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maintaining eye contact with the infants during conversations and transitions enables them to feel safe and connected with the educator

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Being responsive means always being sensitive to a child's need. Being available for the child when the child needs you

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If you child coos, smiles or gestures to you, acknowledge and return the gesture. By doing this consistently, you eventually find the child engaging you with respect and responsiveness as well.
- imitate infant's movement and describe their actions makes the feel validated and engaged

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Primary caregiver - each educator is in charge of a small number of children so that it is easier to build relationship and promote attachment.

Consistency of care between home and centre gives children a sense of security as children transit from home to centre.

Continuity of Care – Each educator takes care of the same group of children for a continuous period (e.g. one year).

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A child can only learn to respect when others respect him or her first.

We naturally treat adults with respect, so why do we forget when we talk to our young children ? Just think, how do i usually talk or treat an older child, or even an adult? Then treat the young child the same way.

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Caregiving routines offer daily opportunities to build relationships and foster children's learning and development of their sense of self and autonomy

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1. make time for unstructured free play daily
2. encourage children to use five senses to explore and observe
3. play with children, explain what is happening and encourage children to think about what comes next
4. present materials with a variety of properties such as shape, colour, size and colour

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Care-giving, play and other daily routines for physical care will build relationships and support learning and developmental experiences.
It happens from when the infant/toddler enters the centre till when he/she leaves.

Routine Care examples include:
-Care-giving routines
-Communication and language development
- Cognitive development (early numeracy & problem solving)
- Play as learning
- Aesthetic Learning
- Indoor and outdoor experiences
- Access to resources and materials
- Safety and Health

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When it is multiplied over the course of infancy and toddlerhood, it scales up the developmental potential in these routines.

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2.4 Providing children with opportunities to explore nature

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2.4 Providing children with opportunities to explore nature

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Examples include doing outdoor walks at least 2 times a week, involve them in the collection of natural resources for class activities.

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Learning is physical and hands on

Transfer knowledge from one setting to another

The curriculum offers holistic experiences for learning. For example activities that allow them to listen, respond, try, demonstrate, display, manipulate and participate.

Expose them to indoor and outdoor experiences to explore, question, discover, think, reflect, problem solve, make decisions, communicate, imagine and create.

Educators intentionally think and plan the spaces and provisions for their learning and development. Spaces have to be safe, clean and hygienic, as well as be physically, educationally and aesthetically enriching.

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Consistent caregivers and schedules to ensure continuity of care, so children feel a sense of security with the environment.