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It is a privilege to be present in a childs learning story and
encouraging their voice to be heard. Creating relationships
with a child that promotes a sense of safety towards
taking risks, being free to express their self, try new things
and learn through creativity is fundamental to a childs
development and lifelong learning.
Building relationships with children as an educator are
underpinned by the Early Years Learning Framework
(EYLF), the Queensland Kindergarten Learning Guidelines
(KLG) and National Quality Standards (NQS). These
frameworks provide and promote connectedness,
wellbeing, active learning and fostering of respectful and
equitable relationships that enable a child to nurture
healthy attachments. Forming relationships that will
supportive to the childs development and positive identity
and sense of autonomy.
Building relationships with children in my care are formed
by the EYLF learning outcomes and Queensland
Kindergarten learning and development areas of:
Connectedness with the focus upon building
relationships with others; showing increasing respect
for diversity and showing increasing respect for
- I am intent on supporting children to have a
sense of connection and building respect for diversity
and their environments that they interact in.
Wellbeing with the focus upon building a sense of
autonomy; exploring ways to show care and concern
and interact positively with others; exploring ways to
promote own and others health and safety and
exploring ways to promote physical wellbeing.
- I am intent on fostering wellbeing within the child
an increasing their autonomy in their exploration of
their sense of self-creating awareness of their own

bodies and interactions with others in a safe and

supportive stance.
Inclusive of the learning outcomes the NQS Quality Area 5
Relationships with children supports the EYLF and KLG
Respectful and equitable relationships are developed
and maintained with each child through interactions
with each child as warm and responsive; every child
is able to engage with educators in a meaningful,
open way that supports the acquisition of skills for
life and learning; each child is supported to feel
secure, confident and included.
- I am intent on creating through my relationships
with children with warm, secure and nurturing
behaviors that enable the child to feel safe, included
and assured that the relationship fostered is
respectful and equitable and that children learn to
develop the same relationships with others learning
skills that will enhance their relationships and feel
equipped for a life of learning and interaction.
My vision of intent is to provide myself a reminder of the
importance of building relationships with children and
equipping them to become confident relationship builders
that will assist them to engage in life in a more mindful
and meaningful way. This vision of intent will be reviewed
through my reflections of the day and how I maintained
my vision of intent and upheld these also core values to
my teaching pedagogy.
I will mindfully implement these frameworks of the EYLF,
NQS and KLG into my lesson plans, observations and
discussions with children, educators and care givers to
encourage the self reflections of their own relationship
building and how these influences can have powerful
impacts upon developmental milestones and the forming
of attitudes and behaviors of the children.

Reference list

Australian Childrens Education and Care Quality Authority. (2016). Guide to the
National Quality Standard. Retrieved from
Queensland Studies Authority. (2010). Queensland Kindergarten Learning Guideline.
Retrieved from