CHCECE007: Develop Positive and Respectful Relationships with Children

This assignment addresses key aspects of early childhood development, focusing on the National Quality Standard, educational programs, and practices. It examines how to foster positive and respectful relationships with children, emphasizing child-centered approaches and responsive teaching methods. The paper delves into the importance of creating secure and safe environments that promote exploration and play-based learning. It also explores effective verbal and non-verbal communication techniques for young children, including the use of body language, tone variations, and visual aids. Furthermore, the assignment discusses how to guide children's behavior by understanding the influence of role models, the impact of the child's environment, and the importance of positive interactions. It also covers the United Nations Convention on the Rights of the Child and the National Quality Framework. The solution provides insights into various aspects of early childhood care and education.

Running head: EARLY CHILDHOOD
Early Childhood
Student’s name
Institution affiliation
City
Date

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National Quality Standard
Educational program and practice
The objective of Educational program and practice is to ensure and maintain the child’s
learning and their development in their studies. The standards state that the curriculum decision
made during the education programs should contribute to every kid learning and development
that will result to kids’ wellbeing in school and increase the child confidence in taking the
studies1. The Educational program and practice is child-centered as all its aspects as it
concentrates on the child’s strengths, culture, current knowledge and interests in its routine to
maximum child’s learning. The standard also defines how the teachers in lower school who teach
young children how they are supposed to carry out their job. The standard directs the teachers to
carry out responsive teaching and carry out an assessment of the kid's studies and present these
reports to the parent.
Response to Question 2: National Quality Standards
Quality Area 5 of the National Quality Standard (of NQF) aims to develop relationships
with children in an interactive, responsive and responsible manner. According to this standard –
“Each child is supported to build and maintain sensitive and responsive relationships.” The area
focusses to enhance and address the children’s feeling of belonging and security needs. These

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sort of socially nurturing relationships assist children to engage in a mindful, playful learning
while exploring different components of the environment.
Standard 3 of National quality framework focuses on quality area 3 incorporates learning
‘environment’ in the framework. According to this standard, “the service environment is
inclusive, promotes competence and supports exploration and play-based learning”. Quality Area
3 aims at ensuring that the child’s environment is secure and safe. It also focuses on providing an
enriched form of diversified experiences which would eventually lead to learning and cognitive
development. .The environment is equipped, designed and organized in such a way that the
resourceful environment becomes readily engaging to the child, contributing to his positive
behavior and proximal development.
Response to Question 3: Communication Techniques
To communicate with children in their early age, one requires to use effective
communication techniques as the little children do not understand complex communication
techniques. One can use either verbal or non-verbal techniques. The non-verbal techniques
include the use of body languages and gestures such as smiles and at touching kid’s body parts
such as hands when communicating with a kid. The verbal techniques include tone variation
(vocal cues), exaggeration of concepts being taught, storytelling, rhyming words and visual
cuing with picturesque illustrations of ideas or objects. These techniques leaves a distinct
impression in a child’s mind so that they can learn easily and recall them instantly when asked.

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It is important to use both types of communication when interacting with children because it
shows that you understand how they feel.
Response to Q 4. How to Guide Children’s Behavior
The outer world shapes a child’s behavior, feeling and responsibilities in a unique way.
It has been seen that a ‘model’ greatly influences a child’s behavior in a very serious way. This
‘model’ is someone who inspires the child in a profound way and can be any one of his parents
or family members. A child imitates what he or she sees and it is important for the elders to be
‘good role models’. Any negative or inappropriate behavior would cause the child to imitate the
same and it is not definitely safe that way. Another important factor is the impact of “More
Knowledgeable others” in the zonal proximal development of the child. According to this
concept, a child widens his or her ‘zone’ of knowledge as the academic or educational
environment broadens starting from home to school to playgrounds and company of peers. The
only way to control and regulate children behavior is by having important and positive
interactions with children during school time and when together with family members. Different
children have different behavioral issues like attention deficit hyperactivity disorder, anxiety
disorders, anger and mood swings, social withdrawal, narcissistic disorder, childhood depression,
attachment issues which needs to managed both by parents and teachers at the same time.
It is also vital to assess the child’s behavior with respect to the trigger points present in
the child’s environment – that has probably led to a disruptive behavior. At times, an
inappropriate behavior can be produced by an irritant stimuli and it should be understood. The

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child’s parents should be the first ones to be continually monitoring, assessing and filtering their
child’s environment. They are socially and personally responsible to alter and modify their
child’s behavioral points by adding or removing stimuli from the child’s environment.
1 Pecora, Peter J., James K. Whittaker, Richard P. Barth, Sharon Borja, and William
Vesneski. The child welfare challenge: Policy, practice, and research. Routledge, 2018
Response to Question 5: United Nations Convention on ‘The Rights of the Child’
These are rights that govern the rights of children in nations that are under the wings
of United Nations. One of the child’s right that is acknowledged by United Nations in the
article 19 is the right for children to have the right to freedom in expression2. Another right
for a child is right to be registered instantly after birth while the kid will acquire birth name
and nationality according to article 1. Finally, the article 9 defines that the child has the right
of not being separated from her or his parent expect where the judicial assessment
determines.
Response to Question 6: National Quality Framework
The National Quality Framework (NQF) set and gives a national mechanism to
assessment, regulation and quality development and improvement for early childhood care
and education and hours outside school care services in Austria. The national Quality
Framework comprises of seven quality that regulation it performances.

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2 Gostin, Lawrence O., and Lindsay F. Wiley. Public health law: power, duty,
restraint. Univ of California Press, 2016.
References
1. Pecora, Peter J., James K. Whittaker, Richard P. Barth, Sharon Borja, and William
Vesneski. The child welfare challenge: Policy, practice, and research. Routledge, 2018.
2. Gostin, Lawrence O., and Lindsay F. Wiley. Public health law: power, duty, restraint.
Univ of California Press, 2016.