Applying knowledge of infant toddler care to a real-life scenario, you have to develop relevant strategies to establish and strengthen collaboration and connection with families, discussing and demonstrating the importance of quality caring relationships between the infant, family and teachers in the early childhood context.  There are five (5) scenarios provided and that you are to address each of the scenarios equally. The word count is 2000 words total; so you must provide 300-400 words on how they will address each of the five (5) scenarios below: 
Scenarios:  
Samantha is a teacher working in an early childhood service. She runs a room of 20 infants with four (4) trained assistants. Samantha is a very dedicated teacher who does her best to ensure there is quality caring relationship between the infant, family and teachers in the early childhood context. Today is a particularly busy day.
9-month-old Mia has been crying since the parents arrived at the ECE centre to drop her off. The parents are feeling guilty and unsure whether walk away. Moreover, they are concerned about how to support her transition into care.
Leo, a 1-year-old toddler, has been clinging to one of the trained assistants since his mother drop-off and becoming distressed. The trained assistant is worried about Leo’s behaviour and asks for advice.
Sophia, a 12-month-old parents are concerned that she has not uttered any word compared to other infant in her age. Based on this, they are worried she may be non-verbal when she grows up.
Zara, a new infant at the centre parents wants her to be baby fed by educators and sung to during nap times. Her parents are concerned that these practices might not be fully understood by you.
The family of a 12-month-old, Aiden, informs you that they are going through a difficult time due to a recent separation. The parents are concerned that Aiden may be picking up on their stress and are unsure how to help him feel secure during this time of change. They seek your advice on how the centre can support Aiden emotionally.



Your response should demonstrate exceptional understanding of infant toddler care principles and family collaboration within the Australian context and make sure that it Provides profound insights into the importance of quality caring relationships. Your response must offer ground- 
breaking strategies that go beyond conventional approaches, showing a deep understanding of the Australian early childhood education sector. Your responses must demonstrate an unparalleled ability to apply knowledge of infant toddler care and family collaboration to the real-life scenario in the Australian context. Provides ground-breaking insights and solutions that set a new standard for excellence in addressing complex challenges in early childhood education contexts in Australia. See lecture slides of Weeks 5, 7, 10, and, 11, as they are quite relevant and you can use others as well. Make sure to conduct an exceptionally deep and insightful analysis, synthesizing complex information with clarity and originality within the Australian context. Makes profound connections between ideas, offering ground-breaking insights that significantly advance the field of early childhood education in Australia. Do not forget to cite them too.  Make sure to have 10 or more relevant academic references provided 
and expertly cited, significantly enriching the discussion with diverse perspectives and 
enhancing its credibility. And must refer to NQS for quality area 5 specifically <Introduction
The aim of Quality Area 5 under the National Quality Standard is to promote relationships with children that are responsive, respectful and promote children’s sense of security and belonging. Relationships of this kind free children to explore the environment and engage in play and learning.

Quality Area 5
Resources
Relationships with children
Standard 5.1	Relationships between educators and children	Respectful and equitable relationships are maintained with each child.
Element 5.1.1	Positive educator to child interactions	Responsive and meaningful interactions build trusting relationships which engage and support each child to feel secure, confident and included.
Element 5.1.2	Dignity and rights of the child	The dignity and rights of every child are maintained.
Standard 5.2	Relationships between children	Each child is supported to build and maintain sensitive and responsive relationships
Element 5.2.1	Collaborative learning 	Children are supported to collaborate, learn from and help each other.
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.>  

Prescribed Reading:
Fleet, A., Patterson, C., & Robertson, J. (2017). Pedagogical documentation in early years practice: 
Seeing through multiple perspectives. Sage

