Element 5.1.2 Dignity and rights of the child – The dignity and rights of every child are maintained.

Click on the button below that best describes you and follow the simple steps. Complete each step as it will automatically write your QIP and Self Assessment Tool.

Educators

The following is an example of a Code of Conduct. These types of codes must be negotiated and agreed upon by the service. Please review your Code of Conduct and compare with the one below. Change or add accordingly to your services needs and requirements.

The Approved Provider, Nominated Supervisor, educators, staff members, volunteers and students will uphold the following ethical conduct principles at all times, and promote positive interactions within the Service and the local community.

  1. Commitment to our Service philosophy and values, including the promotion of a meaningful connection to the NQF and best practice in early childhood education in partnership with our families
  2. Effective, open and respectful two-way communication and feedback between employees, children, families and management
  3. Honesty and integrity in all interactions between children, families, employees and managers
  4. Consistency and reliability in all exchanges with children, families, employees and managers
  5. Commitment to a workplace which values and promotes the safety, health and wellbeing of employees, volunteers, children and families.

Commitment to an Equal Opportunity workplace and culture which values the knowledge, experience and professionalism of all employees, team members and managers, and the diverse heritage of our families and children.

Why are you doing the checklist?

The practices identified in the checklist are what the assessor needs to see you do so they can check you’re ‘meeting the NQS.’ If you embed all the things in the checklist, then you are meeting the Element. If there’s something on the checklist that you’re not doing, then you need to either adjust your practice to do it, or ask for help and training to do what’s on the checklist ie work with your educational leader or room leader who should teach/coach you how to do it.

Together as a team, use what you do (from your brainstorming session and the checklist) to write 6 short sentence that show “how” you are doing it. We’ve chosen 3 questions from the checklist for you. Why are you doing this? QIP’s need to have personalised stories about your practice so the assessor can ask you about why and how you do things. The sentences below can be used for Friday’s QIP writing section.

  1. Do you model and encourage children to identify and challenge discriminatory behaviour?
  2. Do you acknowledge children when they manage their behaviour in positive ways?
  3. Do you support each child’s rights by respectfully responding to information from families and professionals?

What Regulation goes with this NQS Element?

Law section 166 Offence to use inappropriate discipline Regulation 155 Interactions with children

Who has to do what?

Educators must never use corporal punishment or unreasonable discipline on a child at the service. If this occurs, educators can be fined $10,000.

Educators must:

  • always ensure the dignity and rights of each child and
  • give each child positive guidance and encouragement toward acceptable behaviour.

Step 1 Critical Reflection
The EYLF and MTOP say “Critical reflection involves closely examining all  aspects of events and experiences from different perspectives.” There is no checklist for critical reflection, it is all about other peoples perspectives.

Select one or more from below to critically reflect upon:

  • Would children and families say you’re always enthusiastic and respectful?
  • Would families say you know their child well and have a unique relationship with them?
  • Do visitors to the service always see a relaxed, happy and positive environment which reflects the lives of the children, their families and the community?

You have discovered where your practice is compared to the NQS Guide (comparing what you currently do and the checklist). This is the process of self-assessment. If you have discovered practices, processes, checklist areas you need to improve upon, write them below. This section will be copied into your QIP.

While discussing mum and dad’s jobs Anuta said her dad was a nurse. Jax said, “no, only girls can be nurses.” Miss Olivia agreed most nurses were girls.


The green text is directly related to the meeting indicators for Element 5.1.2 on pages 233-235 of the NQS Guide.

While discussing mum and dad’s jobs Anuta said her dad was a nurse. Jax said, “no, only girls can be nurses.” Miss Olivia said, ‘No Jax, that’s not true. Both boys and girls can become nurses, just like both boys and girls can become doctors, to anything else they want to be. Let’s look at some videos of men talking about what it’s like working as a nurse (see learning story 4_3_20).”


Below is a case study that demonstrates how the Exceeding themes 1 Embedded Practice, 2 Critical Reflection and 3 Meaningful engagement with families and communities link into practice. The blue text is based on or directly quotes the exceeding indicators in the NQS Guide pages 236-237.

