Children who are securely attached look confident. They may be quiet or energetic, but they participate fully in all the learning and development opportunities. They have good relationships with adults and other children and have the confidence to seek help when needed.<\/p>\n
When children feel safe and secure, they will explore. If they feel threatened or wary, they will seek comfort from a trusted caregiver and have less interest in exploring and learning.<\/p>\n
Children who are insecurely attached may be withdrawn or quiet. They may not engage with other children or adults and focus on activities more than relationships with people. They are unlikely to ask for help. Some children with insecure attachments crave attention and will engage in attention seeking behaviour. This makes it hard for them to concentrate on activities, rules and other people.<\/p>\n
As a group, discuss the points below. Do you:<\/strong> ____________________________________________________________<\/p>\n Exceeding theme 3: Practice is shaped by meaningful engagement with families and\/or the community.<\/strong> The biggest influence on children’s lives comes from their family and community. When we understand more about the child\u2019s family we can build a stronger relationship with the child and ensure they feel supported and included. Use the list below to learn more about the children you care for and educate. Exceeding theme 3: Practice is shaped by meaningful engagement with families and\/or the community.<\/strong>[\/vc_column_text][vc_single_image image=”643″ img_size=”full”][vc_column_text]In the picture above, the educator is trying to see the world through the parent\u2019s eyes. This is critical reflection because you are asking, \u201chow could others\u2019 knowledge (parents\u2019 view) allow me to better understand the child?\u201d ____________________________________________________________<\/p>\n How do you use these unique features to strengthen the relationship with the child\/ren?<\/p>\n ____________________________________________________________<\/p>\n What have you changed because of this different viewpoint and critical reflection?<\/p>\n ____________________________________________________________<\/p>\n Exceeding theme 2: Practice is informed by critical reflection.<\/strong> The NQS Guide wants all educators to demonstrate self-awareness and be purposeful in the consideration of the theoretical perspectives that influence their pedagogy and the practice across the service.[\/vc_column_text][vc_single_image image=”644″ img_size=”full”][vc_column_text]In the above picture, the educator is trying to see the world through her team member. This is a critical reflection and Exceeding Theme 2 because you are asking, \u201cwhat questions do I have about my work? What am I challenged by? What am I curious about? What am I confronted by?\u201d<\/p>\n People bring their emotional life and past experiences to work. It doesn\u2019t have to affect work if you can identify it and work on it. An example that might help you understand this idea better is related to Attachment Theory. It is well documented that adults can repeat the process of \u2018disorganised attachment\u2019 from their childhood with their children. What isn\u2019t as well documented is this cycle can be broken once people have identified the issue and are taught how to address it.<\/p>\n Working with children creates a huge emotional response in educators and Professor Peter Elfer from the UK has been researching how \u2018Work Discussion\u2019 groups can help educators deal with the range of emotions they experience in centres. He says working with young children requires a deep level of emotional engagement and with all our differences with family background, experience and expectations we need to create a space to have a \u2018Work Discussion\u2019 that consists of educators coming together to discuss their emotional wellbeing.<\/p>\n To connect the above ideas and Element 5.1.1, discuss the emotions educators can experience when working with children. Here are some points to guide the discussion:
\n\u2981 Set up a familiar place in your room that will be the drop off place for the child and parent every morning?
\n\u2981 Ensure you are there when the child walks in?
\n\u2981 Ensure you get down to the child’s height so you can look into their eyes when you greet them?
\n\u2981 Make an honest effort to acknowledge all children and parents when you greet them and use their names?
\n\u2981 Explain to children you will come back when you go to the toilet, lunch or leave the room?
\n\u2981 Build trusting relationships with children with a hug, a conversation or warm looks and responses at all times of the day?
\n\u2981 Tell children they are doing a good job and say you are there for them?
\n\u2981 Always notice when children need your help?[\/vc_column_text][vc_single_image image=”611″ img_size=”full”][vc_column_text]After reading about Attachment Theory and discussing the points above, what does your practice for NQS element 5.1.1 look like compared to the element and the three exceeding themes?<\/p>\n
\n\u2981 Who lives in the child\u2019s house?
\n\u2981 What type of dwelling do the children live in?
\n\u2981 What do the children eat for breakfast?
\n\u2981 How do they get to your service?
\n\u2981 Who belongs to the child\u2019s extended family?
\n\u2981 Who else is authorised to collect the children?
\n\u2981 What parks do the children play at?
\n\u2981 What coffee shops do the children go to?
\n\u2981 What after school activities do the children go to?
\n\u2981 Which shops do they visit?
\n\u2981 What restaurants do the children go to?
\n\u2981 What doctors do the children go to?
\n\u2981 What hospital have they been to?
\n\u2981 What do they do at home?
\n\u2981 How many bedrooms do they have?
\n\u2981 What toys do they have?
\n\u2981 What books do they read?
\n\u2981 What songs do they sing at home?
\n\u2981 What TV shows do they watch?
\n\u2981 What time do they go to bed?
\n\u2981 What does mum and dad do for work?
\n\u2981 Who are mum and dad\u2019s best friends?<\/p>\n
\nWhat\u2019s unique about each of your families eg culture, heritage, work, lifestyle, hobbies?<\/p>\n
\n\u2981 Has there been a time when your emotions stopped you from being responsive to children and having meaningful interactions to build trusting relationships?
\n\u2981 What behaviours might you see from an educator when they are emotionally afraid to build trusting relationships?
\n\u2981 How could Educational Leaders and Nominated Supervisors emotionally support educators?[\/vc_column_text][vc_column_text el_class=”menu-ret-post”]<\/i> Return to Menu<\/a>[\/vc_column_text][\/vc_column_inner][\/vc_row_inner][\/vc_column][\/vc_row]
\n\n","protected":false},"excerpt":{"rendered":"[vc_row el_class=\"bg-section1 quality-areas\"][vc_column][vc_row_inner][vc_column_inner][vc_column_text el_class=\"sand-back\"]Responsive and meaningful interactions build trusting relationships which engage and support each child to feel secure, confident and included.[\/vc_column_text][vc_single_image image=\"642\" img_size=\"full\"][vc_column_text]For children to participate they need to form trusting relationships with caregivers and other children to feel securely attached. \u201cAttachment theory\u201d was first proposed by John Bowlby (1907 - 1990). He proposed …