this may send the message that their ideas are not good enough.
Our expectations of childrens behaviour must be positive and realistic. Having positive
expectations means you have a view of the child as being good.
Having realistic expectations means we take into account what can normally be expected
given the:
Age/stage of the child

Individual abilities of skills
Cultural background
There are other factors that can impact on how the child behaves.
Health and medical conditions
Our programs - we need to assess whether out program is over-stimulating or under-
stimulating
How long the child has been enrolled in the program - if they are new maybe we
havent shared with them our expectations of behaviour
Experiences outside our service - the child is at risk and there is something
happening outside to create the behaviour

Learner Guide
Respond positively and respectfully to
Performance Criteria 2.2 childrens comments, questions and
requests for assistance
Make time to listen to the childs interests; be sure he/she knows you are actively interested
and listening carefully.
Remember to talk with and listen to the child at informal occasions.

Ask questions that go beyond yes or no answers to prompt more developed
conversation.
Provide activities that offer opportunities to
improve.
Develop communication skills, such as attending or
engaging in sports and school events, talking about
current events, and reading stories to them that are
slightly above the childs competency level.
At all times it is important that we respond positively and respectfully to a childs

comments, questions and/or requests for assistance.
Avoid direct yes or no questions that cut off the conversation.
Extend the childs sentences a little with a few new words eg: if he says all
gone you could say, yes you have eaten all your lunch
Infants and toddlers will use crying and physical means to communicate with us
Infants and toddlers may not respond to request because they may not
understand or may be too absorbed in what they are doing to pay attention
Pre-school children can understand most of our communication
Older children will be able to follow instructions
Older children will be able to understand abstract concept about empathy, rights
and responsibilities

Learner Guide
Role-model positive interactions with
others
It is important that we as educators role model positive interactions. We should lead by

example and encourage children to initiate good communication styles. We may do this by:
Listening to children.
We are then teaching the children to listen to us and each other
Showing respect for what others are saying.
We are teaching children to respect what we say and what others say
Smiling at children and speaking to them gently.

We are teaching children to smile and speak gently to us and each other
Choosing positive words.
We are teaching children to use positive words with us

and others
Providing encouragement for childrens efforts.
We are teaching children to encourage one another
Focusing on positive behaviours.
We are teaching children to focus on positive behaviour

with one another
Positive Behaviour
Positive behaviour is the behaviour that is kind, co-operative and caring. When we value
positive behaviour, children become aware of how important this is to us.
Educators need to identify what positive behaviour is and what negative behaviour is.
Consistently and regularly praise children who are behaving in the appropriate manner. This
is not as easy as it sounds! You are more likely to notice a child throwing blocks access the
room or stealing tools from another child. Sometime the child playing quietly in the sandpit
is the one that is overlooked.

Learner Guide
If you make a point of praising good behaviour, other children will notice and will want
some of that praise too. It is vital to note that if the only alternative is no attention,
eventually children will seek out negative attention.
Positive behaviours can include:
Sitting quietly at reading time

Following instructions
Raising hand to speak
Displaying inclusive attitude to play
Using manners (including table
manners)
Listening
Participating
Displaying a positive attitude to other children
Sharing
Waiting their turn
Ultimately, we want the children to:
Be safe
Care for one another
Care for the play equipment, make good choices
Be involved in decision making
Be empowered
Value behaviour that is kind
Value behaviour that is caring
Value cooperative behaviour

Learner Guide
Encourage children to share their stories
and ideas
Communication with children you work with is important to understand their needs and to
build relationships
We need to use a range of communication forms to consult with children.
Written communication:
Written, verbal and non-verbal

Group or individual discussions
Spontaneous discussions or suggestions
Surveys/evaluations
Listening to individual childrens comments
Listening to conversations between children and other adults
Using sign language and body language with younger non vocal children
Listening to their cues whether this be by body language or sounds