While discussing mum and dad’s jobs Anuta said her dad was a nurse. Jax said, “no, only girls can be nurses.” Miss Olivia (preschool room) said, ‘No Jax, that’s not true. Both boys and girls can become nurses, just like both boys and girls can become doctors, to anything else they want to be. Let’s look at some videos of men talking about what it’s like working as a nurse.” Later the team reflected together on the social justice and equity implications of their practice, and decided they needed to plan more activities which broke down gender stereotypes and promoted a culture of inclusiveness. Miss Olivia and Miss Jasmine presented children with a range of photos of female and male workers in non-traditional roles eg female construction worker and male educator, and invited them to think about the type of work they might enjoy. “I like building things” said Tayla, “so I’m going to be a builder when I grow up (see learning story 4_3_20). Educators also arranged for Anuta’s dad Rikki to come in and talk to children about why he loves being a nurse. He talked about how good it was being able to help people, including male patients who sometimes felt uncomfortable if a female nurse had to help them in the bathroom (see photos 6_3_20). Reflecting again educators could see how her Dad’s visit helped contribute to Anuta’s sense of belonging at the centre. She became more confident making suggestions and offering opinions about activities and experiences.

Use the below points to analyse your above exceeding example to see if you have included everything.

1. Write the room location into the strength. This will ensure the assessor knows where to look for your strengths.
2. Write the educator’s name into the strength. This will ensure the assessor knows who to ask about your strengths.
3. Include the child/children’s names in your strength. This will give educators confidence to talk about a subject they know about (the child/ren).
4. Evidence eg learning story, photo that’s easy to access.
5. Write how you are achieving the exceeding themes.
Embedded Practice
Critical Reflection
Engagement with families/community
6. Tell the assessor exactly where to find the location of other evidence they need to see to show how you’re exceeding.
7. Show the assessor the location and time of other practice they need to observe to show how you’re exceeding.

Privacy and Confidentiality Policy

  • Personal information will be managed openly and transparently in a way that protects an individual’s privacy and respects their rights under Australian privacy laws
  • We only collect or use personal information if this is needed to educate and care for children at the service, or to comply with our legal obligations. We take reasonable steps to make sure people know we have their personal information, how we got it and how we’ll handle it
  • We do not disclose personal information to others unless people would have reasonably expected us to do this or we have their consent
  • We aim to keep the personal information accurate, up-to-date and complete
  • We have systems and practices to ensure personal information is secure and can only be accessed by those who need the information
  • We have a data breach response plan in the unlikely event personal information is lost, or accessed/disclosed without authorisation
  • People may access their (or their child’s) personal information and may request the correction of any errors
  • We have a dedicated Privacy Officer for privacy matters, including complaints

Room/Group Leader

  1. Set a goal for the week.
    Goal doesn’t always need to link to NQS Element. A goal can be used to solve a challenge or be positive improvement i.e. learning area setup
    Click here for goal template.
  2. Identify barriers
  3. Track the goal daily
  4. Celebrate achieved goal.

The following is an example of a Code of Conduct. These types of codes must be negotiated and agreed upon by the service. Please review your Code of Conduct and compare with the one below. Change or add accordingly to your services needs and requirements.

The Approved Provider, Nominated Supervisor, educators, staff members, volunteers and students will uphold the following ethical conduct principles at all times, and promote positive interactions within the Service and the local community.

  1. Commitment to our Service philosophy and values, including the promotion of a meaningful connection to the NQF and best practice in early childhood education in partnership with our families
  2. Effective, open and respectful two-way communication and feedback between employees, children, families and management
  3. Honesty and integrity in all interactions between children, families, employees and managers
  4. Consistency and reliability in all exchanges with children, families, employees and managers
  5. Commitment to a workplace which values and promotes the safety, health and wellbeing of employees, volunteers, children and families.

Commitment to an Equal Opportunity workplace and culture which values the knowledge, experience and professionalism of all employees, team members and managers, and the diverse heritage of our families and children.

