Observe babies’ emotional responses and plan the routines, the environment and play experiences to support them.
Encourage parents to bring their baby’s comforter/transitional object to ease the change from home to setting.
Create a cosy, quiet place for babies to be calm.
Provide comfortable seating such as a sofa or cushions for baby and key person to be together.
Create spaces and experiences in which babies feel secure enough to explore and play.
Provide resources including picture books and stories that focus on a range of emotions.
Store babies’ toys and comforters where they can find and reach them.
Communicate with parents/carers daily to ensure continuity of care between home and setting.
Communicate with sensitivity when interacting with parents who do not speak or understand English and draw on the language skills available where possible.
Develop close partnerships with parents to discuss and agree boundaries of behaviour
Maintain an awareness and understanding that children who have had adverse experiences may require additional all-round support.
Ensure practitioners have regular opportunities to reflect on their emotional responses to the children and to their work as well as thinking about the children’s progress and planning play experiences.
Create a listening culture and atmosphere which is calm and caring, where young children feel able to express their emotions
Model caring responses and comforting or helping behaviours in your interactions with all children.
Name and talk about a wide range of feelings and make it clear that all feelings are understandable and acceptable. Put children’s feelings into words for them: It looks like you’re cross about that.
Model how you manage your own feelings, e.g. I’m feeling a bit angry and I need to calm down, so I’m going to…
Help children to recognise when their actions hurt others. Do not expect children to say sorry before they have a real understanding of what this means. Instead help them to suggest solutions to a conflict when they are emotionally ready.
Be emotionally available to young children when they need to “emotionally refuel” to help them to cope with difficult situations, conflict and difficult emotions.
Ask children for their ideas on what might make people feel better when they are sad or cross.
Children with developmental differences such as Autism Spectrum Disorders may need additional support in developing empathy. Using role play opportunities, social stories and providing feedback can help a child to recognise their feelings of empathy
Provide clear boundaries without being inflexible.
Discuss rules and fairness with young children and show positive appreciation of young children’s pro-social behaviours of kindness and helpfulness for example.
Support children in recognising the consequences of behaviours and responses that make other children or adults feel upset and help them to repair this by finding new responses or behaviours.
Actively listen to children’s talk, play, body language and behaviours and think about what the child is telling you.
Make opportunities for children and adults to listen to each other and explain their thinking, feelings and actions as far as they are able.
Collaborate with children in creating rules and expectations within a group such as mutual respect, compromise, caring behaviours towards themselves, others and the environment.
Adopt a partnership approach with parents when discussing boundaries and expectations to maintain continuity for children.
Be a secure base for toddlers to return to for “emotional refuelling” when encountering novel situations or social conflict and challenges.
Create regular opportunities to be in very small groups or 1:1 times with the key person.
Reduce frustration and conflict by keeping routines flexible so that young children can pursue their interests.
Understand that “emotional storms” are a sign of a child being overwhelmed by strong emotions such as anger, frustration, fear, anxiety and sadness.
Show empathy and stay close by to offer support and reassurance as the child calms after an emotional collapse.
Use real life experiences to help children to understand a wide range of emotions in others and themselves by talking about different emotions as they occur during play.
Model empathy and talk about others’ feelings. For example, Amaya is feeling sad today because she is missing her mummy.
Understand that young children communicate their feelings through their behaviours and respond by showing empathy for their underlying feelings
Demonstrate clear and consistent boundaries without being rigid and unreasonable
Take children seriously and understand their motivations and underlying reasons for their actions.
Show you are supportive by empathising when toddlers’ attempts at assertion and negotiation go wrong and helping them to find more effective ways.
Show fairness; apply rules consistently but reasonably and flexibly when necessary.
