CARE AND NURTURING

CHCECE031 - SUPPORT CHILDREN’S HEALTH, SAFETY AND WELLBEING

CHCECE032 - NURTURE BABIES AND TODDLERS

 Hello and welcome
We are here to learn together today on beautiful
Gumbaynggirr country – home to creeks, mountains, rivers,
ocean and tranquil bush. This land has been nurtured by the
Gumbaynggirr Peoples’ for over 70,000 years and I want to
thank them for this enduring love and commitment.
I am grateful for the opportunity it provides me to nurture
my wellbeing, support my teaching practices and create
memories with my family and friends.
I believe it is my shared responsibility living on this land to
support our youngest citizens to develop this love, care and
connection also.

What does
this land
mean to you?

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Welcome
▪ Housekeeping

▪ Emergency
Procedures

▪ Course outline and

structure

▪ Assessment
requirements and
submission dates

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Session 1

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Topic 1- Child development of the

baby and toddler with links to
theorists

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The NQS

National Quality Standard 2 – Children’s Health and Safety

National Quality Standard 3 – Physical Environment
National Quality Standard 5 – Relationships with Children Do at Home
National Quality Standard 6 – Collaborative Partnership with Family

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Four Areas of Development

AE2 Part 1 Q6 A
• Physical

• Cognitive

• Social and Emotional

• Language

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The Pikler Approach

• Dr Emmi Pikler was a paediatrician who lived and Work in Hungary.
• In 1946 they assumed responsibility for Running a Home for children
in and this experience led to the development of her view on how
best to nurture infants.
• The Pikler Approach aims to create an Early Education environment
defined as the following factors:
• Respect for Children’s capabilities
• Support and not intervention
• Emphasis an observation
• Unhurried time

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The Pikler Approach in Action

• Invite – Kneel at their level and describe what you see,regardless of
whether the child is verbal or not. “It look to me you’ve struggling a
bite, and your arms stuck, I can help you if you would like”.
• Suggests – propose how you might help the child.“ if you want, I can
return you to your back. I like more comfortable, and you can try to
roll over again if you want.
• Engage – once you’ve received some invitations from the child,
perhaps a shift in body language, a smile or a laugh you can then get
involved and help them as you’ve discussed.

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Freedom of And secondly the idea that it can be

harmful for infants to be placed in
movement movement restricting devices such
as walkers, bumbos, bouncinettes
Freedom of movement or and jolly jumpers for long periods
not putting a child into of time
any position they cannot
get into or out of by
themselves is based on
two main ideas
Firstly, is the idea that
infants should always
be laid on their back
and not propped to sit
or pulled to stand so
they can learn to roll,
crawl, sit and stand
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• When objects are introduced,

they need to be explored by
holding them
OBJECTS INTRODUCED • They need to be able to
manipulate them from all
angles
• Toys need to be open ended
• Imagine the frustration of
having something interesting
dangled above you that is just
out of reach
• an object that would be
appealing to a baby who is
just learning to reach and
hold objects.
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Schema
Link: http://www.nature-play.co.uk/blog/schemas-in-childrens-play

What are these schemas?

Well it’s really a fancy word for the urges that children have to do things
like climb, throw things and hide in small places.

They appear through play by - perhaps it is the way they choose to do things, or
what they desperately need to do out of the blue!

They are the building blocks for the brain, repeated behaviour that in turn forge
connections in the brain, patterns of unfolding, learning and growth.

By knowing about these schemas we can recognise and support their urges and
development.

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Schemas are described as patterns of repeated behaviour which allow children to

explore and express developing ideas and thoughts through their play and exploration.

The repetitive actions of schematic play allow children to construct meaning in what
they are doing.

Babies and young children learn best through opportunities to engage in active learning
through hands on experiences. These opportunities allow babies and children to
problem solve, question, predict, imagine, speculate and develop independent choices
as they make decisions in an area they are familiar with.

