The National Quality Framework for Early Childhood Education
Fostering constructive interactions (child/child, child/adult and adult/adult) requires explicit policies, procedures and practice that emphasise the value of process and are based on mutual respect, equal partnership and sensitivity.
Component 5.1 | Component 5.2 | Component 5.3 | Component 5.4 | Component 5.5 | Component 5.6
Component 5.1 - Each child is enabled to interact with her/his peers and with children of different ages in pairs, small groups and, to a lesser degree, in large groups.
Signposts for Reflection
5.1.1How does your planning reflect the child's potential to learn in collaboration with others? See 6.6 See 7.4
Throughout the daily routine, what opportunities does each child have to interact with another child or with a small group of children?
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What arrangements are in place to enable children to mix with children of other ages?
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How do you manage group work within your classroom?
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Component 5.2 - Each child receives appropriate support to enable her/him to interact positively with other children.
Signposts for Reflection
5.2.1What is your role in supporting the child to interact with other children?
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What kind of co-operative interactions between a child and another child (or children) have you observed and noted?
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What strategies are in place to manage conflicts between children?
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How do you enable the child who consistently plays alone to interact with other children?
In what ways are children facilitated to work together in small groups?
Component 5.3 - The adult uses all aspects of the daily routine (both formal and informal) to interact sensitively and respectfully with the child.
Signposts for Reflection
5.3.1What opportunities do you avail of in order to interact positively with the child?
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How do you use these ongoing opportunities?
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In what way can non-verbal interactions show warmth and support?
How can you ensure that the child feels secure with you? See 9.6
Component 5.4 - The adult interactive style is focused on process as opposed to outcomes. It is balanced between talking and listening, offers the child a choice of responses and encourages expanded use of language. It follows the child's lead and interests, and challenges the child appropriately.
Signposts for Reflection
5.4.1What measures can you take to increase the likelihood of interactions between yourself and the child lasting a meaningful length of time?
In keeping the interaction going for a meaningful length of time, what does the process offer the child?
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If applicable, how do you change/vary your style of interaction to match the actions of a child with special needs?
How can your responses support a child towards new learning and meaning?
How do you draw on the child's previous learning to support 'meaning making?'
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In interacting with an individual child or a group of children, what are the challenges for you in making sure the child does most of the talking?
What impact does group size (small/large) have on the amount of talking you do?
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What observations do you make when you are listening to children's interactions?
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Can you give an example of an interaction with a child in which you followed the child's lead?
Can you give an example of an interaction which you initiated?
When you review an interaction you had with a child/group of children, what changes, if any, would you make to your interactive style?
In your interactions with the child, what process characteristics do you emphasise?
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What do you try to achieve through your responses to the child?
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In the context of the previous two Signposts, what are the challenges in interacting in this way with a child or group of children?
If challenges have been identified, what strategies can be developed to meet these challenges?
Component 5.5 - Interactions between the adults within, and associated with the setting, act as a model of respect, support and partnership for the child.
Signposts for Reflection
5.5.1How do your interactions with parents model friendly respect and partnership? See 3.3 See 11.5
If you work as part of a team (e.g., other infant teachers, classroom assistants, special needs assistants, etc.), what positive attributes are evident in the way in which team members work together? See 10.5
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How does the nature of the interactions between the teachers/adults within the school impact on the child's learning and development?
Are there opportunities for the child to observe adults modelling positive interactions?
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Component 5.6 - There is a clear written policy and associated procedures which underpin interactive practice taking place within the setting.
Signposts for Reflection
5.6.1What does school policy say about interactions between children and adults?
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How are children involved in devising and implementing the policy on positive behaviour?
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What procedures have you put in place to deal with unacceptable behaviour from the child?
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What procedures have you put in place to deal with bullying? See 14.3
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How does your policy characterise interactions between adults working in the setting and children?
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What procedures do you have in place to ensure that adults are able to conduct interactions with children in keeping with your policy?
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How does practice in your setting mirror your policy and implement your procedures?