Element 5.2.2 Self-regulation – Each child is supported to regulate their own behaviour, respond appropriately to the behaviour of others and communicate effectively to resolve conflicts.

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.

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. Describe ‘how’ you are putting this question into practice

What Regulation goes with this NQS Element?

Law section 166 Offence to use inappropriate discipline Regulation 155 Interactions with children Regulation 156 Relationships in groups

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:

  • give each child positive guidance and encouragement toward acceptable behaviour
  • consider how the size of a group and children’s ages, genders, personalities, strengths, needs etc affect the ability of group members to interact with each other, and to regulate their 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 or from the checklist to critically reflect upon:

  • Would families say you understand their child’s personality and friendships well enough to effectively manage their behaviour?
  • Would children and families agree you help children learn about and manage their emotions?
  • Would families say you provide relevant information and support about behaviour issues?
  • Would families agree that all educators implement the same behaviour guidance strategies to guide their child’s behaviour?

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.

In early 2020 we had a child that was very difficult to deal with. He broke a window in the room and often had outbursts or meltdowns. Educators told him his actions were wrong and he wouldn’t like it if someone broke his window at home.


The green text is directly related to the meeting indicators for Element 5.2.2 on pages 243-245 of the NQS Guide.

Jnr Preschool

In early 2020 we had a child that was very difficult to deal with. Educators implemented planned and spontaneous discussions with all children about identifying and managing their emotions, however the child still broke a window in the room and often had outbursts or meltdowns. The calming strategies educators taught children were not supporting this child. Educators were having trouble ‘forgiving’ the child for the behaviour.


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 246-247.

Jnr Preschool

In early 2020 we had a child that was very difficult to deal with. He broke a window in the room and often had outbursts or meltdowns. Educators implemented planned and spontaneous discussions with all children about identifying and managing their emotions, however the child still broke a window in the room and often had outbursts or meltdowns. The calming strategies educators taught children were not supporting this child. Educators reflected on other possible causes for the behaviour ie what was going on at home. The Approved Provider organised for some social workers/counsellors to visit the service and provide guidance and strategies educators could implement to help the child self-regulate. During these visits educators gradually began to understand that the child needed lots of love, affection and stability at the service because he was not receiving it at home. As a group they discussed how hard it would be for a child to regulate their emotions when they are not feeling safe, secure or wanted. They began to ensure the child started feeling loved and secure at the service. For example, when he arrives the Nominated Supervisor takes him to all rooms/groups to say good morning to all the children and educators. Every educator welcomes him, gives him a cuddle and says how glad they are to see him and have him here today. His behaviour continues to improve. (Please see NS to discuss case further. Name excluded for privacy reasons).

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.

Behaviour Guidance Policy (in Relationships with Children Policy)

Educators, staff and volunteers will model positive behaviour and guide children’s behaviour in several ways including:

  • supporting children to explore different identities and points of view
  • discussing emotions and issues of inclusion and exclusion, fairness and bias
  • using positive language, gestures, facial expressions and tone of voice
  • intervening sensitively when children have difficulty resolving a disagreement
  • promoting children’s agency by allowing them to be as independent as possible
  • supporting children with strategies to deal with their raw emotions eg anger, fear, panic
  • allowing children to have uninterrupted play
  • providing explicit instruction for routines and learning
  • providing support such as visuals, key word signing, two step instructions
  • speaking in comforting tones and holding babies to soothe them

Educators and staff understand that inappropriate behaviour is a child’s way of saying they need support, and they will develop strategies to assist the child. Examples of appropriate strategies are provided in the policy. Educators will not isolate, intimidate or subject children to corporal punishment to guide behaviour.

Parents will:

  • work in partnership with educators where concerns are raised about the behaviour of their child
  • consent in writing where educators believe liaising with relevant professionals to support the learning and development of their child is advisable
  • agree to work with educators to minimise risk where the child’s behaviour is a danger to children and educators.This may include reducing the hours of care until the child’s behaviour is supported and risk to others is minimised.

If parents do not comply with these requirements, the Nominated Supervisor may suspend or terminate the child’s enrolment.

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 try and see things from a child’s perspective so you can understand where the behaviour came from?
  2. Do you discuss issues of inclusion and exclusion, fair and unfair behaviour, bias and prejudice with children?
  3. Do you document the time and details of consistent inappropriate behaviour, then collaborate with parents and other relevant professionals to develop and implement a behaviour plan?