Support young children’s rights to be kept safe by others by helping them to assert themselves positively and by respecting their bodily integrity
Expresses a wide range of feelings in their interactions with others and through their behaviour and play, including excitement and anxiety, guilt and self-doubt
May exhibit increased fearfulness of things like the dark or monsters etc and possibly have nightmares
Talks about how others might be feeling and responds according to their his understanding of the other person’s needs and wants
Is more able to recognise the impact of their her choices and behaviours/actions on others and knows that some actions and words can hurt others’ feelings
Understands that expectations vary depending on different events, social situations and changes in routine, and becomes more able to adapt their behaviour in favourable conditions
Expresses the self-aware emotions of pride and embarrassment as well as a wide range of other feeling
Can feel overwhelmed by intense emotions, resulting in an emotional collapse when frightened, frustrated, angry, anxious or over-stimulated
Is becoming able to think about their feelings as their brain starts to develop the connections that help them manage their emotions
Seeks comfort from familiar adults when needed and distracts themselves with a comfort object when upset
Responds to the feelings of others, showing concern and offering comfort
May recognise that some actions can hurt or harm others and begins to stop themselves from doing something they should not do, in favourable conditions
Participates more in collective cooperation as their experience of routines and understanding of some boundaries grows
Expresses positive feelings such as joy and affection and negative feelings such as anger, frustration and distress, through actions, behaviours and a few words
Experiences a wide range of feelings with great intensity, such as anger and frustration, which can be overwhelming and result in losing control of feelings, body and thinking
Is aware of others’ feelings and is beginning to show empathy by offering a comfort object to another child or sharing in another child’s excitement
Asserts their own agenda strongly and may display frustration with having to comply with others’ agendas and with change and boundaries
Communicates a range of emotions (e.g. pleasure, interest, fear, surprise, anger and excitement) through making sounds, facial expressions, and moving their bodies
Expresses feelings strongly through crying in order to make sure that their needs will be met
May whimper, scream and cry if hurt or neglected. If their needs are not responded to, they may become withdrawn and passive
Seeks physical and emotional comfort by snuggling in to trusted adults
Is affirmed and comforted by familiar carers through voice, physical presence and touch, for example singing, cuddles, smiles or rocking
Reacts emotionally to other people’s emotions; smiling when smiled at and becoming distressed if they hear another child crying or see a blank unresponsive face
When making up alliterative jingles, draw attention to the similarities in sounds at the beginning of words and emphasise the initial sound, e.g. mmmmummy, shshshshadow, K-K-K-KKaty.
Plan activities listening carefully to different speech sounds, e.g. a sound chain copying the voice sound around the circle, or identifying other children’s voices on tape.
When singing or saying rhymes, talk about the similarities in the rhyming words. Make up alternative endings and encourage children to supply the last word of the second line, e.g. Hickory Dickory bee, The mouse ran down the…
Set up a listening area or other opportunities where children can enjoy rhymes and stories. either independently or with an adult.
Provide instruments for musical play.
Provide opportunities to listen in different kinds of environments e.g. outdoor spaces, dens, large and small rooms and buildings
Explore different kinds of surfaces and how noise bounces off them,
Talk with children about how we listen differently to different things, for example animals and types of music.
Use puppets and other props to encourage listening and responding when singing a familiar song or reading from a story book.
Encourage children to learn one another’s names and to pronounce them correctly.
Ensure all practitioners can pronounce the names of children, parents and other practitioners.
Find out parents’ preferred names for themselves and their children.
Where possible minimise background noise and visual distractions in the environment, and ensure spaces are separated enough for children to listen to each other.
Encourage talk in all spaces, both indoors and outdoors.
Collect resources that children can listen to and learn to distinguish between. These may include games that involve guessing which object makes a particular sound
Encourage listening in its widest sense; this could include opportunities to listen to human noises, non-human noises, objects that make interesting noise, weather and other outdoor sounds.
Provide opportunities to listen to the sounds of the local area, the home and the natural world.
Listen to sounds that are easily identifiable and mysterious noises that are not. Model and encourage playful imaginative responses.
Share stories, songs and rhymes from all cultures and in babies’ home languages and other languages common in communities.
Share favourite stories, songs, rhymes or music as babies are settling to sleep, or at other quiet times.
Sing frequently with young babies, encouraging them to join in.
Create an environment which invites responses from babies and adults, for example, touching, smiling, smelling, feeling, listening, exploring, describing and sharing.
Establish a familiar pattern by spending prolonged moments of time each day interacting with the baby, or a small group of babies.
Consider what it feels like to use your voice in your environment – what kinds of soundscape and sensory atmosphere do children experience? Is the invitation to “join in” with this environment, using voices, bodies and objects to make noise, irresistible?
