NQS Standard 5.2: Relationships between children (elements 5.2.1 to 5.2.2) explained

Last reviewed: 8 November 2026. Standard and element wording from Schedule 1 of the Education and Care Services National Regulations as published on ACECQA’s Quality Area 5 page, checked on 8 November 2026. Explanations and model answers are in our own words.

For each element below: what it means in practice, what an assessor looks for, the common gaps, and a model short answer for “briefly explain” questions in certificate III and diploma assessments.

Element 5.2.1: Collaborative learning

“Children are supported to collaborate, learn from and help each other.”

What it means: Educators set up experiences and groupings where children work together, share ideas and help one another, and step in to support children who find this hard.

What an assessor looks for:

• Small-group and project work where children plan and solve problems together
• Educators who encourage children to ask and help peers
• Mixed-age or peer-mentoring opportunities

Common gaps: Mostly solitary or educator-led activities; children directed to ask adults rather than each other; group sizes too large for cooperation.

Element 5.2.2: Self-regulation

“Each child is supported to regulate their own behaviour, respond appropriately to the behaviour of others and communicate effectively to resolve conflicts.”

What it means: Educators teach and model how to manage feelings and behaviour, read others’ feelings and resolve conflict with words, rather than simply imposing consequences.

What an assessor looks for:

• Educators naming emotions and coaching problem solving in the moment
• Calm, predictable routines and spaces that reduce conflict
• Positive guidance that maintains each child’s dignity and rights (regulation 155)

Common gaps: Time-outs and rewards charts used instead of teaching skills; educators resolving every conflict for children; no individual plan for a child with ongoing behaviour concerns.

The regulations behind Standard 5.2

• Regulation 155: interactions with children, including maintaining each child’s dignity and rights at all times and giving each child positive guidance and encouragement toward acceptable behaviour. See regulation 155.
• Regulation 156: reasonable steps to give children opportunities to develop respectful and positive relationships with each other and with staff and volunteers, having regard to the size and composition of groups.
• Regulation 168(2)(j): an interactions with children policy covering regulations 155 and 156.

See the whole quality area in Quality Area 5: Relationships with children, or all 40 elements on one page.

Frequently asked questions

This page is a research summary, not legal or compliance advice. It is written in our own words from the sources linked on the page; confirm the position with your regulatory authority before relying on it for a compliance decision.