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Wellington Public School

Wellington Public School

Where every child is known, valued and cared for.

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Interactions with Children Procedure


A positive atmosphere and the well-being of children within an education and care setting is promoted through attentive care and quality interactions with children. Emotional development and social relationships are enhanced through thoughtful and engaging approaches to conversation, discussion and promotion of children’s language and communication. 

Children who experience relationships that are built on respect, fairness, cooperation and empathy are given the opportunity to develop these qualities themselves. When children have positive experiences of interactions they develop an understanding of themselves as significant and respected, and feel a sense of belonging. 


At Wellington Public School Preschool, interactions with children will:

·         Promote a safe, secure and nurturing environment;

·         Be authentic and responsive; and

·         Be based on fairness, acceptance and empathy with respect for culture, rights, community and the individual.


Legislative Requirements

·         Education & Care Services National Law

·         Education & Care Services National Regulations 2011

Links to the National Quality Standard

·         Quality Area 1 – Educational Program & Practice

o   Standard 1.1: Program

o   Standard 1.2: Practice

·         Quality Area 5 – Relationships with Children

o   Standard 5.1: Relationships between educators and children




Who is affected by this Procedure?

All educators and staff members at Wellington Public School Preschool, volunteers, visitors and students.



The Nominated Supervisor and Educational Leader shall:

·         Guide professional development and practice to promote interactions with children that are positive and respectful;

·         Establish practice guidelines that ensure interactions with children are given priority and those interactions are authentic, just and respect difference. 


Educators and staff will

·         Respond to children’s communication in a just and consistent manner;

·         Respond sensitively to children’s attempts to initiate interactions and conversations. 

·         Initiate one on one interactions with children during daily conversation with each child. 

·         Support children’s efforts, assisting and encouraging as appropriate. 

·         Support children’s secure attachment through consistent and warm nurturing relationships. 

·         Support children’s expression of their thoughts and feelings. 

·         Encourage children to express themselves and show an interest and participate in what the child is doing. 

·         Encourage children to make choices and decisions. 

·         Acknowledge children’s complex relationships and sensitively intervene in ways that promote consideration and alternative perspectives and social inclusion. Guidance strategies will be reflective of this approach. 

·         Acknowledge each child’s uniqueness in positive ways. 

·         Respect cultural differences in communication and consider alternative approaches as necessary. 

Children’s Rights, Family and Cultural Values

Interactions within the setting are greatly enhanced when children’s rights and family and cultural values are given due consideration and respect.

Administrative procedures, initial conversations, documentation and ongoing communication with children and families are a reference point for interactions and a foundation for authentic and respectful communication. 



Educators and staff will use listening as a foundation for interactions. Listening is based on observation and in leaving spaces in conversations and communication, suspending judgement and in giving full attention to children as they communicate.

Truly attending to children’s communication promotes a strong culture of listening. 



Children and Families 

A culture of respectful interaction is promoted when children’s attempts to communicate are valued.

Turn taking and regulating children’s conversations promotes active engagement.

Respectful communication with families generates greater confidence in interacting. 


 Reflection and Consideration 

Time is dedicated to reflecting upon interactions with children. Reflections should consider how to spend extended periods engaged in interactions with children that comprise communication and listening. 


Role Modelling 

Educators model positive interactions by:

·         Showing care, empathy and respect for children, educators and staff and families;

·         Learning and using effective communication strategies;

·         Remembering that quality interactions increase children’s knowledge and understanding of themselves, each other as unique individuals and develop the skills and understandings they need to interact positively with others. 

 Interactions between educators and children need to be genuine, positive and responsive and based on respect, fairness, acceptance, co-operation and empathy. This will be evident in conversations, communication, pedagogy, and planning for children and families.


Related Policies/Procedures

NSW Department of Education Preschool Handbook – January 2016



This procedure will be reviewed annually.  Review will be conducted by School Principal, Preschool Staff, parents/carers and any interested parties.