Recommended Readings:
Bucher, E., & Pindra, S. (2020). Infant and Toddler STEAM. Supporting Interdisciplinary Experiences 
with Our Youngest Learners. Young Children, May 2020, 16-23.
Cantor, P. (2017). Promote Infant and Toddler Learning and Development (pp. 51-73). Information 
Age Publishing.
Carroll-Lind, J. (2013). Through their lens. Politics and complexities of infants and toddlers in 
childcare. Early Education, 54, 18-22. 
Cataldo, C. Z. (1984). Infant-Toddler Education: Blending the Best Approaches. Young Children, 
39(2), 25-32. 
Center on the Developing Child, Harvard University (2007). InBrief: The Science of Early Childhood 
Development. https://developingchild.harvard.edu/resources/inbrief-science-of-ecd/
Degotardi, S., Torr, J., & Nguyen, N. T. (2016). Infant–toddler educators’ language support practices 
during snack-time. Australasian Journal of Early Childhood, 41(4), 53-62. 
Diaman-Cohen, B. (2020). Children Reimagining Infant and Toddler Preliteracy. Programs Mother 
Goose on the Loose. Young Children, July 2020, 72-79. 
Edwards, C. P. (2002). Extending the dance: Relationship-based approaches to infant-toddler care 
and education. Faculty Publications, Department of Child, Youth, and Family Studies. 16. 
https://digitalcommons.unl.edu/famconfacpub/16
Garvis, S., & Pendergast, D. (2015).Thinking differently about infants and toddlers: Exploring the 
reflections of future Australian early childhood teachers in Australia. Australian Journal of Teacher 
Education, 40(4), 119-132. http://ro.ecu.edu.au/ajte/vol40/iss4/7Gonzalez-Mena, J., Eyer, J., & 
Widmeyer, D. (2015). Infants, toddlers, and caregivers: a curriculum of respectful, responsive, 
relationship-based care and education. McGraw-Hill Education.
Gerber, B. (n.d.). On their own with our help [video] https://magdagerber.org/video/on-their-ownwith-our-help/
Gerber, B. (n.d.). Respectfully yours [Vimeo video] 
https://vimeo.com/688992297/7213e34b63?embedded=true&source=vimeo_logo&owner=1159
4646
Gerber, B. (n.d.). With care and respect – The way we see them [Vimeo video] 
https://vimeo.com/725469424/173013197b?embedded=true&source=vimeo_logo&owner=1159
4646
Gerber, M. (n.d.). Magda Gerber’s basic RIE principles. https://magdagerber.org/magdaswritings/magda-gerbers-basic-rie-basic-principles/
Gerber, M. (n.d.). Piagetian theory and the RIE approach. https://magdagerber.org/magdaswritings/piagetian-theory-and-the-rie-approach/
Gerber, M. (n.d.). What is appropriate curriculum for infants and toddlers?
https://magdagerber.org/magdas-writings/what-is-appropriate-curriculum-for-infants-andtoddlers/
Giudici, C. & Meninno, I. (2020). Opening multiple doors to knowledge [Video]. Reggiochildren. 
https://www.reggiochildren.it/e-learning/webinar-on-demand/opening-multiple-doors-toknowledge-free-webinar/
Gordon Rouse, K. A. (1998). Infant and Toddler Resilience. Early Childhood Education Journal, 
16(1), 47-52. 
Harcourt, D. (2015). Nothing without joy: The key principles of the Reggio Emilia Approach. 
Educating Young Children - Learning and teaching in the early childhood years, 21(3), 26-28. 
Harper-Brown, C., & Raikes, H. (2012). Essential Elements of Quality Infant-Toddler Programs. 
Minnesota Department of Education. http://ceed.umn.edu/wpcontent/uploads/2017/07/EssentialElementsofInfantToddlerPrograms.pdf
Higgins, C. (2010). Settling infants and toddlers into early care and education. Early Childhood 
Folio, 14(1), 23-27. 
Johnson, E. (2009). About "The Montessori Method" [Film]. South Shore Productions. 
Kinsner, K. (2022). DAP in Action in an Infant-Toddler Setting. Young Children, Spring 2022, 90-93. 
Lally, J. R. (2009). The Science and Psychology of Infant–Toddler Care. How an Understanding of 
Early Learning Has Transformed Child Care. Zero to three, November 2009, 47-53
Laurin, D. E., Guss, S. S., & Horm, D. (2021). Caregiver–infant and toddler interactions during 
diapering: Caregiver responsiveness and child well-being and involvement. Infant Mental Health 
Journal, 42, 546–559. DOI: 10.1002/imhj.21933
McMullen, M. B. (1999). Achieving Best Practices in Infant and Toddler Care and Education. Young 
Children, 54(4), 69-76. 
Miller, D. F. (2011). Montessori Infant and Toddler Programs: How Our Approach Meshes with
Other Models. Montessori Life, Fall 2011, 34-39. 
NSW Education (2022). Benefits of early childhood education. https://education.nsw.gov.au/earlychildhood-education/information-for-parents-and-carers/every-child-benefits
Parlakian, R. (2012). Inclusion in Infant/Toddler Child Development Settings: More Than Just 
Including. Young Children, September 2012, 66-71. 
Petrie, S. & Owen, S. (2005). Authentic Relationships in Group Care for Infants and Toddlers –
Resources for Infant Educarers (RIE) Principles Into Practice (pp. 69-126). Jessica Kingsley 
Publishers


