Building Relationships /
Element 5.1.1
Early Years Learning Framework / Learning Outcome 5
Children are effective communicators.
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Building Relationships

Building relationships with children is a significant factor in ensuring suitable levels of involvement by children in activities. Many children will not become involved unless a meaningful relationship is established.

Impacts on Building Relationships

  • Age
  • Developmental level
  • Emotional maturity
  • Social and cultural considerations
  • Disabilities
  • Motivations and perceptions
  • Child’s needs e.g. hungry, tired, unwell.
  • Comfort level and familiarity with the service environment
  • Relationship with and response to educator.
  • Presence of unfamiliar persons.

Allowing Children to Feel Comfortable

  • Suitable, familiar and comfortable environment to talk.
  • Maintain communication at the child’s level.
  • Age-appropriate, simple and straight forward questions/words.
  • Remain positive.
  • Be honest and patient.
  • Use the child’s name.
  • Monitor your own reactions and responses to the child including non-verbal communication.
  • Consider the uniqueness of each child’s experiences.
  • Avoid ‘questioning’ formats, adult concepts and suggestive statements.
  • Do something fun that the child enjoys/suggests.

DEVELOPING A TRUSTING RELATIONSHIP

  • Educators must be positive role models and show they can be trusted.
  • Honesty is crucial.
  • Only make promises that you can and will keep.
  • Inform children of information they share that you are unable to keep ‘secret’, including any revelations of abuse or neglect to them or others, or criminal activities.

United Nations Convention on Rights of the Child

  • The United Nations Convention on the Rights of the Child (CROC) 1989, ratified in Australia in 1990, states the rights of the child are paramount at all times.
  • More specifically, children have a right to participate in decisions that affect their lives.
  • As a result, the participation of children is a requirement and not an option.

Encouraging Participation

The EYLF and MTOP are based on social constructivism and emphasise the importance of relationships between children, educators, parents and the broader community. Participation is one element of these relationships.

Participation can take place in many forms, ranging from decision making, playing, sharing, listening, and expressing views.

Educators should ensure that children actively and genuinely participate where appropriate. This includes ensuring that their views and decisions can be voiced in a comfortable and encouraging way. For example, adults should give children time to voice their views. While some childrenwill choose not to participate, they should still be encouraged to do so.

Help children to understand significant events that may be happening in their lives like being taken into care. In this case explain:

  • what will happen to them while they are in care;
  • who they will be living with;
  • how long they will be living with these people;
  • whether they will get to see their friends;
  • when they will see their parents again.

Other significant events may include:

  • their health and education;
  • legal matters ;
  • living arrangements;
  • child protection ( safety from abuse or neglect);

When children are informed about how the relevant decision-making process worksthey are more likely to:

  • understand the experiences in their lives.
  • understand events taking place.
  • comment and prepare for future plans.
  • participate and offer views in the decision-making process.
  • feel empowered.
  • develop their judgment skills.
  • feel valued.

Build relationships in a way that is appropriate for eachchild

Remember that children have shorter attention spans than adults.

Some children may have learning or physical disabilities that hinder their capacity to process information.

TECHNIQUES

  • Written material should NOT be given to a child without prior discussion of content and meaning.
  • Written material should be given to the child in person to discuss its contents.
  • Children should be informed why they are receiving the materials and what they should do next.
  • Pictures or illustrations should be used for younger children.
  • Use a variety of mediums, not just written information.
  • Ask the child’s responsible adult to assist.

Building Supportive Relationships

  • In 2002 the Commission for Children and Young People found that the vulnerability of children is heightened when they lack supportive relationships.
  • The most important relationships for children include the people they come in contact with at childcare, schools and community settings.
  • The most effective way to support vulnerable children is to develop and strengthen their existing relationships.
  • Investing time and energy early can bring long term rewards for the child.

Aboriginal and Torres Strait Islander (ATSI) Children

CONSIDERATIONS

Services must:

  • reflect the diversity of ATSI communities.
  • respect family preferences about the involvement of an ATSI agency.
  • seek advice from a recognised ATSI agency on the best way to achieve learning outcomes for the child.
  • Remember that child protection issues evoke strong feelings among ATSI families and the broader community, largely because of the practices of removing ATSI children from their families as a part of the Stolen Generation or otherwise.
  • Understand many issues need to be approached sensitively when working with ATSI families because many:
  • are reluctant to use external help because of shame within their community;
  • believe that alleged harm to their child is a result of an accepted cultural or religious practice;
  • fear that intervention will further stress families; and
  • associate government intervention with previous experiences of abuse, trauma or separation from family.