It is important to understand that children use play to develop a methodical, systematic

and logical collection of information through their senses and movements as they
interact with practitioners, each other, objects and materials within the nursery
environment.

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Serve and return interactions AE2 Part 6 Q 3

Serve and return interactions shape

brain architecture. When an infant
or young child babbles, gestures, or
cries, and an adult responds
appropriately with eye contact,
words, or a hug, neural connections
are built and strengthened in the
child’s brain that support the
development of communication and
social skills.

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Session 2

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Topic 1 -Brain development,

Attachment theories and
Circle of security

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The first 2000 days

of life
"The first 2000 days of life is a
critical time for physical,
cognitive, social and emotional
health. What happens in the
first 2000 days has been shown
to have an impact throughout
life.

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Brain architecture
• Knowing about the importance of
what is happening to the early
brain is crucial for educators
• This ensures we understand why
we need to provide the highest
quality care and education
• Knowing how trauma can impact
the early brain is vital in planning
early childhood programs

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What are Early Childhood Education and Care

Theories
Link: Different Theorists.pub (earlychildhoodaustralia.org.au)

• THEORY: a set of principles on which the practice of an activity

is based.: an idea used to account for a situation or justify a
course of action.
• THEORIST :a person who forms theories about something

• why are they so important? "From theories, sets of

assumptions are formed about how young children learn and
develop, and what learning and teaching could and should
look like. These assumptions influence the way educators think
and act, and they have an impact on their ideas and beliefs”.

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Attachment theory
• Attachment is an emotional bond with another
person. Attachment theory, which began with the
work of a British psychologist and psychoanalyst
named John Bowlby, relates to how these bonds help
in a child's development.

• The basic premise behind attachment theory is that

caregivers who are responsive, dependable and
available to the needs of a baby or toddler help the
child to develop a sense of security from which to
explore the world.

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John Bowlby - Attachment theory AE2 Part 3 Q1

• John Bowlby was one of the first theorists to explore the
concept of attachment.
• Attachment is the strong emotional bond that one person
feels towards another significant person in their lives.
• Bowlby was particularly interested in the attachment
between infants and their mothers.
• He identified stages in the attachment process and proposed
that lack of attachment to a mothering figure in the first few
years of life resulted in long term negative effects for the
child.

Ass 2 Part 3 ‘Relationships’ Question 1 (This is 1 theory you

need to discuss)

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Can teachers/educators be attachment figures?

“For children who haven’t experienced secure

attachment the relationship with their educator
may be the MOST IMPORTANT learning in their
early care”

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• Lack of attachment can lead to:

Impacts of lack • Developmental delays

of attachment • Difficulty with emotional regulation
AE2 Part 3 Q1 D • Impaired social relationships
• Aggression
• Low self confidence
• Depression
Ass 2 Part 3 Question 1d

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• The quality of parent/carer interactions

(attachment) shape brain development and
have long term effects on psychological and
Brain emotional functioning
development • When an infant feels safe and nurtured in the
early years the brain can use its energy to
and develop pathways critical for higher level
thinking (executive functioning)
attachment –
• When an infant feels safe and has a secure
the links foundation from which to explore the world,
secure attachments allows the infant to have a
Ass 2 Part 3 wider variety of experiences and subsequently
Q1 B build more connections in the brain.

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• The quality of the relationships with parents

and caregivers are key features that
Quality influence a child for the rest of their life.
Relationships
• For example: their sense of themselves and
and secure their relationship with others. An infant who
attachment received sensitivity and responsiveness to
their psychological needs often emerges as a
healthy and happy adult.
• Delight in a child leads to high self esteem

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• A program based on fifty years of attachment research

• For us as teachers, parents or caregivers it gives us

RELATIONSHIP TOOLS TO UNDERSTAND AND RESPOND
What is the TO CHILDREN’S NEEDS.