Learner Guide
We can use communication to encourage children to share their stories and ideas.
Consulting and communicating with children provides them with a sense of inclusion in the
everyday running of the facility. It teaches them that their opinions are values and respected
by the staff. Being able to express opinions and be listened to attentively gives children
feelings of self-worth and increases confidence.
Children who are able to directly articulate their needs or opinions might be able to do so
through painting, drawings or other craft work. They might be able to talk about third
person experiences or could perhaps express and understand their feelings by using feeling
cards and games. Some children will be happy to share their ideas and stories on an
individual basis, yet will not be happy to do so in groups.
As each child will be different, educators need to find the best communication and
consultation methods to use in a particular circumstance. Even children with undeveloped
verbal skills must be able to share their stories and ideas and be consulted using methods
that are suited to the child.
Artworks
Artwork is a great way for children to express themselves and share their stories. Drawing
painting, colouring, cutting and pasting are all ways for children to communicate. Feelings,
moods, likes and dislikes can all be portrayed through artwork.
To encourage a child to share their stories and ideas you could ask them to:
Draw a picture of their home, family or pets

Circle objects that they like
Choose a picture that matches them
the best
Draw a face to describe how they
are feeling
Choose a colour to express a feeling

Learner Guide
Element 3. Support and respect children
Assist to create an environment that reflects

Performance Criteria 3.1 the lives of the children, their families and
the local community
Support implementation of practices and

Performance Criteria 3.2 routines that honour children, their family
and the community context
The Early Years Learning Framework (EYLF) emphasises the importance of creating physical
and social learning environments that have a positive and social learning environments that
have a positive impact on childrens learning that learning environments are welcoming
spaces when they reflect and enrich the lives and identities of children and families
participating in the setting and
respond to their interests and needs.
Service providers should create

environments for children that ensure
that children interact and explore
belonging, being and becoming.
Environments that are created should
spark conversations amongst children
and provide stimulus for further
exploration and conversation.
Families
The best experiences for children happen when there is a strong relationship between the
service provider, the educator and the childs family.
These relationships or partnerships with families may concentrate on:

Learner Guide
Shared goals or aims what is best for the child
Mutual trust
Open respectful communication
Empathy
Openness to others views and perspectives
Shared decision making
Clarity about roles and responsibilities
Appreciation of each others knowledge and experience
Willingness to negotiate and compromise
Commitment to resolve tensions and conflicts
These partnerships between educators and families matter because it strengthens a childs
identity and sense of belonging and enhances their learning, helps in knowing the family and
the cultural and community contexts of the children lives and brings insights that offer a
richer picture about their child.
Community
Children thrive in an environment of mutually supportive and caring relationships. A sense

of community plays an important role in the development of childrens feelings of belonging
and security.

Learner Guide
Strong links with the local community also provide educators with invaluable information
and resources. By drawing on community knowledge and expertise, educators are better
able to understand the children and families with whom they work, and better able to
provide children with learning experiences that are meaningful and relevant to their lives.
The EYLF and the NQS both emphasise the importance of community engagement:
1. Learning Outcome 2 of the EYLF focuses on childrens connectedness with others

and with the wider world.
2. Standard 6.3 of the NQS requires services to develop links with relevant community
and support agencies (NQS Element 6.3.1) and, more generally to build relationships
and engage with the local community (NQS Element 6.3.2).
If we want children to learn, we need to consider the example we set and the opportunities
that we provide for such learning to occur. Highlighting the connections we have to the
community and making them visible for children to learn about the value of community and
connections with others. Involving children wherever possible in such connections make the
experience meaningful in the childs eyes.
Community and family connections are regular and ongoing. Community engagement
should not be something we do once and then move on; it needs to become part of our
everyday educator experience.
Show genuine interest in, understanding

Performance Criteria 3.3 of and respect for all children
By showing genuine interest in children, noticing what they do and say, asking timely
questions, displaying respect and understanding and affirming them as competent learners,
we as educators are able to effectively support the development of the child.
When children are the focus of an educators attention and regarded as partners in learning,
opportunities for authentic interactions emerge. Creating a supportive environment based
ion respect for children creates a climate of trust. This allows educators to interact with
children in ways that promote learning.