Engage in role play and imaginary play scenarios and model listening behaviours.
Encourage children to listen to their friends and take turns in play and activities.
Make mistakes when telling stories/singing songs so the children correct you.
Cue children, particularly those with communication difficulties, to listen by first using their name, and signal a change of conversation, e.g. Now we are going to talk about…
Share rhymes, books and stories from many cultures, sometimes using languages other than English, particularly where children are learning English as an additional language.
Invite parents and members of wider communities to story-telling opportunities, so children can use their full language repertoire. Children then hear a range of languages, and the value of home languages as well as English.
Introduce “rhyme time” bags containing books that are relevant to the communities of your setting. Encourage taking these home, and involve parents in rhymes and singing games.
Ask parents to record and share songs and rhymes that have meaning to them, their family and community.
Choose stories with repeated refrains, dances and action songs involving looking and pointing, and songs that require replies and turn-taking.
Plan regular short periods when individuals listen to others, such as singing a short song, sharing an experience or describing something they have seen or done.
Play games which involve listening for a signal, such as Simon Says, and use Ready, steady…go!
Use opportunities to stop and listen carefully for environmental sounds, and talk about sounds you can hear using words such as long, short, high, low.
Play with sand timers to help extend concentration for children who find it difficult to focus their attention on a task.
Explain why it is important to pay attention by looking and listening when others are speaking.
Give children opportunities both to speak and to listen, ensuring that the needs of children learning English as an additional language are met, so that they can participate fully starting with simple actions and gestures, progressing to single words and phrases, and then to using more complex sentences.
Model being a listener by listening to children and taking account of what they say in your responses to them.
Have conversations with children as part of everyday activities
Play alongside children and talk with them as part of playful encounters
Model and encourage language for thinking by using phrase such as I wonder…, What if…, I have an idea.
Encourage repetition, rhythm and rhyme by using tone and intonation as you tell, recite or sing stories, poems and rhymes from books.
Be aware of and actively support the needs of children learning English as an additional language from a variety of cultures and ask parents to share their favourite stories, rhymes and songs in their home languages.
Get physically close making sure the baby can see your face. Make sure the baby is looking at you and wants to interact. This will help the baby to observe faces and notice communications.
Show that you are present and tuned in by using eye contact and touch to create shared moments of interaction.
Be attentive and leave space for the baby to start a “serve and return” conversation.
Use a range of animated facial expressions to show babies you are interested in them.
Use a lively voice with ups and downs to help babies tune in.
Say the baby’s name to draw their attention.
Imitate the baby’s responses to show you notice and value their contributions.
Encourage playfulness, laughter, turn-taking and responses, using “peek-a-boo” and action rhymes.
Sing songs and rhymes during everyday routines.
Use repeated sounds, and words and phrases so babies can begin to recognise particular sounds.
Pay attention to babies’ teasing and emergence of humour. They may use inanimate objects to tease and provoke your reaction.
Follow the baby’s focus and pay joint attention to what they are interested in.
Involve parents in their children’s learning and learn about each child’s home culture from them.
Plan regular opportunities for children to talk to their small group about something they are interested in or have done.
Include mirrors and photographs of the children and their families and friends in the environment.
Reflect children’s socio-cultural and ethnic backgrounds and those of the wider community in the environment, play opportunities and resources.
Give time for children to pursue their play and learning without interruption, to complete activities such as role play, construction, building dens and painting to their satisfaction, and to return to their activities if they wish.
Provide experiences and activities that are challenging but achievable.
Provide a role-play area resourced with materials reflecting children’s family lives and communities. Consider including resources reflecting lives that are unfamiliar, to broaden children’s knowledge and reflect an inclusive ethos.
Involve children in drawing or taking photographs of favourite activities or places, to help them describe their individual preferences and opinions.
Provide books, stories, songs, music and other cultural artefacts that are drawn from a wide range of traditions and styles.
Provide and engage with CPD to extend practitioner’s awareness of anti-bias practice.
Celebrate each child’s uniqueness by openly talking with them about their individual characteristics and their similarities and differences with others in a positive way.
Value difference through showing genuine interest in and valuing all children’s contributions through listening carefully and providing opportunities for children to be fully themselves.