Why are you doing the checklist?

The practices identified in the checklist are what the assessor needs to see you do so they can check you’re ‘meeting the NQS.’ If you embed all the things in the checklist, then you are meeting the Element. If there’s something on the checklist that you’re not doing, then you need to either adjust your practice to do it, or ask for help and training to do what’s on the checklist ie work with your educational leader or room leader who should teach/coach you how to do it.

Together as a team, use what you do (from your brainstorming session and the checklist) to write 6 short sentence that show “how” you are doing it. We’ve chosen 3 questions from the checklist for you. Why are you doing this? QIP’s need to have personalised stories about your practice so the assessor can ask you about why and how you do things. The sentences below can be used for Friday’s QIP writing section.

  1. Do you model and encourage children to identify and challenge discriminatory behaviour?
  2. Do you acknowledge children when they manage their behaviour in positive ways?
  3. Do you support each child’s rights by respectfully responding to information from families and professionals?

What Regulation goes with this NQS Element?

Law section 166 Offence to use inappropriate discipline Regulation 155 Interactions with children

Who has to do what?

Educators must never use corporal punishment or unreasonable discipline on a child at the service. If this occurs, educators can be fined $10,000.

Educators must:

  • always ensure the dignity and rights of each child and
  • give each child positive guidance and encouragement toward acceptable behaviour.

Step 1 Critical Reflection
The EYLF and MTOP say “Critical reflection involves closely examining all  aspects of events and experiences from different perspectives.” There is no checklist for critical reflection, it is all about other peoples perspectives.

Select one or more from below to critically reflect upon:

  • Would children and families say you’re always enthusiastic and respectful?
  • Would families say you know their child well and have a unique relationship with them?
  • Do visitors to the service always see a relaxed, happy and positive environment which reflects the lives of the children, their families and the community?

You have discovered where your practice is compared to the NQS Guide (comparing what you currently do and the checklist). This is the process of self-assessment. If you have discovered practices, processes, checklist areas you need to improve upon, write them below. This section will be copied into your QIP.

While discussing mum and dad’s jobs Anuta said her dad was a nurse. Jax said, “no, only girls can be nurses.” Miss Olivia agreed most nurses were girls.


The green text is directly related to the meeting indicators for Element 5.1.2 on pages 233-235 of the NQS Guide.

While discussing mum and dad’s jobs Anuta said her dad was a nurse. Jax said, “no, only girls can be nurses.” Miss Olivia said, ‘No Jax, that’s not true. Both boys and girls can become nurses, just like both boys and girls can become doctors, to anything else they want to be. Let’s look at some videos of men talking about what it’s like working as a nurse (see learning story 4_3_20).”


Below is a case study that demonstrates how the Exceeding themes 1 Embedded Practice, 2 Critical Reflection and 3 Meaningful engagement with families and communities link into practice. The blue text is based on or directly quotes the exceeding indicators in the NQS Guide pages 236-237.

While discussing mum and dad’s jobs Anuta said her dad was a nurse. Jax said, “no, only girls can be nurses.” Miss Olivia (preschool room) said, ‘No Jax, that’s not true. Both boys and girls can become nurses, just like both boys and girls can become doctors, to anything else they want to be. Let’s look at some videos of men talking about what it’s like working as a nurse.” Later the team reflected together on the social justice and equity implications of their practice, and decided they needed to plan more activities which broke down gender stereotypes and promoted a culture of inclusiveness. Miss Olivia and Miss Jasmine presented children with a range of photos of female and male workers in non-traditional roles eg female construction worker and male educator, and invited them to think about the type of work they might enjoy. “I like building things” said Tayla, “so I’m going to be a builder when I grow up (see learning story 4_3_20). Educators also arranged for Anuta’s dad Rikki to come in and talk to children about why he loves being a nurse. He talked about how good it was being able to help people, including male patients who sometimes felt uncomfortable if a female nurse had to help them in the bathroom (see photos 6_3_20). Reflecting again educators could see how her Dad’s visit helped contribute to Anuta’s sense of belonging at the centre. She became more confident making suggestions and offering opinions about activities and experiences.