Ronald, J., & Mangione, L. (2017). Caring Relationships: The Heart of Early Brain Development.
https://www.naeyc.org/resources/pubs/yc/may2017/caring-relationships-heart-early-braindevelopment
Schwarz, T., & Luckenbi, J. (2012). Let’s Get Messy! Exploring Sensory and Art Activities with
Infants and Toddlers. Young Children, September 2012, 23-34. 
Soundy, C. (1997). Nurturing literacy with infants and toddlers in group settings. Childhood 
Education, 73(3), 149-153.
Sims, M., Alexander, E., Nislin, M., Pedey, K., Tausere-Tiko, L., & Sajaniemi, N. (). Infant and toddler 
educare: A challenge to neoliberalism. South African Journal of Childhood Education, 8(1), a594. 
https://doi.org/10.4102/sajce.v8i1.594
Sosinsky, L., Ruprecht, K., Horm, D., Kriener-Althen, K., Vogel, C., & Halle, T. (2016). Including 
Relationship-Based Care Practices in Infant-Toddler Care: Implications for Practice and Policy. A 
Research-to-Practice Brief. OPRE Report #: 2016-46 
TedX Talks (Nov 21, 2018). Boost Your Baby’s Brain [video]. 
https://www.youtube.com/watch?v=cvX6HOIiN9k
The Education Hub (2020). The Pikler/Resources for Infant Educarers™ approach.
https://theeducationhub.org.nz/the-pikler-resources-for-infant-educarers-approach/
Whaley, K., & Swadener, E. (1990). Multicultural Education in Infant and Toddler Settings. 
Childhood Education, 66(4), 238-240

Required Resources:

Students are required to have access to the following documents and resources:
Australian Children’s Education & Care Quality Authority (2018). National Quality Framework.
https://www.acecqa.gov.au/national-quality-framework
Department of Education for the Ministerial Council (2022). Belonging, being and becoming. The 
Early Years Learning Framework for Australia V2.0, 2022. 
https://www.acecqa.gov.au/sites/default/files/2023-01/EYLF-2022-V2.0.pdf 
Early Childhood Australia (2019). Code of Ethics. https://www.earlychildhoodaustralia.org.au/wpcontent/uploads/2019/08/ECA-COE-Brochure-web-2019.pdf
Zero to Three (n.d.). Resources. https://www.zerotothree. Week 5 highlights

In today’s lecture and workshop we will:

Become familiar with some of the major theories and theorists
of child development related to infancy and toddlerhood

Discuss how these various theoretical perspectives offer
different lenses through which we can view the developing
child

Explore how an understanding of individual development
processes can help educators plan meaningful and appropriate
experiences for children

Reflect on how our values and beliefs about theories of learning
can influence our teaching practice. Week 7 highlights

In today’s lecture and workshop we will:

Revisit Attachment Theory

Outline the role of responsive caregiving in infants and toddlers’
wellbeing

Link trust, security and the EYLF

Explore how relationships influence children’s social-emotional
development

Connect language development in infants to relationships

Discuss children’s relationships in through the lens of culture and
communityIn today’s lecture and workshop we will:

Define and explore the role and duties of the infant and toddler educator

Review the developmental stages for 0-3 year olds

Explore responsive caregiving for infants and toddlers

Unpack the professional status of infant-toddler educators

Discuss advocacy for infant-toddler edu-care

Looking ahead

Week 11: Contemporary debates and issues in infant toddler policy and
pedagogies in Australia and beyond

Historical context of infant-toddler care

Concerns about quality

Supporting families

Wellbeing – screen time, risky play, outdoor play

Regulation in ECECHistorical context of infant and toddler educare

The history of infant and toddler care has been characterised by
controversy over what constitutes the best care for very young
children and who should provide that care.