Learner Guide
We may do this by:
Sharing interests with children

Responding attentively to childrens interests
Giving children specific feedback
Asking and responding to questions honestly and genuinely
Participating in childrens play
Encouraging children to describe their efforts, ideas and products
Repeating and restating childrens words and ideas
Comfort children who cry or show signs

of distress
When supporting and respecting children we will also need to support and comfort a child
who cries or show signs of distress.
According to Ruffin (2009), children may display the following signs when distressed:
Accident proneness
Hitting
Anger
Kicking
Anxiety

Learner Guide
Insomnia
Appetite Loss
Stuttering
Baby Talk
Indigestion
Bed-wetting
Thumb sucking
Biting
Pounding Heart
Crying Spells
Grinding Teeth
Detachment
Fingernail Biting
Excessive Aggressiveness
Respiratory Tract Illness
Excessive Laziness
Tattling
As educators we can help in decreasing a childs discomfort and in some instance assist with
dealing with the situation that caused the stress.
Children need help in learning to manage and function with the stress they feel. One means
to assist children is to acknowledge their feelings. It is important that children understand
what they are feeling. Let children
know that it is alright to feel
angry, alone, scared, or lonely.
Teach children names and words
for their feelings and appropriate
ways to express them. Show more
interest in the childs experience
that in the behaviour or distress
that results. There are times when

Learner Guide
a child just needs a hug for reassurance. In the case of older children, help them learn to
problem solve for themselves and come up with coping strategies. This builds their
independence and assists them to come up with solutions, options or finding other ways to
comfort themselves or change the situation.
Promote a positive environment

Set a good example
Help children through stories
Help the child to relax
Take care of yourself. Children may often pick up stress from educators
Plan plenty of time for play
Reassure the child that it is not their fault
Give children lots of cuddles, reassurance
Children cry for a reason and need to be comforted, supported and help be
resettled.
Children will respond differently to comfort and some will need more than others.
All distressed children should be given the comfort they require for as long as they
need it.
Respond positively to the varying abilities

and confidence of all children
Regardless of background, age, gender or

ability every child should feel a valued member
of the group.
Being acknowledged as competent and being

encouraged to try new things will help build
childrens confidence, remember each child is
unique and recognizing them as individuals and
not as a group will help build a strong sense of
self.

Learner Guide
Respond positively to the varying
abilities and confidence of all children
Acknowledging and acting upon suggestions
To empower children we need to incorporate their ideas into our programs. Children will
feel more motivated and will be more interested in implementing their ideas. Some
suggestions may not be advisable for safety reasons. Acknowledge the childs suggestion
positively and explore alternatives until a mutually agreed suggestion can be taken up

Learner Guide
Maintain the dignity and rights of
Element 4.
children
Refer to the code of ethics and the UN Declaration of the Rights of the Child and reflect
these in your daily interactions with children.
Just because children are smaller doesnt give you the right to overpower them.
Maintaining the dignity and rights of children includes:
Assisting in minimising stress and frustration

Allowing children to make their own choices and experience consequences
Responding appropriately where there is conflict during play
Acknowledging a childs positive choices
Using positive language, gestures, facial expression and tone of voice
Be gentle and calm at all times
Supporting the childs behaviour to assist in the development of skills and self-
esteem
Assisting the child to develop limits and understand consequences for inappropriate
behaviours

Learner Guide
Assist in organising spaces, resources and
routines to minimise times when children
are likely to experience stress or
frustration
Young children are more likely to get involved in play when there is plenty of fun,
challenging and intriguing play resources and spaces.
When assisting to organise spaces, resources and routines for children it is important that
they are:
Age appropriate
Safe and free of small chokeable parts
Colourful and attractive
Durable and free of breakable parts
Useful for teaching more than one skill or concept
Stimulating to the senses
Easily stored
Related to other equipment in use
Able to build skills
Facilitating in the development of the childs skills
Non-competitive and fostering cooperation
Able to promote active, not passive, involvement and encourage imagination
The physical environment should be kept simple. Crowded and busy environments do not
assist children and families in knowing where go or draw them into a room or give them
anything to converse over. Spaces should educate, be inviting and comfortable as well as
engaging for the children.
You may assist in creating orderly and inspired learning environments by:
Removing clutter and disposing of any damaged equipment