Use the below points to analyse your above exceeding example to see if you have included everything.

1. Write the room location into the strength. This will ensure the assessor knows where to look for your strengths.
2. Write the educator’s name into the strength. This will ensure the assessor knows who to ask about your strengths.
3. Include the child/children’s names in your strength. This will give educators confidence to talk about a subject they know about (the child/ren).
4. Evidence eg learning story, photo that’s easy to access.
5. Write how you are achieving the exceeding themes.
Embedded Practice
Critical Reflection
Engagement with families/community
6. Tell the assessor exactly where to find the location of other evidence they need to see to show how you’re exceeding.
7. Show the assessor the location and time of other practice they need to observe to show how you’re exceeding.

Privacy and Confidentiality Policy

  • Personal information will be managed openly and transparently in a way that protects an individual’s privacy and respects their rights under Australian privacy laws
  • We only collect or use personal information if this is needed to educate and care for children at the service, or to comply with our legal obligations. We take reasonable steps to make sure people know we have their personal information, how we got it and how we’ll handle it
  • We do not disclose personal information to others unless people would have reasonably expected us to do this or we have their consent
  • We aim to keep the personal information accurate, up-to-date and complete
  • We have systems and practices to ensure personal information is secure and can only be accessed by those who need the information
  • We have a data breach response plan in the unlikely event personal information is lost, or accessed/disclosed without authorisation
  • People may access their (or their child’s) personal information and may request the correction of any errors
  • We have a dedicated Privacy Officer for privacy matters, including complaints

Educational Leader

The following is an example of a Code of Conduct. These types of codes must be negotiated and agreed upon by the service. Please review your Code of Conduct and compare with the one below. Change or add accordingly to your services needs and requirements.

The Approved Provider, Nominated Supervisor, educators, staff members, volunteers and students will uphold the following ethical conduct principles at all times, and promote positive interactions within the Service and the local community.

  1. Commitment to our Service philosophy and values, including the promotion of a meaningful connection to the NQF and best practice in early childhood education in partnership with our families
  2. Effective, open and respectful two-way communication and feedback between employees, children, families and management
  3. Honesty and integrity in all interactions between children, families, employees and managers
  4. Consistency and reliability in all exchanges with children, families, employees and managers
  5. Commitment to a workplace which values and promotes the safety, health and wellbeing of employees, volunteers, children and families.

Commitment to an Equal Opportunity workplace and culture which values the knowledge, experience and professionalism of all employees, team members and managers, and the diverse heritage of our families and children.

Why are you doing the checklist?

The practices identified in the checklist are what the assessor needs to see you do so they can check you’re ‘meeting the NQS.’ If you embed all the things in the checklist, then you are meeting the Element. If there’s something on the checklist that you’re not doing, then you need to either adjust your practice to do it, or ask for help and training to do what’s on the checklist ie work with your educational leader or room leader who should teach/coach you how to do it.

Together as a team, use what you do (from your brainstorming session and the checklist) to write 6 short sentence that show “how” you are doing it. We’ve chosen 3 questions from the checklist for you. Why are you doing this? QIP’s need to have personalised stories about your practice so the assessor can ask you about why and how you do things. The sentences below can be used for Friday’s QIP writing section.

  1. Do you model and encourage children to identify and challenge discriminatory behaviour?
  2. Do you acknowledge children when they manage their behaviour in positive ways?
  3. Do you support each child’s rights by respectfully responding to information from families and professionals?

Step 1 Critical Reflection
The EYLF and MTOP say “Critical reflection involves closely examining all  aspects of events and experiences from different perspectives.” There is no checklist for critical reflection, it is all about other peoples perspectives.

Select one or more from below to critically reflect upon:

  • Would children and families say you’re always enthusiastic and respectful?
  • Would families say you know their child well and have a unique relationship with them?
  • Do visitors to the service always see a relaxed, happy and positive environment which reflects the lives of the children, their families and the community?