The types of childcare throughout history have differed according
to changing beliefs. Changing attitudes about children will continue
to shape the sector as well as the perception of infants and
toddlers, and their role in society.

(Sims & Hutchins, 2020)

Historical context of infant and toddler educare

Infanticide and abandonment were widespread in Australia before there was any support for single mothers.

The government introduced policies of segregation and protection when parents were seen as failing to provide
appropriate care for infants.

Children were seen as a threat to the future stability of the nation.

Professional wetnurses and baby farmers provided care for working mothers.

Ideologies of familism and motherhood have resulted in the stigmatisation of single mothers.

Kindergartens were opened by middle-class philanthropists sympathetic to the needs of working mothers.

Concern about high maternal and infant mortality led to scientific management in infant and toddler care.

The women’s liberation movement was responsible for raising the profile of women in the workforce and
government policy.

Shared care is a universal form of child-rearing and is evident at various times in history and across cultures. The form
of shared care used has depended on dominant beliefs about the value, rights and needs of women and children

Shared care has included the use of wet nurses, infant and maternal health services, family day care, long day care
and occasional care centres.

(Sims & Hutchins, 2020)

Care for
infants and
toddlers
primarily
occurred
within
families.

Formalised
education was
minimal.

Establishment
of
Kindergartens.
Influenced by
the ideas of
Froebel.

Heightened
awareness of
ECE. Increased
efforts to
educate
children.

Recognition of
significance of
early
childhood
education.

Standards and
regulations
were
developed to
ensure the
well-being and
educational
experiences.

Introduction
of NCAC.

Introduction
of NQF and
EYLF that
focuses on
children birth
to five years.

A timeline of ECEC

Macrosystem

Influences

Microsystem

Prevailing
ideologies

Underlying beliefs about the value
of women and children

Social and economic
conditions

Type of care

Who

When

Private
women’s
business

Women valued for their domestic
role

Older children valued for their
economic contribution

Babies not quite human

High infant mortality,
infanticide, infant
abandonment

Shared care

Baby farms with a
custodial focus

Professional wetnurses

When there was a demand
and supply

19th century

Segregation
and
protection

Women were unfit mothers

Children valued as future citizens

Establishing a new colony

Orphan schools

Moral re-education
and vocational
training

The State

When the state perceived
neglected and destitute
children a threat to the future
of civil society