What Regulation goes with this NQS Element?

Law section 166 Offence to use inappropriate discipline Regulation 155 Interactions with children Regulation 156 Relationships in groups

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:

  • give each child positive guidance and encouragement toward acceptable behaviour
  • consider how the size of a group and children’s ages, genders, personalities, strengths, needs etc affect the ability of group members to interact with each other, and to regulate their 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 or from the checklist to critically reflect upon:

  • Would families say you understand their child’s personality and friendships well enough to effectively manage their behaviour?
  • Would children and families agree you help children learn about and manage their emotions?
  • Would families say you provide relevant information and support about behaviour issues?
  • Would families agree that all educators implement the same behaviour guidance strategies to guide their child’s behaviour?

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.

In early 2020 we had a child that was very difficult to deal with. He broke a window in the room and often had outbursts or meltdowns. Educators told him his actions were wrong and he wouldn’t like it if someone broke his window at home.


The green text is directly related to the meeting indicators for Element 5.2.2 on pages 243-245 of the NQS Guide.

Jnr Preschool

In early 2020 we had a child that was very difficult to deal with. Educators implemented planned and spontaneous discussions with all children about identifying and managing their emotions, however the child still broke a window in the room and often had outbursts or meltdowns. The calming strategies educators taught children were not supporting this child. Educators were having trouble ‘forgiving’ the child for the behaviour.


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 246-247.

Jnr Preschool

In early 2020 we had a child that was very difficult to deal with. He broke a window in the room and often had outbursts or meltdowns. Educators implemented planned and spontaneous discussions with all children about identifying and managing their emotions, however the child still broke a window in the room and often had outbursts or meltdowns. The calming strategies educators taught children were not supporting this child. Educators reflected on other possible causes for the behaviour ie what was going on at home. The Approved Provider organised for some social workers/counsellors to visit the service and provide guidance and strategies educators could implement to help the child self-regulate. During these visits educators gradually began to understand that the child needed lots of love, affection and stability at the service because he was not receiving it at home. As a group they discussed how hard it would be for a child to regulate their emotions when they are not feeling safe, secure or wanted. They began to ensure the child started feeling loved and secure at the service. For example, when he arrives the Nominated Supervisor takes him to all rooms/groups to say good morning to all the children and educators. Every educator welcomes him, gives him a cuddle and says how glad they are to see him and have him here today. His behaviour continues to improve. (Please see NS to discuss case further. Name excluded for privacy reasons).

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.

Behaviour Guidance Policy (in Relationships with Children Policy)

Educators, staff and volunteers will model positive behaviour and guide children’s behaviour in several ways including:

  • supporting children to explore different identities and points of view
  • discussing emotions and issues of inclusion and exclusion, fairness and bias
  • using positive language, gestures, facial expressions and tone of voice
  • intervening sensitively when children have difficulty resolving a disagreement
  • promoting children’s agency by allowing them to be as independent as possible
  • supporting children with strategies to deal with their raw emotions eg anger, fear, panic
  • allowing children to have uninterrupted play
  • providing explicit instruction for routines and learning
  • providing support such as visuals, key word signing, two step instructions
  • speaking in comforting tones and holding babies to soothe them

Educators and staff understand that inappropriate behaviour is a child’s way of saying they need support, and they will develop strategies to assist the child. Examples of appropriate strategies are provided in the policy. Educators will not isolate, intimidate or subject children to corporal punishment to guide behaviour.

Parents will:

  • work in partnership with educators where concerns are raised about the behaviour of their child
  • consent in writing where educators believe liaising with relevant professionals to support the learning and development of their child is advisable
  • agree to work with educators to minimise risk where the child’s behaviour is a danger to children and educators.This may include reducing the hours of care until the child’s behaviour is supported and risk to others is minimised.

If parents do not comply with these requirements, the Nominated Supervisor may suspend or terminate the child’s enrolment.

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 try and see things from a child’s perspective so you can understand where the behaviour came from?
  2. Do you discuss issues of inclusion and exclusion, fair and unfair behaviour, bias and prejudice with children?
  3. Do you document the time and details of consistent inappropriate behaviour, then collaborate with parents and other relevant professionals to develop and implement a behaviour plan?