Incorporating natural materials
Having a Look what we found in the garden today chart with words and pictures,
the day and date

Learner Guide
Activities that involve high levels of concentration require physical skills or require sharing
of objects or personal space should be planned when the children are not hungry or tired,
this will also depend on the age of the children.
This would include most cognitive, social/emotional and physical tasks. More accidents
occur when children are taking part in experiences when they are tired and/or hungry.
These times may be before lunch

and at the end of the day and the
childs individual temperament, you
will know the children in your room
well and will be able to meet their
needs appropriately.
In addition, routines may also assist

in minimising times when children
are likely to experience stress or
frustration.
The benefits of routines in a facility may be:
Routine are emotional regulators for young children.
Whether it is time for a snack, a nap, play or a story, knowing what will happen next gives
babies and toddlers physiological and emotional stability. From this stability they will allow
themselves to trust their educators. This enables them to get on with playing, exploring and
growing
Routines help to decrease conflict
For babies and toddlers, learning about the world around them can be frightening. The
presence of routine in a young childs life will give them the chance to anticipate what is
coming next and to feel as though they have some sort of control. This also helps build their
confidence and assists them with learning appropriate behaviours for each situation in their
day. In this way, they are able to minimise conflict situations and the emotional responses
to conflict such as tantrums.

Learner Guide
Routines guide positive behaviour and safety
Routines are like instructions, they help to regulate behaviour and explain expectations. By
teaching children correct routines you can enforce good behaviour such as safety awareness
and practice social skills and hygienic practices. Cleanliness routines include washing hands
after toileting and before meals and/or helping to clean up the kitchen after meals.
Similarly, by making a regular time each afternoon for a quiet rest, you may encourage
babies to fit in with the routines of others.
Routines and rituals guide social development
By coming into contact with people, children learn social rituals, such as greetings and
goodbyes. They also learn about manners using please, thankyou and asking the right
questions. These rituals aid in the development of basic communication skills, in learning
and using language. More elaborate social interaction, patters and rituals revolve around
play time, meal time and quiet time.
Routines may ease transitions for children
Each child is unique with their own individual personality and preferences. The change
between different parts of the day (meal time to bed time, play time to quiet time) will, to a
certain extent, need to accommodate individual differences. By settling on particular
routines, it is possible to ease these transitions. For example, if it becomes routine to clear
up and put away play time toys before meals, the child will learn to accept that this is what

Learner Guide
is expected. Singing a lullaby or reading a story to a child before they go to sleep will make
sleep time clear to the child and will make comfortable transitions form wakeful play to rest
Be aware though, while young children need a predictable sequence of events during their
day, the program must be flexible enough to respond to unplanned learning opportunities
that arise.
Allow children to make choices and to

experience natural consequences of
Performance Criteria 4.2 these where there is no risk of physical or
emotional harm to the child or another
being
Children must learn to make choices/decisions and can learn how to do so from an early
age, providing the choices they make do not endanger themselves or others.
The ability to make their own decisions is necessary so that they can live as self-defining,
confident adults who are able to solve problems and interact efficiently in their world.
Offering a consequence is not punishment and should not be viewed as punitive in any way
by the educator or the children.
Consequences are an opportunity for children to realise that their actions have outcomes
and that these outcomes may not always be something that they want but are a part of
being social and give children a chance to learn how to cope emotionally with decisions that
they make.
Regardless of how positively, consistently and appropriately you promote acceptable

behaviours and employ the strategies mentioned above, there will be times when children
test the boundaries and display behaviours that are unacceptable. To encourage children to
follow the guidelines and eventually regulate their own behaviours there are few methods
that can be implemented. It is important for professionals to understand how to use these
methods effectively and when to use them.

