Philosophy: A positive atmosphere and the well being of children within the Denman Children’s Centre is promoted through attentive care and quality interactions with children.
Legislation: Education and Care Services National Regulation, Children (Education and Care Services National Law Application) Act 2010, National Quality Standard for Early Childhood Education and Care and School Age Care
Children’s Needs: To be in an environment where they nurtured and safe and positive interactions encourage a sense of belonging.
Parents Needs: Their children are respected and liked; educators develop responsive, warm, trusting relationships with children and their families.
Educators Needs: To support each other and reflect on ways to improve relationships and interactions with children and their families; access to up to date training and resources on effective communication, opportunities to model appropriate communication and interactions with children.
Management Needs: Educators, staff and nominated supervisor to interact in a respectful and co- operative manner and be a positive role model for children enrolled at the service; to budget for adequate educator training.


The Denman Children’s Centre aims to ensure that all educators interact with the children in a positive way that makes them feel safe and supported. Children who experience relationships that are built on respect, fairness, co-operation 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.


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:

  • Greet each child and family member as they arrive at the centre.
  • Comfort children who are upset, or are showing signs of distress, and help them to feel safe, secure and supported.
  • Create a relaxed and happy atmosphere in which children experience equitable, friendly and genuine interactions with all educators, the nominated supervisor and other staff members at the centre.
  • Respond sensitively to children’s attempts to initiate interactions and conversations ensuring that interactions are both meaningful and personal.
  • Initiate one to one interactions with children, babies and toddlers using their names and getting down to the child’s level when communicating with them.
  • Babies are supported to build trusting attachments with one or two educators in order to develop a secure base for their exploration and learning.
  • Support children’s secure attachment through consistent and warm nurturing relationships; most toddlers suffer a form of separation anxiety when away from their families. Educators  will reassure the children that they are safe.
  • Children are encouraged to share their feelings or thoughts, and express different viewpoints about matters that affect them.
  • Ensure routines such as toileting, nappy change and rest times are used for positive one to one interactions with children and a time where educators can learn more about the child’s likes, dislikes, interests, joys, fears etc.
  • 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 should be reflective of this approach. When a child is doing something wrong, let them know that what they are doing is wrong by telling them the right thing to do “We use our walking feet” rather than “No running”.
  • Educators will redirect or remove a child from a situation if necessary.
  • Educators will remind children frequently of the desired behaviour.
  • Educators will role model positive interactions such as empathy and respect for children, co-educators, staff and families.
  • Acknowledge each child’s uniqueness in positive ways;
  • Respect cultural differences in communication and consider alternative approaches to own.

Involving children in decision making

  • Educators will genuinely seek children’s input, respect their ideas and take their suggestions on board.
  • Younger children will be encouraged to make decisions about:
  • The experiences or activities they would like to do
  • The materials and resources they would like to use and how they would like to use them
  • Who they want to play with, or whether to play alone
  • The adults with whom they feel most comfortable
  • When and what they would like to eat
  • How they prefer to sleep or rest
  • Older children will be encouraged to make decisions about:
  • What experiences are included in the learning program
  • What experiences they choose to spend time with
  • Appropriate rules or boundaries
  • Setting up the environment


  • Community Childcare Co-Operative – sample policy
  • PSCA Policies in Practice

Related Policies

  • Positive Guidance of Children’s Behaviour
  • Inclusion, Diversity and Anti-Bias
  • Confidentiality

This policy will be reviewed annually