Circle of • In our practices, Circle of Security is a way of thinking

security? about emotion and behaviour that enables early
childhood professionals to look beyond a child’s
(COS) immediate behaviour and think about how to meet their
genuine relationship needs.
AE2 Part 3 Question 1A

• Often we focus on children’s external world (Behaviour)

but most recent research suggests it is the internal world
(emotions) that need our attention

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The top of the circle

What does a “secure base” look like in practice for educators?

Being with…Support my exploration. Am I truly attuned???

‘Watch over me’ (to see that I am safe).
‘Delight in me’ (so I can look into your face and see what I look like to you, and find you are happy to be with
me).
‘Help me’ (just enough so I can do it by myself).
‘Enjoy with me’ (join my interest).

Being predictable
Handover
• Children may not go out on circle if they think they will not find you again language
• We have language and games to support this
• We need to meet child where they are at

Important to note
• Children who’s primary caregivers are uncomfortable with child going out to explore will need more
support

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How can we be a safe haven for children?

• Be there to welcome them back in.

• Be with them in ALL of their emotions – we call it
‘organising my feelings’
• Refill their emotional cup/bucket before sending
them out again (what is this?)
• Provide comfort or protection as needed

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Hands on the circle

Are we experienced by children as safe hands?

✓ The hands on the circle – I am in charge in a kind way. I

am bigger, stronger, wiser and always kind (“No-
nonsense tenderness”)
✓ Children need to know that their caregiver is in charge
and that they are safe and their caregiver isn’t afraid of Classroom hands
them. “I am strong, kind and committed”
✓ "... you are the hands for the children in your care. Strong =I can set limits and provide comfort
Children are always asking themselves: ‘Can this person and safety
who is caring for me take charge? Can they comfort me Kind = I am warm and emotionally available
and make me feel safe enough to play? Are they Committed = I am here for you no matter
kind?“ Dolby 2017
what. I see you and I understand you

Circle of security international 29

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Topic 2 -Erik
Erikson
(Psychosocial
theory) and
Responsive
practices

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Erikson emphasised developmental change throughout

the lifespan and his theory relates to the social and
emotional development of the child through eight stages.

First stage for babies

The first stage is trust versus mistrust experienced in the first year of life. This Erik Erikson’s
relates to babies learning to trust adults in their world based on their
responsiveness practice. If the care the infant receives is consistent,
predictable and reliable, they will develop a sense of trust which will carry
psychosocial
with them to other relationships, and they will be able to feel secure even
when threatened.
If these needs are not consistently met, mistrust, suspicion, and anxiety may
stage theory
develop.

• CHCECE005 Learner Guide (2015)

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Erickson’s second
stage for toddlers
• The second stage is *autonomy versus shame and doubt
experienced in late infancy and toddlerhood at one to
three years.

• This involves the child seeing themselves as an

independent individual able to do things to help
themselves. If children in this stage are encouraged and
supported in their increased independence, they become
more confident and secure in their own ability to survive in
the world. This builds a strong sense of identity

• Can you think of examples of a toddler wanting to do

things for themselves?

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Responsive Environments
Have Respond to
Educators the individual
who engage wellbeing of
and facilitate babies and
learning toddlers

Have open
Are calm and
ended
relaxed
experiences

Respond to
needs of
development
and play
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Responsive Planning for

Baby and attachment

toddler spaces
Provide resources, give
Supporting care giving
time and space and
as curriculum
interact.

Determining what
Observe babies at play
children need
and then programme
(Gonzalez – Mena, J
for their interest and
and Widmeyer Eyer, D,
strengths.
2007, p.67).

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Spontaneous affection

• has an important role in building up relationships. It

gives babies in our care the message that they are
important and that we love them and that they are a
pleasure to be with. We should never hold and comfort
a baby just to stop the noise. It’s also very important to
give babies cuddles that are secure and settled at the
centre. Use cuddling, songs, games and rhymes to build
closeness with babies in your care.