Learner Guide
While the word consequences tends to evoke thoughts of punishment or negative feelings,
consequences are used in positive behaviour management strategies as a tool to teach
children responsibility for their actions. There are two types of consequences when dealing
with behaviour in an early childhood service.
Natural consequences
Natural consequences are consequences that will naturally happen if a particular behaviour
is evident.
For example, if two children are throwing a ball near a fence, the natural consequence is
that the ball may go over the fence. Jamie, if you throw the ball near the fence, the ball
might go over the fence and you wont have it to play with anymore
Natural consequences can only be used when the safety of the children is not at risk!
For example, it would not be appropriate to allow a natural consequence to occur if a child
wants to cross the road without holding an adults hand or throwing sand in the sandpit.
Encourage children to think for themselves, to consider what has happened, why it
happened and what should be done to make a better decision next time. Ask them how
they could have made a different choice.
Logical Consequences
Logical consequences are imposed by adults and are related to the behaviour that the child
is displaying.

Learner Guide
For example, if a child throws sand in the sandpit, the logical consequence for the child will
be removal from the sandpit or assistance in rectifying the problem. Rebecca, if you
continue to throw sand, you will need to leave the sandpit and find another activity or
Rebecca, if you continue to throw the sand, you will need to help me sweep it up. This is, of
course, after Rebecca has already been guided as to how to use the sand appropriately.
The logical consequence must be directly related to the actual behaviour. It would not be
appropriate to withdraw privileges or opportunities from the child. Rebecca, if you
continue to throw sand you will not be able to watch the video this afternoon. There is no
link between the behaviour and consequence in this instance. The logical consequence must
be implemented immediately rather than later in the day as the child may not remember
the event leading up to it.
Under NO circumstances is it appropriate to apply physical harm or isolation as a

consequence for inappropriate behaviour.
When a child makes a bad decision this is not an opportunity to criticise them or to coerce
them into your ways of thinking. Everyone makes bad decisions sometimes. Let children
know that mistakes do occur and that it is okay to make mistakes. It is not okay to go on
making the same mistakes however. Take the opportunity of a bad decision to discuss with
the child the procedures that could be followed next time.

Learner Guide
You may encourage the child to ask questions such as:
Why do I want to do this?

Is it necessary?
Who else will be involved?
Who else will be affected?
What will happen if I do this?
What will happen if I do not do this?
Will anyone be hurt?
Is this in my best interest?
Is this in the best interest of others?
Are there any other things I should consider?
Monitor and respond to childrens play

Performance Criteria 4.3 and support interactions where there is
conflict
Conflict among children should be used as a learning opportunity to try and work out a
solution to their problem.
Educators will need to support the children in solving the problem but will not take over and
tell the children what to do, make some suggestions and allow the children to work out how
they will fix the problem.
Doing this allows the child to know what to do when future conflicts arise instead of relying
on an adult to fix the problem for them. It is an important life skill to learn.

Learner Guide
Acknowledge children when they make
Performance Criteria 4.4 positive choices in managing their own
behaviour
Use positive language, gestures, facial

expressions and tone of voice when
redirecting or discussing childrens
behaviour with them
Be gentle, calm and reassuring even

Performance Criteria 4.6 when children strongly express distress,
frustration or anger
Consistently guide all childrens

behaviour in ways that are focused on
supporting children to develop skills to
self-regulate and preserve and promote
childrens self-esteem
Children form a picture of themselves from the messages they get from other people. If
others see them as competent and capable, children will come to see themselves in the
same way.
Children need to have the self-confidence and skills to explore their worlds by making
positive choices and managing their own behaviours.

Learner Guide
When communicating with children it is important that your body language matches the
tone of your voice and gestures, as children read your body language to help them to
understand what you are communicating to them, e.g. if you are telling a child to stop
yelling inside, but are yelling at them to convey your message they will be confused as you
are yelling too, instead approach them, get down to their level and remind them to use
their inside voice by using the tone you want them to use inside yourself.
Another example might be you are telling a child not to pull you hair, but are laughing when
they do it, this sends are confusing message as your saying stop but your laughter is
encouraging and doesnt match your stern message.
When praising children it is important to focus on the specific achievement of the child, such
as, "Angus look how tall your tower is! Wow! That is ten blocks! What a lot of blocks! That is
very clever building", rather than empty praise such as simply saying good. Avoid the use
of Good boy or Good girl, as it is important to ensure that you arent using gender
biased language.
Babies
For babies, a special type of interaction is required from the educators. Since babies
communicate with their coos, gurgles, grunts and facial expressions it is essential to
instantly respond to the individual baby to foster a positive relationship with the child.
Educators can mimic the sounds and actions a baby makes to demonstrate that they are
acknowledging them and are aware of them. This builds a bonding relationship between the
professional and the child.
Trust is also established when an educator responds promptly to a childs cues.
Older children
With older children, even though their personalities, abilities and needs vary, there are
some general strategies that are effective when interacting with the children. Some of these
strategies include:

Learner Guide
Listening to children really listen. Physically get down to the child's level. Establish
eye contact. Ask questions. Remember what you've heard.
Setting high but reasonable standards if standards are stated as rules, keep them
short, specific, and positive.
Example: Walk indoors, or wear a paint shirt at the easel.
Explaining why rather than saying no to a child, provide an explanation as to why
the child should not do something.
Example: Tell Jason why he cannot swing and slash the air with a wooden block.
Instead of saying, Dont Jason, say, I am worried that your friends might get hurt
with the block. A block is for building with, lets go and use it for building, I will show
you how.
Negotiating a reasonable solution solutions should enable the child to fulfil his or
her goals whenever possible.
Example: Max wants to help Sam work a puzzle, but Sam wants to do it alone. Help
Sam explain his point of view and ask if he would tell Max when he is finished using
the puzzle.
Asking never jump to conclusions about the motives behind a child's behaviour.
Give the child a chance to explain. We all deserve a hearing or chance to tell our
side.
Example: Kathy, why are you pulling the chair away from Rachel?
Offering real choices children should be able to select the experiences and
activities in which they wish to participate. They may be given choices about which
story to have read, whether they want carrots or celery for snack, or which friend to
sit beside during group times. Sometimes choices need to be limited to acceptable
options only.
Example: You may hammer at the workbench or you may work at another activity. If
you choose to hammer then you must wear goggles to be safe. Do you choose the
workbench and goggles or do you choose another activity?
Valuing ideas and opinions ask, "What do you think of that?" Story times may
offer many opportunities for children to express their thoughts as they discuss story
characters and events. Children can also be asked their opinions about daily

Learner Guide
happenings in casual conversation.
Encouraging independence provide materials and supplies where children can
access them on their own. Encourage children to try to take care of their own self-
help needs. Resist the temptation to do those small but important tasks for children.
A child can button his or her own paint shirt, zip his or her own coat (after you get it
started), put his or her art work in his or her own school bag, and write as much of
his or her own name on paintings as possible.
Using redirection and diversion are particularly effective with the very young.
Example: The educator might entice the child to become interested in a different
activity or suggest trying the same activity with a variation. When using redirection
and diversion, the professional might spend a few minutes playing with the child to
move play in a more positive direction.
When guiding childrens behaviour,

always focus on the desired actions
rather than draw attention to the
undesired behaviours. For example,
rather than use statements such as
Dont run! focus on the desired
actions, such as, You need to use
walking feet inside.
It is very important to consider the needs of the child when providing positive attention.
Some children have a protective personal space and do not like to be touched or in close
proximity of others. Some children may be quite shy, preferring minimal attention and fuss,
while other children may thrive on a lot of fuss and praise. There are a number of ways we
can provide positive attention.
Positive attention can include the following:
Talk to babies as it is often soothing and comforting to hear your voice.

When a baby makes sounds, answer them by mimicking their actions, repeating and
adding words, as this will assist the child in learning to use language.

Learner Guide
Read to babies and toddlers as this helps the development of understanding
language and sounds.
Sing to children.
Play music. This helps babies develop a love for music and math.
Praise babies and toddlers, giving lots of loving attention.
Spend time cuddling and holding babies as this helps them feel cared for and secure.
Choose the best time to play with a baby such as when they are alert and relaxed.
Watch a baby closely for signs of being tired or fussy so that you can take a break.
When catering for toddlers it is important to follow their lead letting them create
play as the child will feel confident in their own ideas
Toddlers often speak in sentences of one or two words. We can encourage children
by expanding on their sentences.
Anticipating conflict and redirecting or distracting a child is best carried out BEFORE an
undesirable behaviour occurs.
If a redirection can avoid an undesirable behaviour, the child does not lose any self-esteem.
For example, if two five year olds are about to head towards the same swing, distracting and
redirecting one of the children to another activity can prevent a possible confrontation
between the two children. When redirecting children to a new activity, it is essential that
the activity is interesting enough to appeal to them. Support and interaction from the
professional to initiate play at the new activity may be necessary.