Offer extra support to children in new situations or when they are feeling anxious or insecure.
Talk to children about choices they make and help them understand that this may mean that they cannot do something else.
Show trust in young children’s abilities by showing them how to use and care for materials, letting them try and noticing when they need help; offering but not taking over.
Be aware of and respond to the particular needs of children who are learning English as an additional language.
Engage with children in exploring and talking about what they are doing, valuing their ideas and ways of doing things.
Offer help with activities when asked but not before and see struggle and mistakes as important parts of learning.
Intervene when children need help and validation of feelings in difficult situations, such as prejudice or unkindness.
Use books, stories and Persona Dolls to engage children in thinking about difference, unfairness, prejudice and discrimination.
Notice and appreciate young children’s efforts not just their achievements, encouraging their inner motivation rather than working just for your approval or a sticker.
Listen carefully to young children. Take their ideas and opinions into account and involve them in making decisions about daily events.
Young children with disabilities or learning difficulties may need additional support in making choices and decisions and being autonomous.
Is becoming more aware of the similarities and differences between themselves and others in more detailed ways and identifies themself in relation to social groups and to their peers
Is sensitive to others’ messages of appreciation or criticism
Enjoys a sense of belonging through being involved in daily tasks
Is aware of being evaluated by others and begin to develop ideas about themselves according to the messages they hear from others
Shows their confidence and self-esteem through being outgoing towards people, taking risks and trying new things or new social situations and being able to express their needs and ask adults for help
Create displays and albums of photographs of the children and the activities they have participated in.
Encourage children to take their own photographs within the setting.
Displays, equipment and resources are reflective of the children’s linguistic social and cultural backgrounds and those of the wider community, so there are items that are familiar to each child.
Share observations and consult with parents on each child’s interests, dispositions, wellbeing and achievements, whatever they may be.
Adapt the environment to support the needs of children with mobility, visual or hearing impairment.
Plan the environment so that storage for coats, nappies, shoes and comforters are labelled with individual children’s photographs and names so children can access them independently.
Provide an environment that is stable and familiar so children can find what they need, feel secure and be autonomous in their play
Plan personalised play that follows each child’s interests and possible lines of development
Ensure materials are easily accessible so all children have access to them and can make choices in their play.
Provide mark making and collage materials that allow children to accurately represent their skin colour and hair type.
Offer play experiences that are equally attractive to girls and boys and can be accessed by children with a disability in the best way they can.
Use play and stories to positively support toddlers’ understanding of their physical selves and social identities.
Share toddlers’ pleasure when they do something for themselves and celebrate by sharing with others such as parents, other children or practitioners.
Recognise a child’s growing sense of agency and respect their attempts to gain independence by giving time for doing things for themselves in routines.
Making choices is important for all children. Consider, with parents/carers and other professionals, ways in which you provide for children with disabilities to make choices.
Provide toddlers with opportunities to practise making choices and decisions such as when serving themselves from dishes on the lunch table.
Support toddlers’ autonomy by involving them in the daily organisation of the home or group by setting the table, for example.
Be close by and available to provide encouragement and support when a toddler needs it but show trust in their capabilities.
Be aware of and alert to possible dangers, while recognising the importance of encouraging young children’s sense of exploration and risk-taking.
Offer extra support to children in new situations where they may not understand the expectations or have confidence in their abilities.
Recognise and value toddlers unique interests and abilities by following and building on what they show you about their play interests and preferences.
Be sensitive to differences in attitudes and expectations amongst families and maintain a two-way communication about their values and approach.
Recognise each child’s social and cultural context by talking about the places children go to, celebrations they enjoy and the people they love.
Notice your interactions with children of different genders, ethnicities or abilities; are you conveying any unconscious bias? Are you actively challenging stereotypes and assumptions?