You have discovered where your practice is compared to the NQS Guide (comparing what you currently do and the checklist). This is the process of self-assessment. If you have discovered practices, processes, checklist areas you need to improve upon, write them below. This section will be copied into your QIP.

While discussing mum and dad’s jobs Anuta said her dad was a nurse. Jax said, “no, only girls can be nurses.” Miss Olivia agreed most nurses were girls.


The green text is directly related to the meeting indicators for Element 5.1.2 on pages 233-235 of the NQS Guide.

While discussing mum and dad’s jobs Anuta said her dad was a nurse. Jax said, “no, only girls can be nurses.” Miss Olivia said, ‘No Jax, that’s not true. Both boys and girls can become nurses, just like both boys and girls can become doctors, to anything else they want to be. Let’s look at some videos of men talking about what it’s like working as a nurse (see learning story 4_3_20).”


Below is a case study that demonstrates how the Exceeding themes 1 Embedded Practice, 2 Critical Reflection and 3 Meaningful engagement with families and communities link into practice. The blue text is based on or directly quotes the exceeding indicators in the NQS Guide pages 236-237.

While discussing mum and dad’s jobs Anuta said her dad was a nurse. Jax said, “no, only girls can be nurses.” Miss Olivia (preschool room) said, ‘No Jax, that’s not true. Both boys and girls can become nurses, just like both boys and girls can become doctors, to anything else they want to be. Let’s look at some videos of men talking about what it’s like working as a nurse.” Later the team reflected together on the social justice and equity implications of their practice, and decided they needed to plan more activities which broke down gender stereotypes and promoted a culture of inclusiveness. Miss Olivia and Miss Jasmine presented children with a range of photos of female and male workers in non-traditional roles eg female construction worker and male educator, and invited them to think about the type of work they might enjoy. “I like building things” said Tayla, “so I’m going to be a builder when I grow up (see learning story 4_3_20). Educators also arranged for Anuta’s dad Rikki to come in and talk to children about why he loves being a nurse. He talked about how good it was being able to help people, including male patients who sometimes felt uncomfortable if a female nurse had to help them in the bathroom (see photos 6_3_20). Reflecting again educators could see how her Dad’s visit helped contribute to Anuta’s sense of belonging at the centre. She became more confident making suggestions and offering opinions about activities and experiences.

Use the below points to analyse your above exceeding example to see if you have included everything.

1. Write the room location into the strength. This will ensure the assessor knows where to look for your strengths.
2. Write the educator’s name into the strength. This will ensure the assessor knows who to ask about your strengths.
3. Include the child/children’s names in your strength. This will give educators confidence to talk about a subject they know about (the child/ren).
4. Evidence eg learning story, photo that’s easy to access.
5. Write how you are achieving the exceeding themes.
Embedded Practice
Critical Reflection
Engagement with families/community
6. Tell the assessor exactly where to find the location of other evidence they need to see to show how you’re exceeding.
7. Show the assessor the location and time of other practice they need to observe to show how you’re exceeding.

Nominated Supervisor

The following is an example of a Code of Conduct. These types of codes must be negotiated and agreed upon by the service. Please review your Code of Conduct and compare with the one below. Change or add accordingly to your services needs and requirements.

The Approved Provider, Nominated Supervisor, educators, staff members, volunteers and students will uphold the following ethical conduct principles at all times, and promote positive interactions within the Service and the local community.

  1. Commitment to our Service philosophy and values, including the promotion of a meaningful connection to the NQF and best practice in early childhood education in partnership with our families
  2. Effective, open and respectful two-way communication and feedback between employees, children, families and management
  3. Honesty and integrity in all interactions between children, families, employees and managers
  4. Consistency and reliability in all exchanges with children, families, employees and managers
  5. Commitment to a workplace which values and promotes the safety, health and wellbeing of employees, volunteers, children and families.

Commitment to an Equal Opportunity workplace and culture which values the knowledge, experience and professionalism of all employees, team members and managers, and the diverse heritage of our families and children.

Why are you doing the checklist?