Learner Guide
For Babies and Infants
The table below shows strategies for working with infants.

Educators behaviour Strategies for working with infants/babies
Saying no. Limit the use of negative commands such as no in

circumstances where dangerous behaviour is
exhibited and requires urgent intervention.
Researchers find that babies who hear, "No" and

"Don't" all the time seem to be less intelligent than
other babies. Babies and children need to explore
and experiment to learn.
Remove the child from Babies may, however, need to be removed from the
problem/trouble. problem/trouble if their safety is at risk.
Distract to another activity. Although crying is not an inappropriate behaviour,

we can often help a baby stop crying by simply
redirecting them to another activity.
For Toddlers
The table below shows strategies for working with toddlers.

Educators behaviour Strategies for working with toddlers
Patiently respond and provide a Consistency in your approach is vital in managing

consistent message. childrens behaviour. Consistency allows the child to
develop a sense of trust and security.
Inconsistency in handling inappropriate behaviour will

increase the likelihood of the behaviour occurring again.
Acknowledge feelings. Reflective listening to acknowledge a childs feelings is

important. This will enable you to assist the child about
why they are upset.

Learner Guide
Provide appropriate activities to Providing unstructured toys and materials for sensory
release feelings. exploration and safe motor skill practice will allow
toddlers to release positive feelings through a variety of
mediums.
Reason for limit is explained in When setting limits or rules, it is important to ensure
simple terms to child. that they are presented in a positive way rather than
negative.
For three to five year olds
The table below shows strategies for working with three to five year olds.
Educators behaviour Strategies for working with three to five year olds
Communicate the guidelines of It is important that a child knows what behaviours are
the service clearly. expected of him/her in the early childhood service.
Provide consistent messages Explanations of these expectations should be simple and

clear, and the adult must ensure the child understands
these expectations. Again, in this age group it is
important to be consistent in communicating
expectations.
Acknowledge feelings To be able to acknowledge feelings it is important to

allow children to identify and express their feelings
honestly.
*GoodStart Early Learning 2013
Communicating with parents about behavior
Why?
Parents have the overall responsibility for their child

and have the right to be informed of their behaviour.

Learner Guide
Parents may be able to offer an explanation for the behaviour occurring.
If parents and caregiver can use similar techniques the child experiences consistency
and develops self-control.
When?
Make a time to talk to the parent when there will be no

interruptions and plenty of time.
Book a time with each parent each week to ensure that you are
both free and set aside a time to communicate regularly.
Avoid discussing behaviour when the parent is in hurry.
What?
Parents dont need or want to know every little misdemeanor.
Discuss behaviour in the context of the day so the

parents receive an overall report rather than just
a diatribe about behaviour.
Give reports of positive behaviour. Parents need

to know when their child is behaving
appropriately.
How?
Remember that no-one knows the child as well as

his parents. Sharing information and advice is a two way process.
It can sometimes be difficult to broach the topic. Giving a report of the whole day or
week and including other items makes this process easier.
Communicate honestly. Discuss little things that are stressing you so they can be
dealt with.
NEVER
Hit a child under any circumstances.
Yell at child, it makes them feel inferior.

Learner Guide
Blame or degrade a child.
Call children names such as naughty, hopeless, stupid.
Criticize a child or her family in front of her.
Bribe children. It develops an attitude of what is in it for me?
Involve children in developing limits and

Performance Criteria 4.8 consequences for inappropriate
behaviours
Children learn best when they have some sort of control over what happens to them,
involving children in making the rules in the room helps them to remember and when a
child comes to you to tell on another, see it as a positive, as it means this child knows the
rules and is letting you know someone else is not obeying them.
Inappropriate behaviours can be addressed and the child can be offered a

choice/consequence as to what happens to them because of their behaviour.
Conclusion
In this unit you have learnt how to develop positive and respectful relationships with
children.
We have learnt:
Tips and strategies to communicate positively with children

How to interact positively with children
How to support and respect children
Ways of maintaining the dignity and rights of children
These skills and knowledge will further your ability to become great educators. You have
learnt how to communicate and interact positively with children and also learnt how to
support, respect and maintain the dignity and rights of the children you will work with.

