In the activity, we can observe opportunities for the development of language and literacy, and social emotional development.

The activity seemed to be a repeated and predictable routine. The child is observed to feel safe and secure by having a safe and stable environment.

Infant educator:

a variety of play, She introduced the puppet and counted together. She was singing songs to the infant. During the routine, she introduced vocab and also narrated the routines she was doing. Provision of time and space for the infant to try things out on her own. The educator stayed nearby to offer support when needed. She extended the activity when the infant showed interest in the materials (e.g. the toy kissing the infant)

At our centre:

-educators will observe the infants interest

-educarers facilitate the play and interactions with the infants and toddlers

-the play space or learning space to be intentionally planned out (e.g. do environment checks-spoilt toys/choking hazards/rough edges or corners)

-Warm and responsive interactions between educators and infants

-predictable routines and environment help infants to feel happy and safe

Our infant educators do caregiving routines with our infants, at their individual needs, with consideration of the infant's preferences and interests.

The routines are consistent and predictable. Educators will talk to the infants to pre-empt the infants to ensure a smooth transition.

Through conversations with the infants, we encourage the interactions with them that foster their language development and social emotional development.

•Social and Emotional Development: The child is observant and feels safe and secure. Educators sense the child’s needs, offer choices, and avoid forcing participation. The 3Rs (Respect, Reciprocity, and Responsiveness) are evident throughout the interaction. For example, the educator was sensitive to her needs and emotions by asking the infant to sit on her lap when she was changing her diaper.

•Physical Development: The child moves around confidently, using both fine and gross motor skills to explore the environment. For example, she was free to move around the classroom to try on the different activities. The educator, on the other hand, was encouraging her.

•Cognitive Development: The child turns towards the educator and responds non-verbally to communication. She is able to make associations, such as using a comb to comb her hair.

• Educator promptly attends to infant’s cries, using soothing tones, gentle touch, and eye contact.

• Acknowledging infants’ feelings, offering cuddles, and using calm reassurance during transitions (e.g., drop-off, nap time).

• During feeding, diapering, and bathing, the educator talks softly, maintains eye contact, and explains what is happening.

Centre

• Educators greet each infant individually at arrival, making them feel secure.

• Caregiving routines (feeding, diapering) are treated as one-to-one bonding opportunities.

• Use simple words to communicate and respect infants’ needs.

• Offer comfort objects such as blankets/ soft toys when infants need reassurance.

• Provide hugs/ hold hands to build trust.

• Provide the materials and engage the children in quality interactions

• There are a lot of back and forth communication between the educator and child

• Teacher is encouraging and assuring that she is always there for the child

• Provide the space & opportunities for the children to explore materials & environment

• Child-led play and the educator facilitates the play with words

• Respect children’s decisions & choices

• Well- designed and intentional spaces were set up for children to interact

• Teacher ‘watch and wait’, not being too eager to ‘jump in’ and help

Learning through exploration & play through a safe & enriching environment (in centre)

• Teachers design provocation spaces to invite toddlers to explore

• Environment as the 3rd teacher- providing age-appropriate and meaningful materials (association with current topics)

• Small group interactions to deepen 3R communication

• A good balance of teacher facilitated and child-directed activities

• Teachers allow children to make choices and decisions

• Model the right values for children to learn as teachers interact with the children

• Teachers practice ‘Serve and Return’ when communicating with children

Treat children as capable and unique individuals.

• Diapering changing – self help putting belongings back in the back

• Acknowledging what the child wants.

• Approach child from the front.

• Gentle and unhurried.

  
  

2. Responsive

Support their needs and interest.

• Notice children’s cues and respond promptly and appropriately.

• Play time – Caregiver knew what the child’s wants by giving eye-contact and responded appropriately.

• Child show readiness to walk, caregiver encouraged child by moving back to let child proceed.

3. Reciprocal

Serve and Return.

Interactions are two-way and meaningful Serve and Return interactions. Encourage back-and-forth communication.

• Child hit the container, caregiver reciprocate by hitting the container in a playful manner

• Rolling a ball back and forth between caregiver and child.

  
  

Share how the Educarers use this principle.

During arrival

– respectfully inform that there are doing health check.

-          Warm Tone to welcome child

-          Acknowledge child when child babbles.

Diaper Change

– Respectfully informed child that it is diaper time. Let child take the diapers.

Child cries – Attend to the child’s need. Understand what the child wants

Activity – Autonomy and choices. Variety of materials to choose from.