Knows their own name, their preferences and interests and is becoming aware of their unique abilities
Is developing an understanding of and interest in differences of gender, ethnicity and ability
Shows a sense of autonomy through asserting their ideas and preferences and making choices and decisions
Experiments with their own and other people’s views of who they are through their play, through trying out different behaviours, and the way they talk about themselves
Is gradually learning that actions have consequences but not always the consequences the child hopes for
Is aware of and interested in their own and others’ physical characteristics, pointing to and naming features such as noses, hair and eyes
Experiments with what their bodies can do through setting themselves physical challenges, e.g. pulling a large truck upstairs
Begins to use me, you and I in their talk and to show awareness of their social identity of gender, ethnicity and ability
Shows their growing sense of self through asserting their likes and dislikes, choices, decisions, and ideas. These may be different to those of the adult or their peers; often saying no, me do it or mine
Allow for flexibility within practice so that the routines you follow offer continuity between home and setting.
Learn from parents/carers about each baby’s family culture, traditions and languages.
Share knowledge about each child’s language(s) by making a poster or book of greetings and key phrases to use
Provide comfortable areas where parents, practitioners and young babies can be together.
Create time at the beginning and end of each day to talk and reflect with parents about their baby’s daily needs, progress and development, with communication support for different language speakers and users.
If appropriate, plan to have times when babies and older siblings or friends can be together.
Place mirrors where babies can see their own reflection. Talk with them about what they see.
Create sufficient safe space for babies to move, roll, stretch and explore.
Provide objects and images that reflect the baby and their home.
Provide types of food and styles of serving and eating that are familiar to each child.
Display photos of family and other special people.
Provide toys and open- ended play experiences that match the play interests and styles of individual babies.
Provide play resources that reflect each baby’s home culture and that help them to make links with the smells and sounds of home.
Engage in attentive, uninterrupted play with babies when they are alert and ready.
Provide many opportunities for babies to explore how their bodies move by giving them free play time on the firm surface of the floor.
To support their sense of agency and autonomy, only put babies into positions that they can get into and out of themselves. For example, do not put them on their tummies until they can roll over independently.
Listen, respond to and build on babies’ expressions, actions, and gestures, engaging in conversation with them.
Play interactive games that help babies recognise themselves, such as finger plays and action rhymes.
Spend one-to-one time playing, talking and looking at books that are of personal relevance together.
Talk with babies about people and things that are special to them, such as their family members or pets.
Offer commentary to babies about what is happening around them and what they are doing.
Notice and acknowledge babies’ independently chosen activities and tasks, valuing their efforts as well as celebrating their achievements.
Use care events to support a positive sense of self through respectful interactions.
Support a baby’s confidence by being close by as they explore.
Offer manageable choice between two things, e.g. Would you like the blue t-shirt or the one with spots on?
Use familiar greetings, in relevant languages, with children, parents and each other.
Learn from parents the baby’s usual experience of feeding, changing, sleeping and comforting before taking on these tasks yourself.
Ensure a baby feels safe and secure whilst preparing their food, preparing to change their nappy or to go out for a walk by talking to them and providing suitable toys and/or comforters for them while they wait.
Responds to their own name and enjoys finding own nose, eyes or tummy as part of interactive games
Shows an interest in their reflection in a mirror, although may not yet realise that the reflection is them
Shows separation anxiety as they become more aware of themselves as separate individuals
Shows an emerging autonomy through asserting choices and preferences such as different tastes and rejects things they don’t want, for example by pushing them away
Understands that their own voice and actions causes an effect on others, e.g. clapping hands starts a game
Shows growing self-confidence through playing freely and with involvement
Learns about their physical self through exploratory play with their hands and feet and movement
Is becoming aware of self as they imitate sounds and expressions that are mirrored back to them by close adults: Laughing and gurgling during physical interactions
Shows awareness of being a separate individual through initiating contact with others using voice, gesture, eye contact and facial expression and through secure-base behaviours
Expresses awareness of their physical self through their own movements, gestures and expressions and by touching their own and other’s faces, eyes, and mouth in play and care events
Shows growing confidence that their needs will be met by freely expressing their need for comfort, nourishment or company
Provide stability in staffing, key person relationships and in grouping of the children.
Plan opportunities for children to spend time with their key person, individually and in small groups.
Create opportunities for children to get to know everyone in the group.
Plan the environment to create spaces for children to play alone, alongside or with others as they choose.
Provide time, space and open-ended materials for children to collaborate with one another in different ways, for example, in block play.
Provide play activities that encourage cooperation and collaboration, such as parachute activities and ring games.