Learner Guide
References
Child Development Institute 2013, Language Development, viewed 16 December 2013,

http://childdevelopmentinfo.com/child-development/language_development/
Gardener-Neblett N and Gallagher KC 2013, More than baby talk: 10 Ways to Promote the
Language and Communication Skills of Infants and Toddlers, viewed 16 December 2013,
http://mtbt.fpg.unc.edu/sites/mtbt.fpg.unc.edu/files/imce/documents/BabyTalk_WEB.pdf
Kolucki B and Lemish D 2011, Communicating with Children: Principles and Practices to
Nurture, Inspire, Excite, Educate and Heal, United Nations Childrens Fund, viewed 16
December 2013, http://www.unicef.org/cwc/files/CwC_Web(2).pdf
Oxford Dictionaries 2013, Communication, viewed 16 December 2013,

http://www.oxforddictionaries.com/definition/english/communication
Ruffin NJ 2009, Children and Stress: Caring Strategies to Guide Children, Virginia State
University, viewed 7 January 2014, http://pubs.ext.vt.edu/350/350-054/350-054_pdf.pdf

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CHCECE007 Develop positive and respectful

relationships with children

The National Quality Framework

NFT Ver 1.1 September 2013

NFT Ver 1.1 September 2013

Respond sensitively and appropriately to all

According to the Oxford Dictionary (2013), communication is:

the imparting or exchanging of information by speaking, writing or using some other

We can communicate without speaking or writing. This is called non-verbal communication.

This is how we pass on messages without using words:

Body language posture, stance

Eye contact/no eye contact

Much of our communication is delivered through non-verbal communication.

We show someone we are interested in what they are saying by:

Facing the person speaking

Making eye contact (if culturally appropriate)

Nodding our head

NFT Ver 1.1 September 2013

Participate in childs play

Use facial expressions that are encouraging and positive

The right to be heard and to be taken seriously

NFT Ver 1.1 September 2013

Communication with children should be:

Be age appropriate and child friendly

The following chart is from the Child Development Institute (2013).

It outlines the communication development of children from 6 months through to 8 years,

This is just a guide.

Vocalization with intonation (the rise and fall of the voice)

NFT Ver 1.1 September 2013

Can name a number of objects common to surroundings

Use pronouns I, you, me correctly

NFT Ver 1.1 September 2013

Can use many descriptive words spontaneously-both adjectives and

In addition to the above consonants these should be mastered: f, v, sh, zh,

NFT Ver 1.1 September 2013

Communication through the ages

Responding to verbal and non-verbal cues

These are some of the words children use may

Bot bot = bottle

NFT Ver 1.1 September 2013

The way you communicate with toddlers may be:

Responding to the verbal and non-verbal communication of the toddler

Communicating with a child who is six to twelve years may involve:

Interactions that are more reciprocal

Children with special rights or additional needs

NFT Ver 1.1 September 2013

Use loving tones and simple language

NFT Ver 1.1 September 2013

Present longer more dramatic stories

Engage in sustained conversations with

The EYLF states that:

Communication is also one of the Learning Outcomes of the EYLF.

NFT Ver 1.1 September 2013

Consistently respond positively to all

Positive attention is an effective way to encourage desirable behaviour. This can be

NFT Ver 1.1 September 2013

NFT Ver 1.1 September 2013

NFT Ver 1.1 September 2013

Participate in childrens play and using

Age/stage of the child

NFT Ver 1.1 September 2013

Remember to talk with and listen to the child at informal occasions.

At all times it is important that we respond positively and respectfully to a childs

Avoid direct yes or no questions that cut off the conversation.