Ideology of
motherhood
and familism

Women valued for their domestic
role

Mothers of illegitimate babies
stigmatised

Children valued as future citizens

Comfortable middle-class

Widespread poverty,
infanticide and infant
abandonment

Home care

Foundling homes –
custodial focus on
physical survival

Mother

Paid carers

When the husband could
provide

When women were destitute

20th century

Philanthropy

Poverty caused by the individual
failure of women

High maternal and infant
morality

Unoccupied middle-class

Day nurseries –
custodial emphasis
on physical health
and wellbeing

Trained nurses and
volunteers

When poor and destitute
family couldn’t provide

Scientific
management

Bad mothering

Concern about falling
birth-rate and infant and
maternal mortality

Medical plus home
care

Professional nurses

Mothers

For the sake of the nation

1920s

Patriotism

Women valued for their
contribution to the war effort

Men unavailable to take part
in the wage economy

Economic need

Shared care

Day nurseries

Informal care

Professionals

Nurses

Mothers

When women were needed I
the workforce

WWII

Maternal
deprivation

Post war years women needed to
return to the home

Male unemployment/ threat
of socialism

Home care

Mother

When women were working

1940s

Feminism

Equality

Civil rights

Shared care

Professional caregivers

Universally available

1960s

Economic
rationalism

Women valued for their economic
contribution

Dramatic increase in sole
parents and government
welfare benefits

Shared care

Professional caregivers

When parents were working

1980s

Neoliberalism

Children valued as employable
future citizens

Disadvantage impairs the
ability of children to become
employable citizens

Education-focused
child care/
kindergarten

Trained early childhood
professionals

Working parents and sessional
for stay and home mothers

Macrosystem

Influences

Microsystem

Philanthropy

Poverty caused by the individual
failure of women

High maternal and infant
morality

Unoccupied middle-class

Day nurseries –
custodial emphasis
on physical health
and wellbeing

Trained nurses and
volunteers

When poor and destitute
family couldn’t provide

Scientific
management

Bad mothering

Concern about falling
birth-rate and infant and
maternal mortality

Medical plus home
care

Professional nurses

Mothers

For the sake of the nation

1920s

Patriotism

Women valued for their
contribution to the war effort

Men unavailable to take part
in the wage economy

Economic need

Shared care

Day nurseries

Informal care

Professionals

Nurses

Mothers

When women were needed I
the workforce

WWII

Maternal
deprivation

Post war years women needed to
return to the home

Male unemployment/ threat
of socialism

Home care

Mother

When women were working

1940s

Feminism

Equality

Civil rights

Shared care

Professional caregivers

Universally available

1960s

Economic
rationalism

Women valued for their economic
contribution

Dramatic increase in sole
parents and government
welfare benefits

Shared care

Professional caregivers

When parents were working

1980s

Neoliberalism

Children valued as employable
future citizens

Disadvantage impairs the
ability of children to become
employable citizens

Education-focused
child care/
kindergarten

Trained early childhood
professionals

Working parents and sessional
for stay and home mothers

Education or care? Or both?

“Early care should be separated from ECE
at least until age 4 and up.”

“Anyone who says babies can’t be
educated just isn’t very good at their
job. This is why we need to keep the
term ‘education and care’ to ensure that
the ‘care’ part of our job is never
removed”.

What do you think is more
important?

Which statement aligns
with your ECEC
philosophy?

Philosophical differences

There is a debate that involves philosophical differences about the purpose
of early childhood education and care.

Some argue ECEC should primarily focus on providing a caring and
supportive environment for children’s well being. This is more care focused.

Others emphasise the importance of early education for cognitive and
academic development. This is the education aspect.

However, we know ECEC should be a balance of both, with our guiding
documents echoing this.

Quality of care

The provision of quality education and care for under 2s is critical because
of its fundamental period in a child’s development.

High quality infant and toddler childcare supports learning and
development.

Poor quality can undermine it.

Structural and regulatory elements are not necessarily indicators of quality
by themselves, rather they set up the conditions for quality practice
(Goelman et al., 2006).

There are eight interrelated structural and process dimensions that
underpin quality education and care provision for infants and toddlers.

Let’s quicky recap what we mean by structural and process elements.

Structural elements

Structural quality elements are quantifiable and are easily
regulated. These include but are not limited to
educator-child ratios, qualifications, class sizes and health
and safety considerations.

Process elements

Process quality elements are more difficult to regulate. It
pertains to the actual ‘happenings’ within ECEC services. This is
assessed through the observations of children’s interactions with
caregivers and peers, their involvement with activities and
resources, and the day-to-day routines.

From the reading…

The Office of the Children’s Commissioner Report (2011) identified eight
dimensions that underpin quality education and care for infants and toddlers.
They were:

High adult to child ratios

Small group sizes

Staff qualifications and skills

Positive and responsive relationships

Superior environments

Parent involvement

Attention to health and safety requirements

Effective pedagogy

Concerns about the quality of care

In the last 20 years there has been a large increase in the number
of Australian children who are cared for in formal child care.

There is good evidence that high quality care for young children
can benefit children and families in multiple ways (Lee, 2016).

Interestingly, the benefits tend to be more evident in children and
families who are disadvantaged (Herbst, 2017).

Children in higher quality care are less stressed and can benefit
more from the learning opportunities provided. Strong
relationships are key, as they are a buffer against stress levels
(Hatfield & Williford, 2017).

(Ngala, 2023)

Concerns about the quality of care

Concerns about the quality of care led to the creation of the NCAC
in 1993. The NQF including the EYLF followed after.

In the attempts to improve quality, it needs to be recognised that
early childhood professional training is a key factor (Campbell-Barr,
2018).

Debates over who should provide that training continue.

In the past, unqualified teachers were placed with under-two’s if
they were ‘good with babies’, with the rationale that infants
required practical care rather than education (Rockel, 2004, p. 4).

ACECQA requires pre-service early childhood degree courses to
have content specific to infants and toddlers. Courses are required
to include a supervised placement with children under 2.

Research across different disciplines highlights the need for
specialised training in infant and toddler care. Why do you think
this is?

Family involvement

Families are always the most important people in children’s lives and are
therefore the most influential members of the partnership.

From before birth children are connected to family, community, culture and
place. Their earliest development an learning takes place through these
relationships particularly within families who are children’s first and most
influential educators (AGDE, 2022).

