C203 Interactions

Educators engage in meaningful, positive interactions to enhance children’s learning and nurture reciprocal relationships.

Curriculum criteria documentation required

To meet this criterion in a way that is consistent with Te Whāriki, relationships should be recognised as a source of learning, empowerment, and identity for all. Educators, coordinators, and service leaders have a responsibility to engage in responsive, respectful relationships with children, parents and whānau, hapū, iwi, and each other.

Interaction provides a rich social world for children to make sense of and understand. Educators’ interactions should provide encouragement, warmth, acceptance, and challenges to help children extend their ideas and understanding of the world.

When mokopuna experience stable and consistent relationships with educators it enhances their learning, diverse strengths, and wellbeing. The service provider should consider how the organisation of staffing fosters opportunities for meaningful, positive, and consistent relationships between children and educators.

All interactions should create a sense of whanaungatanga in the service.

Educators have an important role and responsibility in fostering, role modelling, and supporting the peer-to-peer interactions of mokopuna.

Educators should draw on knowledge gained from the child and their parents and whānau as they build authentic and reciprocal relationships that support positive transitions for children in, through and from the service.