The practices identified in the checklist are what the assessor needs to see you do so they can check you’re ‘meeting the NQS.’ If you embed all the things in the checklist, then you are meeting the Element. If there’s something on the checklist that you’re not doing, then you need to either adjust your practice to do it, or ask for help and training to do what’s on the checklist ie work with your educational leader or room leader who should teach/coach you how to do it.

Step 1 Critical Reflection
The EYLF and MTOP say “Critical reflection involves closely examining all  aspects of events and experiences from different perspectives.” There is no checklist for critical reflection, it is all about other peoples perspectives.

Select one or more from below to critically reflect upon:

  • Would children and families say you’re always enthusiastic and respectful?
  • Would families say you know their child well and have a unique relationship with them?
  • Do visitors to the service always see a relaxed, happy and positive environment which reflects the lives of the children, their families and the community?

Your team crave feedback on their weekly Centre Support professional development.

Getting appropriate feedback and seeing actions which come from their comments and reflections inspires them to keep on completing the professional development. It’s important therefore that you read the Educators’ section and make sure you and/or the Educational Leader:

  • action the checklist results eg if educators ask for help by answering ‘T’ they get the help they need
  • follow up their critical reflection ie help implement outcomes
  • use their QIP contributions and celebrate them with your educators.

While discussing mum and dad’s jobs Anuta said her dad was a nurse. Jax said, “no, only girls can be nurses.” Miss Olivia agreed most nurses were girls.


The green text is directly related to the meeting indicators for Element 5.1.2 on pages 233-235 of the NQS Guide.

While discussing mum and dad’s jobs Anuta said her dad was a nurse. Jax said, “no, only girls can be nurses.” Miss Olivia said, ‘No Jax, that’s not true. Both boys and girls can become nurses, just like both boys and girls can become doctors, to anything else they want to be. Let’s look at some videos of men talking about what it’s like working as a nurse (see learning story 4_3_20).”


Below is a case study that demonstrates how the Exceeding themes 1 Embedded Practice, 2 Critical Reflection and 3 Meaningful engagement with families and communities link into practice. The blue text is based on or directly quotes the exceeding indicators in the NQS Guide pages 236-237.

While discussing mum and dad’s jobs Anuta said her dad was a nurse. Jax said, “no, only girls can be nurses.” Miss Olivia (preschool room) said, ‘No Jax, that’s not true. Both boys and girls can become nurses, just like both boys and girls can become doctors, to anything else they want to be. Let’s look at some videos of men talking about what it’s like working as a nurse.” Later the team reflected together on the social justice and equity implications of their practice, and decided they needed to plan more activities which broke down gender stereotypes and promoted a culture of inclusiveness. Miss Olivia and Miss Jasmine presented children with a range of photos of female and male workers in non-traditional roles eg female construction worker and male educator, and invited them to think about the type of work they might enjoy. “I like building things” said Tayla, “so I’m going to be a builder when I grow up (see learning story 4_3_20). Educators also arranged for Anuta’s dad Rikki to come in and talk to children about why he loves being a nurse. He talked about how good it was being able to help people, including male patients who sometimes felt uncomfortable if a female nurse had to help them in the bathroom (see photos 6_3_20). Reflecting again educators could see how her Dad’s visit helped contribute to Anuta’s sense of belonging at the centre. She became more confident making suggestions and offering opinions about activities and experiences.

Use the below points to analyse your above exceeding example to see if you have included everything.

1. Write the room location into the strength. This will ensure the assessor knows where to look for your strengths.
2. Write the educator’s name into the strength. This will ensure the assessor knows who to ask about your strengths.
3. Include the child/children’s names in your strength. This will give educators confidence to talk about a subject they know about (the child/ren).
4. Evidence eg learning story, photo that’s easy to access.
5. Write how you are achieving the exceeding themes.
Embedded Practice
Critical Reflection
Engagement with families/community
6. Tell the assessor exactly where to find the location of other evidence they need to see to show how you’re exceeding.
7. Show the assessor the location and time of other practice they need to observe to show how you’re exceeding.