Research tells us families need the support of a third-party is they are to
maintain nurturing relationships with their children: It takes a village to raise a
child.

Who could parents turn to for support? Who might be included in the ‘village’?

Family involvement

Parenting is complex and many families you will work with, will find it a
difficult task.

Parents’ early life experiences + contextual stressors + child characteristics
= parental efficacy (Blair & Raver, 2016).

For families that are isolated and lacking support, educators have a
particular role in assisting both the child and the parents by offering the
kind of nurturing support otherwise provided by extended family.

A key role you can play is to protect and support the relationship between
the parents and their children. If you offer encouragement, respect and
admiration – it can make a big difference to parents’ feelings of
competence and effectiveness.

Case study example: Supporting attachment

Tangi was 18 months old when Samantha started working at Treetops ELC. Samantha was
taken aback when Tangi’s mother came to the centre each morning complaining about Tangi’s
behaviour at home. She said that he got up in the middle of the night, emptied all the
cupboards out onto the floor, refused to go back to bed, screamed, kicked and carried on for
the entire night. By the time Tangi’s mother arrived at the centre the next morning, she was
exhausted and tearful. The educators sympathised with her, as they also found the child’s
behaviour challenging. At sleep time, Tangi refused to lay down and disrupted the other
children who were trying to sleep. The educators discussed Tangi’s behaviour in very negative
terms – they didn’t blame his mother for being fed up.

Samantha was concerned when she heard the other educators talking in this way. She decided
to hold a staff meeting to discuss. At the meeting, Samantha explained to the educators that
they needed to look more objectively at the situation. Tangi’s mother was young and struggling
to raise him alone. He was a lively, fun-loving child who was displaying some typical behaviours
for his age. Samantha outlined a plan for Tangi that including reviewing his sleep routine and
establishing sleep and transition rituals. She also explained how she wanted the educators to
respond to Tangi’s mother. She reminded them that what she needed was not sympathy but
practical help with his care, encouragement, respect and admiration.

So what next?

Instead of offering sympathy, the educators began to greet Tangi and his mother in the
mornings in a cheerful way, making sure they showed genuine pleasure in seeing them both.

They remembered to ask her about her studies and to express admiration for her ability to
manage her studies and spend so much time with her son. They talked to her about reviewing
his sleep routine at the centre to help him sleep better at night.

They also remembered to tell her one positive thing each day about what Tangi had achieved
that day. Within a week, Tangi’s mother was coming into the centre in the morning full of
stories about positive experience with Tangi the night before.

Your role as an educator is powerful.

Screen time

What are your beliefs regarding children under two using screens?

Current national and international guidelines recommend that children under 2
years of age do not have screen time other than video-chatting.

Infants and toddlers often enjoy looking at digital photographs and videos of
themselves, family members and peers. These images and videos can be
re-visited by educators and children to promote opportunities for collaborative
language development.

Screen time

Importance of modelling person-to-person relationships without digital
technologies

Need for adults to moderate their own use of digital technologies

Risks of distraction when adult family members use digital technology with
children

Impact on adult awareness of children's social cues and requests for attention

Fundamental role of cues and requests in relationship-building between children
and adults

Concerns about reduced quality of child-adult interaction due to adult
preoccupation with digital technology

Emphasis on adults modelling self-regulated digital technology use during
sustained social interactions with children

Definition of sustained interactions as times when adults and children listen,
respond, and pay attention to each other

Screen time and vision

Regular visual stimulation helps develop young children’s eyes and brain.

Infants develop focus, depth perception, facial recognition and tracking in the
first year of life. Young children are also developing eye–hand and eye–body
coordination to support fine motor and gross motor skills in the early years of
life.

Children’s use of digital technologies—particularly those that offer amore
two-dimensional (2D) experience, such as computer screens, televisions and
touchscreens— may have implications for vision development and
coordination.

These technologies provide a visual target that young children may find
attractive and stimulating. However, the development of depth perception
requires coordination of both eyes and interpretation in the brain. This
development is supported by regular exposure to 3D objects (Alramis et al.,
2016).

Outdoor and risky play

You are watching toddlers playing on a climbing
frame. Within seconds, you see a behaviour that
might be deemed risky, you predict an
impending injury, and you stop the risky
behaviour before it goes any further.

