Interactions with Children Policy

In this policy, words in italic text are defined terms which have the specific meanings set out in Gowrie Victoria Policies and Procedures – Definitions and Abbreviations.

Purpose

The purpose of this policy is to set out guidelines to be followed to ensure that every child at Gowrie Victoria’s early learning services:

• can develop responsive, warm, trusting and respectful relationships that promote their wellbeing, self-esteem, sense of security and belonging with educatorsand other adults, and with each other
• is supported to learn and develop in a secure and empowering environment

Scope

This policy applies to all Board members, staff members, volunteers, students on placement, parents/guardians, children and contractors/labour hire employees of Gowrie Victoria.

Policy Statement

Developing relationships with educators and with other children at a service is vital for children’s wellbeing, self-esteem, sense of security and belonging. Self-esteem is important for the development of a child’s sense of identity, and helps them understand their abilities and interests, and to have the confidence to grow and learn.

Gowrie Victoria must ensure that education and care is provided to all children in a way that:

• maintains the dignity, agency and rights of each child at the service
• promotes fairness, respect and equity
• encourages children to express themselves and their opinions, and to undertake experiences that develop self-reliance and self-esteem
• considers the health, safety and wellbeing of each child, and providing a safe, secure and welcoming environment in which they can develop and learn
• maintains a duty of care towards all children at Gowrie Victoria
• considers the diversity of individual children at the service, including family and cultural values, age, gender, and the physical and intellectual development and abilities of each child
• builds collaborative relationships with families to improve learning and development outcomes for children
• encourages positive, respectful and warm relationships between children, families and educators/staff at the service
• has regard to the cultural and family values, age, and the physical and intellectual development and abilities of each child being educated and cared for
• ensuring all staff are aware of the service’s expectations regarding positive, respectful and appropriate behaviour, and acceptable responses and warm, trusting and reciprocal interactions when working with children and families
• ensuring children are adequately supervised (refer to Definitions) and that educator-to-child ratios are maintained at all times
• ensuring the environment at the service is safe, secure, free from any hazards and promotes the active participation of every child
• ensuring the size and composition of groups is considered to ensure all children are provided with the best opportunities for quality interactions and relationships with each other and with adults at the service (Regulation 156(2)). Smaller group sizes are considered optimal, to promote intentional teaching strategies and responsive engagement opportunities.

Ensuring clear documentation of the assessment and evaluation of each child’s:

• developmental needs, interests, experiences and program participation
• developing and implementing educational programs that are delivered in accordance with an approved learning framework, are based on the developmental needs, interests and experiences of each child, and take into account the individual differences and strengths of each child
• progress against the outcomes of the educational program
• ensuring the educational program contributes to the development of children to have a strong sense of wellbeing and identity, and to be connected, confident, involved and effective learners and communicators
• recognising the importance of friendships and encourage support from peers, to help children and young people feel safe and be connected
• developing links with and referral pathways to services and/or program support groups to support children experiencing social, emotional and behavioural difficulties and their families
• ensuring that there is an individual support plan developed for a child if educators are concerned that the child’s behaviour may put the child themselves, other children, educators/staff and/or others at risk, and families and support groups are involved in the process where appropriate. Clear timelines are set for reviewing the plan.
• providing information, ideas and practical strategies to families, educators and staff on a regular basis to promote and support health and wellbeing in the service and at home
• ensuring that procedures are in place for effective daily communication with parents/guardians to share information about children’s learning, development, interactions, behaviour and relationships

Ensuring that the safety of each child is paramount:

• ensuring that staff members at Gowrie Victoria who work with children are aware that it is an offence to subject a child to any form of corporal punishment, or any discipline that is unreasonable or excessive in the circumstances

The following are some examples of inappropriate discipline which may constitute a serious breach of the National Law and/or National Regulations and could potentially be considered criminal matters:

• hitting, pushing, slapping, pinching or biting a child
• force-feeding a child
• yelling at or belittling a child
• humiliating a child
• physically dragging a child
• locking children away (or isolating them)
• depriving a child of food or drink
• unreasonable restraining of a child (this may include restraint in a high chair)
• excluding children from events
• consistently moving children to the office or other space away from the play areas
• moving children to another room as punishment
• verbally or physically threatening a child

Other examples of inappropriate practice are:

• negative labelling of child or family
• criticising a child’s actions or behaviours
• discouraging a child from taking part in activities
• blaming or shaming a child
• making fun of or laughing at or about a child
• using sarcastic or cruel humour with or to a child
• excessive use of negative language to a child, such as, “no” “stop that!” “don’t…” “you never…”
• ensuring notifications of serious incidents or complaints are made to the regulatory authority through the NQA IT System as soon as is practicable but not later than 24 hours after the occurrence
• ensuring that where the service has been notified of a court order prohibiting an adult from contacting an enrolled child, such contact does not occur while the child is on the service premises
• ensuring all staff, volunteers and contractors use positive and respectful strategies to assist children to manage their own behaviour, and to respond appropriately to conflict and the behaviour of others
• investigating the availability of extra assistance, such as Kindergarten Inclusion Support or Inclusion Support Program, or training, by contacting the regional Preschool Field Officer, specialist children’s services officers from DE or other agencies working with the child
• ensuring that educators/staff at the service are provided with appropriate training to guide the actions and their responses to a child/children with challenging behaviour
• maintaining confidentiality

Authorisation

Approved by the Chief Executive Officer

Name	Susan Anderson
Signature
Date	30/07/24

References