InformationSheet_MTOP-Practices – Collaboration with children and young people

2 Information sheet | Last updated June 2023 © 2023 Australian Children’s Education and Care Quality Authority What is the change? Content under the principle has been updated to: • provide clearer definition of attuning to and collaborating with children and young people’s drawing on their strengths, interests, capabilities and curiosity. Consideration is given to the context of children and young people’s expertise, cultural traditions and ways of knowing spoken through the multiple languages or dialects • acknowledge educator collaboration with children and young people’s funds of knowledge as an important basis for curriculum decision-making. Rationale for the change Being attuned to children and young people allows educators in school age care to: • be responsive to children and young people’s strengths, interests, capabilities and curiosities • acknowledge children and young people’s expertise • be responsive to children and young people’s cultural traditions and ways of knowing spoken through the multiple languages or dialects of some children. Knowing about the knowledge and experiences children and young people bring with them (their funds of knowledge) and using this knowledge assists in planning the curriculum and optimises children and young people’s wellbeing, learning and development. What will this change look like in practice? • Children and young people’s expertise, cultural traditions and ways of knowing and the multiple languages and dialects, such as those spoken by Aboriginal and Torres Strait Islander children and young people are embedded in the program and shared with families in meaningful ways. • Educators are attuned to and actively listen to children and young people’s views so they can respond in ways that build trusting relationships. • Educators support the strategies used effectively by children and young people to negotiate their everyday lives. • Educators assess, anticipate and extend children and young people’s ideas via open-ended questioning, providing feedback, challenging their thinking and guiding their actions. • Article 12 of the UN Convention of the Rights of the Child helps guide educators’ practice and informs the school age care service’s philosophy. • Educators respectfully enter children and young people’s play and ongoing projects, stimulate their thinking and enrich their growth and development. What might this look like for school age children? • Collaborative engagement is a key element of relationships and is evident across the service. • The service’s Vision Statement and daily practice reflects a commitment to recognising the rights of the children and young people attending the service. • Children and young people are empowered to participate in shared decision making, with respect and trust being the cornerstones of daily practice. • Educators engage in sustained shared thinking with each child or young person about their individual interests, ideas and suggestions. Reflective questions and provocations • How does your team, individually and collectively, demonstrate respect for the rights of children and young people? How is this reflected in the service’s vision statement and philosophy? » Children’s Rights Queensland – Every child’s right to a voice • How does Article 12 of the UN Convention of the Rights of the Child help guide educators’ practice? » UNICEF – Convention on the rights of the child • What opportunities are there for children and young people to collaborate with each other, educators, families and communities? » ACECQA – From soaring towers to inclusive playscapes: Exploring the journey of children’s participation • What is your team’s view of agency? How do educators support children and young people to enact agency? » Victorian Curriculum and Assessment Authority – Children’s agency: What does it mean and why is it regarded as important? • What opportunities are provided for children and young people to explore each other’s ways of knowing, being and belonging? » Deadly Story – Aboriginal Country Map • How do educators demonstrate they welcome, reflect and draw on the voices, priorities and strengths of the children, young people and families at the service? • The Education Hub - Putting relationships centre-stage: Strategies for developing positive relationships with children Knowing, valuing and building on all children and young people’s strengths, skills and knowledge ensures their wellbeing, motivation and engagement in experiences.