But is that always the best reaction?

Outdoor and risky play

Allowing toddlers to take developmentally-appropriate risks can
help them learn to safely navigate their environment. There are
six categories of risky play.

Great heights

Climbing and learning to balance

High speed

Riding a bike, running, sliding down a slide

Dangerous elements

Playing near a body of water

Rough and tumble

Wrestling or play fighting

Lost/ disappear

Hide and seek, playing out of view

Dangerous tools

Using a hammer or scissors

Benefits of risky play

Benefits of risky play include an increase in
self-confidence, resilience, and creativity, as well as an
understanding of limits, safety measures, and how to
cope in stressful situations.

Research shows us that engaging in risky play
has more positive benefits for toddlers than avoiding risky
play altogether.

Important: risky play for toddlers should be
developmentally appropriate and supervised. What is
considered risky for one child, may not be risky for
another. Can you think an example of when this might the
case?

Regulations and standards

While the National Quality Framework (NQF) is Australia’s system for regulating
ECEC and provides a national approach to regulation, assessment and quality
improvement, Brogaard Clausen (2015) argued that the standardisation in ECEC
limits children’s learning to what is measurable, and educators themselves are
less and less able to recognise children as individual learners because curricula
set standard learning outcomes as desired goals.

Phillips (2020) explored educator’s perspectives on quality and examined their
views of the NQF, in particular the assessment and ratings process.

According to Phillips (2020)

• The NQF shapes educators' and officers' professional practice, thinking, and reflection.

• Educators and officers can comply with NQF 'truths' by adjusting their ways of thinking and being.

• Regimes of truth act as ways to 'normalize' behaviours and practices.

• Foucault's analogy of 'playing the game' illustrates how discourses produce rules and truths.

• Authorised officers see compliant educators as 'legitimate players' in the NQF game.

• Educators may use game-playing techniques to enhance their service's chance of achieving
high-quality ratings.

• Despite being influenced, individuals can resist through agency and critical thinking.

• Questioning rules opens possibilities for new thinking, agency, 'truths,' and improvement.

Programming and assessment

Different early childhood professionals offer
different approaches to programming.

It is common to work from a philosophy that
identify aspects of learning and wellbeing.

Most approaches to programming stem from
children’s strengths and interests.

The planning process involves moving
backwards and forwards between the centre
philosophy and the strengths, interests and
rights of the children and their families and
other aspects of the program.

Philosophy

Environmental analysis,
strengths, interests &
needs of children,
families & community

Goals of the program

Curriculum framework

Observations

Plans

Environments

Evaluation and reflection

Do we need to assess infant and toddler learning and
development?
Why or why not?

Assessment: Observing children

What to observe?

Goals of the program

Children’s developmental progress

Children’s strengths

Children’s interests

Children’s rights

How to observe?

Anecdotal records

Narratives

Checklists

Learning stories

Frequency counts

Making sense of your observations

Take into account the context

Previous knowledge of child

Theoretical understandings

Knowledge of child development

Learning activity: Quality

Split into three groups

Read the scenario
allocated to your
group

Brainstorm and list
process and structural
elements that would
contribute to
high-quality programs
for infants and
toddlers, based on
your scenario

Present your ideas to
the other groups

Scenario 1: Community-based early learning centre

You are a team member in a community-based ELC that serves infants and toddlers from diverse socio-economic
backgrounds. The centre operates in a shared community space and is designed to promote inclusivity. However,
resources are limited, and the staff faces challenges in providing enriching learning experiences. The physical
environment is shared, and there is a need to navigate collaborations with other community programs.

Scenario 2: For-profit long day care centre

You work in a for-profit childcare centre that specialises in providing infant and toddler care. The centre has a
purpose-built facility with separate classrooms for different age groups. The program follows a structured
curriculum, and staff members receive regular training. However, there is a concern about whether the
corporate focus on efficiency might impact the individualised care and responsiveness needed for infants and
toddlers.

Scenario 3: Family day care

You are part of a team in a family day care setting that operates in a home environment. The program
emphasises building strong relationships with families and providing a nurturing atmosphere for infants and
toddlers. However, the challenge is to maintain a balance between the informal, home-like setting and meeting
regulatory requirements. Staff members may have varying levels of formal qualifications, and the program aims
to integrate family values into the care and learning experiences.

