WEEK 4

5, June 24, 26, 27

During Week 5 of my placement, I became more confident in supporting the daily routine in the baby room. I noticed that the routine was similar to the toddler room but slightly different things like mealtimes, naps and nappy changes happened a bit earlier to match the babies’ needs. I got the opportunity to help with milk preparation, support babies with bottle feeding, and helpin the cot room. I learned how to follow each child’s individual routine and respond gently to their cues. I used a calm voice and gentle movements, especially during nappy changes and settling children to sleep. This routine allow babies to feel safe, secure, and supported, which links to EYLF Outcome 1, as they develop a sense of belonging and trust in their environment. It also supports Outcome 3, as they begin to control their physical and emotional wellbeing in a predictable setting (Department of Education, 2022). The experience connects with NQS Quality Area 1, where the educator use routines to support each child’s development and Quality Area 5 by building responsive and respectful relationships (ACECQA, 2018). It also reflects Bowlby’s Attachment Theory, as the consistent, caring routines help babies to form a strong emotional bonds and feel secure (Bowlby, 1969). Through this experience, I realised how meaningful everyday care routines are in early learning. Even small things such as holding baby changing a nappy and going to sleep are all opportunities to build connection, trust and confidence.

 

 

Exploring sustainability across the service

In the baby room, I set up a painting activity, we used recycled cardboard from old boxes. Instead of using new paper, I wanted to show children that we can reuse materials in fun and creative ways. I placed the cardboard on the table and gave the babies brushes and sponges with non-toxic paint. The babies were excited to explore the painting activity where One child tapped the sponge gently, and another used their fingers. They looked very happy, confident looking at their own painting. Later i talked to them about the feeling of the cardboard and encouraged their efforts. This activity helped babies learn through play and explore textures, which supports EYLF Outcome 4 (Department of Education, 2022). It also helped them begin to care for the environment by reusing materials, which supports Outcome 2. It links to NQS Quality Area 3, as we used recycled materials to reduce waste, and Quality Area 1, by creating meaningful learning experiences (ACECQA, 2018). This also connects to Vygotsky’s theory, as the babies learned through watching, listening, and doing with support (Vygotsky, 1978).

THEORETICAL PERSPECTIVES AND PEDAGOGY

Supporting Attachment Through Bottle Feeding

During my placement in the baby room, I assisted babies with the bottle feeding. I carried baby gently, comfortably and maintained eye contact, smiled, and spoke softly to them. I watched their little moments carefully when they were full or needed a break and responded promptly. This simple routine became a meaningful learning experience. According to Bowlby’s Attachment Theory, these warm and responsive interactions help babies feel safe and build trust with their educator (Bowlby, 1969). i was responding to their needs during feeding, I helped the babies develop a secure attachment, which is foundational for their emotional wellbeing and future learning. From a pedagogical perspective, this reflects the pedagogy of care, where everyday moments like feeding are opportunities to build relationships and support learning (Rockel, 2009). The EYLF Outcome 1 supports this, focusing on children developing a strong sense of identity and belonging through respectful, responsive care (Department of Education, 2022). Also, consistent routines and social interaction during feeding link with Vygotsky’s Sociocultural Theory, where babies learn through guided participation and social engagement, even before they can talk (Vygotsky, 1978). This was another reminder of how crucial it is to be observant and gentle in all baby care activities, and to turn them all into rich learning experiences for babies..