Vision of intent for building relationships with children in my care

They may forget what you said but they will not forget how you made
them feel
Carl Buechner
Secure, respectful and reciprocal relationships provide strong foundations
for childrens learning and development (Queensland Studies Authority,
2010).
To work with young children it is essential to build positive relationships.
Relationships are a key focus in the Early Years Learning Framework,
Queensland Kindergarten Learning Guidelines and the National Quality
Standards for teachers.
Building relationships with children are important for the following
reasons:

To ensure children feel safe and supported (Queensland Studies

Authority, 2010).
Children develop confidence.
Children feel respected and valued (DEEWR, 2008).
To ensure children are able to recognise and respect the feelings of
others (Queensland Studies Authority, 2010).
Assist children to develop skills to interact positively with others
(Queensland Studies Authority, 2010).
Children develop a sense of identity (by exploring physical, social,
emotional, spiritual and cognitive aspects).
Children feel accepted (DEEWR, 2008).
Children develop attachments and trust for those that care for them.
Children feel a sense of belonging (DEEWR, 2008).
Children feel a sense of self-worth- if they feel cared for (DEEWR,
2008).
Children may not feel loved or nurtured at home, therefore it is
critical in the classroom environment, to meet childrens basic needs
(DEEWR, 2008).
To ensure children feel a strong sense of wellbeing (Queensland
Studies Authority, 2010).
To make sure children are able to trust others.
Maximises childrens potential to learn.
Be a confidant for children to cope with day-to-day stress and
challenges.
Children will become aware of the importance of living and learning
with others.
Children will have a willingness to learn (Queensland Studies
Authority, 2010).

Strong relationships can be created when:

Positive interactions occur (throughout the day and during learning

times).
Caring for children.
Having empathy for children (Queensland College of Teachers,
2016).
Respecting children (Queensland College of Teachers, 2016).
Being kind.
Nurturing a child (DEEWR, 2008).
Listening to and understanding childrens thoughts, feelings, ideas
and emotions (Queensland Studies Authority, 2010).
Collaborating with others.
Exchanging trust.
Showing genuine concern for a child.
Acknowledging childrens background, culture and ability
(Queensland Studies Authority, 2010).
Inclusion occurs.
Remaining calm in a situation where a child is expecting a reaction.
Being honest and truthful.
Being fair and reasonable (Queensland College of Teachers, 2016).
Interacting in created predictable and safe environment
(Queensland Studies Authority, 2010).
Affirmation and respect for all aspects of their physical, emotional,
social, cognitive, linguistic, creative and spiritual being (DEEWR,
2008).
Responding sensitively to childrens emotional state.
Respecting diversity (DEEWR, 2008).
Focussing on the strengths and interests of the child and developing
their weaknesses (DEEWR, 2008).

The following pedagogies can be used to build relationships with children:

Providing positive encouragement.

Listening to the childs thoughts, feelings and ideas and being
empathetic.
Acknowledging children by talking to them, asking them questions,
complimenting their work.
Inclusion of all- during lessons.
Cater for visual and kinaesthetic learners in the early years- if this is
childrens strength they will feel a sense of confidence, heightening
the teacher student relationship.
Not prying, rather being there for the child when they choose to
share.

Plan activities that provide children with a feeling of trust and sense
of belonging.
Group time creating a circle of trust and security (Cooper, Hoffman
& Powell, 1998).
Small group activity- all children will feel valued, acknowledged and
cared for.
Activities based on the interests and strengths of each child.
Collaborative learning opportunities through group times.

This aligns with Goodstarts centre philosophy, which identifies the

centres beliefs about the rights and needs of every child with reference to
the National Quality Standards (Australian Childrens Education and Care
Quality Authority, 2013), Early Years Learning Framework (DEEWR, 2008),
Queensland Kindergarten Learning Guidelines (Queensland Studies
Authority, 2010) and Code of Ethics (Queensland College of Teachers,
2016).
Engaging in ongoing reflection will develop personal skills for building
relationships with young children.