Learning activity: Family involvement

Part One: Think-Pair-Share

Think about, and then discuss with a partner the challenges and benefits of family
involvement in ECEC services for infant and toddler-age children.

Share personal experiences or observations related to family engagement.

Part Two: Roleplay

In groups of 5, take on the roles of educators, children and family members and act
out the scenarios given to your group (see next slide).

Learning activity: Family involvement (cont’d)

Scenario 1 -
Parent-Educator
Meeting:

The educator and
parent meet to discuss
the child's progress,
share insights, and
collaboratively set
learning goals.

Scenario 2 - Family
Workshop Participation:

The educator organises a
family workshop, and
parents attend to learn
about early childhood
development and effective
ways to support their child's
learning.

Scenario 3 - Communication
Challenge:

The educator faces difficulty
in effectively communicating
with a parent due to
language barriers,
emphasising the need for
diverse communication
strategies.

Scenario 4 - Child's Transition:

Parents discuss concerns and
expectations related to their
child's transition from home to
the ECEC setting with the
educator.

Scenario 5 - Collaborative
Activity Planning:

The educator collaborates
with parents to plan a
hands-on learning activity
that families can engage in at
home, promoting family
involvement in education.

Scenario 6 - Parental Involvement in
Decision-Making:

The educator seeks input from parents
on key decisions related to the
classroom environment, curriculum, or
activities, demonstrating shared
decision-making.

Scenario 7 - Addressing a Concern:

A parent expresses concern about their
child's behaviour, and the educator
engages in a constructive conversation to
address the issue collaboratively.

Learning activity: Screen time

You are working at a service does has no use of
technology. How can you introduce these early digital
literacy concepts to 2-3 year olds?

Asking permission to take photos

Transferring of messages and photos from one
device to another

Dangers of using Mum or Dad’s phone

Healthy balance between screen time and green
time

Learning activity: Hazard or risk?

Let’s vote on the following objects/ scenarios (on
next slide) – are they hazards and risks?

Remember, a risk is a challenge or uncertainty that a
child can recognise in their environment and
determine whether to engage with it or not. A hazard
is a danger in the environment that is beyond the
child's understanding and can result in severe injury
or endangerment.

Learning activity: Hazard or risk?

Climbing a tree

Bathtub full of water

Exposed electrical outlet

Large book case not attached to wall

Window blind cord near cot

Walking on rocks

Using scissors

Supervised playing near creek

Running down a hill

References and Resources

Australian Government Department of Education (2022). Belonging, being and becoming: The early years learning framework for Australia (V2.0).

Alramis, A., Roy, A., Christian, L., & Niechwiej-Szwedo, E. (2016). Contribution of Binocular Vision to the Performance of Complex Manipulation Tasks in 5-13 Years Old
Visually-Normal Children. Human Movement Science, 46, 52-62.
https://doi.org/10.1016/j.humov.2015.12.006 Blair, C., & Raver, C. (2016). Poverty, stress, and brain development: New directions for prevention and intervention. Acad Pediatr,
3(30). doi: 10.1016/j.acap.2016.01.010.

Brogaard Clausen, S. (2015). Schoolification or early years democracy? Contemporary Issues in Early Childhood, 16(4) https://doi.org/10.1177/14639491156163

Davies, B. & Bansel, P. (2007). Neoliberalism and education. International Journal of Qualitative Studies in Education, 20(3). https://doi.org/10.1080/09518390701281751

Hatfield, B. E., & Williford, A. P. (2017). Cortisol patterns for young children displaying disruptive behaviour: Links to a teacher-child, relationship-focused intervention. Prevention
Science, 18(1), 40-49.

Herbst, C. (2017). Universal child care, maternal employment, and children’s long-run outcomes: Evidence from the US Lamham Act of 1940. Journal of Labor Economics, 35(2),
519-564.

Sims, M., & Hutchins, T. (2020). Programme Planning for Infants and Toddlers: In Search of Relationships. Pademelon Press.

Lee, K. (2016). Impact of child care arrangements of Australian children’s cognitive outcome: moderation effects of parental factors. Child & Family Social Work, 21(2), 176-187.
Doi:10.111/cfs.12127

Phillips, A. (2020). An investigation of long day care services in Australia that are exceeding the National Quality Standard. The University of Sydney.