Choose books, puppets, dolls and small world play that help children explore their ideas about friends and friendship and to talk about feelings, e.g. someone saying You can’t play’
For young children who are finding it hard to make relationships in the group, develop other situations such as a forest school activity or a creative arts project that may be more encouraging.
Represents and recreates what they have learnt about social interactions from their relationships with close adults, in their play and relationships with others.
Develops particular friendships with other children, which help them to understand different points of view and to challenge their own and others’ thinking.
Is increasingly flexible and cooperative as they are more able to understand other people’s needs, wants and behaviours.
Is increasingly socially skilled and will take steps to resolve conflicts with other children by negotiating and finding a compromise; sometimes by themselves, sometimes with support
Returns to the secure base of a familiar adult to recharge and gain emotional support and practical help in difficult situations.
Is proactive in seeking adult support and able to articulate their wants and needs.
Some children may have had to make many different relationships in their life. This may have impacted on their understanding of what makes a consistent and stable relationship
Continue to provide children with a secure base for them to return to and to explore from by being available if needed.
Offer a warm and consistent presence, spending time playing and being with children in 1:1 and small groups as well as in the whole group.
Show that you keep children “in mind” by referring to things you have noticed in their play or something that reminded you of them in some way.
Model key skills of empathy, negotiation, compromise and positive assertion when playing with children and in your everyday interactions.
Provide positive feedback during play, noticing and acknowledging children’s thoughtfulness towards each other.
Support young children’s efforts to join in with others’ play and inviting others into their play.
Use different resources such as social stories and Persona Dolls to help children to develop strategies for building and maintaining relationships.
Offer calm and considered support for children as they experiences conflict with their peers. Use a problem-solving approach, e.g. You are fighting because you both want the blue bike, what can we do about this?
Pause before intervening in children’s arguments to allow children time resolve issues if they can
Recognise and respect children’s particular friendships
Notice and celebrate young children’s valuable contributions to their relationships with others, e.g. to younger children, new children or new practitioners.
Shy children or some with social and emotional difficulties may be anxious when interacting with peers. One-to-one or smaller group encounters in a familiar, cosy space can help a child to build confidence.
Seeks out companionship with adults and other children, sharing experiences and play ideas
Uses their experiences of adult behaviours to guide their social relationships and interactions
Shows increasing consideration of other people’s needs and gradually more impulse control in favourable conditions, e.g. giving up a toy to another who wants it
Practises skills of assertion, negotiation and compromise and looks to a supportive adult for help in resolving conflict with peers
Enjoys playing alone, alongside and with others, inviting others to play and attempting to join others’ play
Builds relationships with special people but may show anxiety in the presence of strangers
Is becoming more able to separate from their close carers and explore new situations with support and encouragement from another familiar adult
Shows some understanding that other people have perspectives, ideas and needs that are different to theirs, e.g. may turn a book to face you so you can see it
Shows empathy and concern for people who are special to them by partially matching others’ feelings with their own, e.g. may offer a child a toy they know they like
Is beginning to be able to cooperate in favourable situations, such as with familiar people and environments and when free from anxiety.
Seeks out others to share experiences with and may choose to play with a familiar friend or a child who has similar interest.
Enable children to explore by being a secure base for them; sitting close by and at their level to show that you are physically and emotionally available.
Support a toddler’s explorations by drawing their attention to interesting things and smiling and nodding as they explore
Support children who are new to a group by working closely with parents/carers to gradually settle them in over time, and allowing the child to stay close to you as much as they need.
Give your full attention when young children look to you for a response.
Be on hand to support social interactions between children.
Model gentleness and kindness in your interactions with children and each other.
Help toddlers to understand each other’s thoughts and needs by suggesting useful phrases, commenting on what might be going on in their minds and modelling respectful and considerate responses during play.
Cultivate a sense of belonging by involving all children in welcoming and caring for one another and in the shared organisational tasks of the group.
Use mealtimes as ideal occasions for children to practice social skills by sitting together in small groups with their key person.
Play name games to welcome children to the setting and help them get to know each other and the staff
Get to know each of your key children’s likes and dislikes and ways of eating.
Soothe each of your key children to sleep in the way agreed with their parent and respect their individual “coming to” time.