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 or from the checklist to critically reflect upon:

  • Would families say you understand their child’s personality and friendships well enough to effectively manage their behaviour?
  • Would children and families agree you help children learn about and manage their emotions?
  • Would families say you provide relevant information and support about behaviour issues?
  • Would families agree that all educators implement the same behaviour guidance strategies to guide their child’s behaviour?

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.

In early 2020 we had a child that was very difficult to deal with. He broke a window in the room and often had outbursts or meltdowns. Educators told him his actions were wrong and he wouldn’t like it if someone broke his window at home.


The green text is directly related to the meeting indicators for Element 5.2.2 on pages 243-245 of the NQS Guide.

Jnr Preschool

In early 2020 we had a child that was very difficult to deal with. Educators implemented planned and spontaneous discussions with all children about identifying and managing their emotions, however the child still broke a window in the room and often had outbursts or meltdowns. The calming strategies educators taught children were not supporting this child. Educators were having trouble ‘forgiving’ the child for the behaviour.


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 246-247.

Jnr Preschool

In early 2020 we had a child that was very difficult to deal with. He broke a window in the room and often had outbursts or meltdowns. Educators implemented planned and spontaneous discussions with all children about identifying and managing their emotions, however the child still broke a window in the room and often had outbursts or meltdowns. The calming strategies educators taught children were not supporting this child. Educators reflected on other possible causes for the behaviour ie what was going on at home. The Approved Provider organised for some social workers/counsellors to visit the service and provide guidance and strategies educators could implement to help the child self-regulate. During these visits educators gradually began to understand that the child needed lots of love, affection and stability at the service because he was not receiving it at home. As a group they discussed how hard it would be for a child to regulate their emotions when they are not feeling safe, secure or wanted. They began to ensure the child started feeling loved and secure at the service. For example, when he arrives the Nominated Supervisor takes him to all rooms/groups to say good morning to all the children and educators. Every educator welcomes him, gives him a cuddle and says how glad they are to see him and have him here today. His behaviour continues to improve. (Please see NS to discuss case further. Name excluded for privacy reasons).

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 or from the checklist to critically reflect upon:

  • Would families say you understand their child’s personality and friendships well enough to effectively manage their behaviour?
  • Would children and families agree you help children learn about and manage their emotions?
  • Would families say you provide relevant information and support about behaviour issues?
  • Would families agree that all educators implement the same behaviour guidance strategies to guide their child’s behaviour?

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.

In early 2020 we had a child that was very difficult to deal with. He broke a window in the room and often had outbursts or meltdowns. Educators told him his actions were wrong and he wouldn’t like it if someone broke his window at home.


The green text is directly related to the meeting indicators for Element 5.2.2 on pages 243-245 of the NQS Guide.

Jnr Preschool

In early 2020 we had a child that was very difficult to deal with. Educators implemented planned and spontaneous discussions with all children about identifying and managing their emotions, however the child still broke a window in the room and often had outbursts or meltdowns. The calming strategies educators taught children were not supporting this child. Educators were having trouble ‘forgiving’ the child for the behaviour.


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 246-247.

Jnr Preschool

In early 2020 we had a child that was very difficult to deal with. He broke a window in the room and often had outbursts or meltdowns. Educators implemented planned and spontaneous discussions with all children about identifying and managing their emotions, however the child still broke a window in the room and often had outbursts or meltdowns. The calming strategies educators taught children were not supporting this child. Educators reflected on other possible causes for the behaviour ie what was going on at home. The Approved Provider organised for some social workers/counsellors to visit the service and provide guidance and strategies educators could implement to help the child self-regulate. During these visits educators gradually began to understand that the child needed lots of love, affection and stability at the service because he was not receiving it at home. As a group they discussed how hard it would be for a child to regulate their emotions when they are not feeling safe, secure or wanted. They began to ensure the child started feeling loved and secure at the service. For example, when he arrives the Nominated Supervisor takes him to all rooms/groups to say good morning to all the children and educators. Every educator welcomes him, gives him a cuddle and says how glad they are to see him and have him here today. His behaviour continues to improve. (Please see NS to discuss case further. Name excluded for privacy reasons).

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.