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Topic 3 -
Rituals,
routines and
transitions
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Rituals, routines and transitions

Beyond the routine

“Rituals take a deeper look into the predictability of

routines and provoke educators to see the extraordinary
in the everyday and attention to detail”

Routines are all the care practices we share with children

everyday such as nappy changing, mealtimes, putting
them to bed etc

Loader and Christie 2011

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Making rituals extraordinary Links to AE2 Part 1 Q18

“When we create beautiful rituals for children we are

giving them an irresistible invitation to participate in
something meaningful and to engage and connect
with others. The thoughtfulness of a ritual created by
the head heart and hands resonates with all it is to be
human, moving us to revisit this joyful familiarity
again and again”
Early Childhood Learning Hub

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Routines (rituals) are..

• a significant part of each day

• valuable building blocks for establishing and supporting relationships

• times that support play and engagement

• important in developing a strong sense of wellbeing, and

• rich in opportunities for both teaching and learning.

• A continuity of home routines and rituals

• Predictable

• Shared with a responsive caregiver

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Transitions signify a change

or movement from one
thing to another
Can you think of transitions that may
happen to a baby or toddler during the
day in care?

What can be the challenges of

transitions?

How can we ensure we are meeting their

needs during this time?

So, transitions are the movement between

and rituals (routines) are the actual care
events
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Some transitions in a
baby or toddler room
• Transitioning into service for first time
• Arrival and departure transition
• Transitioning to a nappy change/toileting
• Transitioning to indoor or outdoor play
• Transitioning to a mealtime
• Transitioning to a rest time

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Thinking
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intentionally to support new

children and families
• It is important to promote trust and security in babies
and toddlers in our care.
• Information sheet for families to fill in to share as much
information planning for a good start in care
• A gradual start is always best if possible with initial
visits where families spend time with child in service.
These build relationship and trust
• If possible leave their baby and toddlers for short
periods of time at first, gradually building up the length
of time they leave them over a period of a week or
two.

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How to Manage Families and Children at

Times of Separation

Orientation Program

Support Parents With Separation Anxiety

Support the Child With Separation Anxiety

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Practices to support arrival

transition
✓ Make sure you have gathered information that will
support child’s transition e.g. if they have a comforter etc
✓ Reading and responding respectfully to non-verbal and
verbal cues
✓ Prepare the child for the goodbye
✓ Begin interacting with child while family is still present
and encourage family to take time to say goodbye
✓ Create a calm, unhurried presence
✓ Be with child’s emotions and acknowledge them rather
than just distracting. Provide emotional and physical
support
✓ Know what the child likes to do on arrival and have it set
up

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The educator’s welcoming and confident presence helps parents act

with confidence.

When it is time to leave, they use a loosely scripted transition, which

contains the following elements:

• The educator says to the child, “It is my job to keep you safe. Your job
is to say goodbye to mummy (or whoever drops off) and start your day
at (name of service). Mummy’s job is to say good bye and start her day
but you will always be in her mind”

The parent and child say goodbye and the teacher and child watch the
parent leave. When the parent reaches the door, they turn and wave
to show they are still holding the child in mind.

• The teacher then helps the child engage in the activity at hand whilst
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Security or transition
objects (comforters)
• Many older babies adopt an object to help calm them.
• The variety of possible comforters is almost endless. They can range from
‘purpose built’ items, such as dummies or manufactured security toys, to
pieces of satin on blankets, cloth nappies or a pillow.
• These items are usually called comforters, security objects or transition
objects.
• Babies enjoy tactile stimulation so a common security item is a blanket or
a pillow with something special about the texture, such as a satin edge.
• From birth, babies are comforted by sucking so babies often find comfort
from sucking dummies or fingers.
• Babies and toddlers need to know that they can access the things they
need to feel calm, things that remind them of home or things that help
them to settle.
• These items should not just be restricted to sleep time.
• It is important to understand that security or transition objects provide
comfort during the transition from dependence to independence, so these
are the times when they are needed most.

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