Allow enough time in the bathroom, at lunch and when getting ready to sleep, to support toddlers to be as autonomous as they can.
Do not allow your own attitudes to food, bodily waste or dirt to make a caring time negative for a child.
Explores the environment, interacts with others and plays confidently while their parent/carer or key person is close by; using them as a secure base to return to for reassurance if anxious or in unfamiliar situations
Shows empathy by offering comfort that they themselves would find soothing, e.g. their dummy
Enjoys playing alone and alongside others and is also interested in being together and playing with other children
Will often watch, follow and imitate each other in their play and will experiment with influencing others, co-operating together and also resisting coercion in their interactions
Asserts their own ideas and preferences and takes notice of other people’s responses
Will sometimes experience long periods of social engagement as overwhelming and may withdraw or collapse with frustration
The setting offers a welcoming, calm, caring environment that is inviting and will make babies feel they want to come and play.
Implement a Key Person Approach, so that each child and their family have a special person to relate to and rely on.
Continuing professional development and supervision to support attachment relationships between key persons and children in the setting.
Develop close partnerships with parents/carers, learning from their knowledge and expertise about their baby
Admissions are phased so that only one new child starts at a time to allow them to settle in gradually.
Ensure the Key Person Approach underpins all provision for babies including personal care events, play and daily interactions with parents/carers.
Arrange for staff absence to be covered by practitioners who are already familiar to the children.
Allocate a secondary key person who takes responsibility for the care of babies when their key person is absent.
The number of changes children make between groups and key person is reduced to as few as possible during their time in the setting.
Organise working patterns and activities to allow the key person or secondary key person to be available to support babies and toddlers and their parents separating and reuniting at the beginning and end of the day.
The day is predictable enough to give babies a sense of security but is flexible enough to respond to individual children’s patterns.
Offer continuity and consistency for babies by the key person undertaking all their key children’s care needs; moving through each part of the bathroom, lunch and sleep routine together, rather than children moving from one adult to the next.
The environment is designed so that the number of times the key person has to leave the room is limited. It helps for example, if the bathroom and feed preparation areas are en-suite.
Group rooms are as home-like as possible and are decorated with photographs of the children’s families and other significant people, animals and places.
There are low adult chairs that support practitioners when they are bottle-feeding babies and which also allow children to climb up onto their laps.
Develop play opportunities centred on objects babies bring from home, as these help them to make transitions and experience continuity.
Plan to have one-to-one time to interact with young babies when they are in an alert and responsive state and willing to engage.
Create opportunities to sing to and with babies and young children.
Offer warm, loving and consistent care in your interactions with babies and young children, making good eye contact and handling children gently and respectfully.
Respond sensitively and quickly to babies and young children’s needs, holding and comforting each child as they need
Learn from parents regarding caring practices at home so you can establish predictable and familiar patterns within your own interactions allowing the child to feel safe with you.
Tune in to the meaning of babies and young children’s communications of crying, babbling, pointing or pulling and respond with interest, watching and understanding the cues they offer so they feel acknowledged and known by you
Notice and respect babies’ and young children’s signals that they no longer want to play or engage; pause and be quiet when they turn away.
Spend plenty of time with your key children playing interactive games, finger plays and singing familiar songs that engage you both in mirroring movement and sounds, follow the child’s lead.
Take primary responsibility for your key children’s physical care whenever you are both are present.
Use care events to build a close relationship with babies and young children through respectful interactions and taking it slowly. Always explain what is going to happen and invite their participation.
Be physically and emotionally available to babies and young children to provide a secure base for them to feel secure and supported in their play and independent explorations
Accept babies’ and young children’s need for security, allowing them to stay close by when feeling insecure or anxious. Caregivers may have to focus on regaining the baby or young child’s trust by remaining available to them constantly until they feel secure again.
Get to know each baby’s and young child’s separation rituals and support them by being available when they are separating from and reuniting with their parents/carers
Let your key children know where you are going, what you are doing and who they will be with, when leaving the group during the day or planning leave.
Support babies and young children’s need to hold on to their special comfort object while playing or getting changed.
Key persons should adopt a process of inviting, suggesting and then engaging with a child in interactions and care events to enable a cooperative relationship to develop
