CHCECE005: Provide Care for Babies And Toddlers

Brain research and early education:

The following useful facts about the brain have been determined by neuroscience research. The
implications of each fact for the early childhood setting are discussed below:

Early brain development has a significant impact on learning and behaviour as well as later physical
and mental health.

Brain development is both genetically predetermined and dependent upon the child’s interactions
and stimulation within the environment.

Consistency of educators supports string attachments which in turn supports brain development.
Human interactions and sensory stimulation have a profound effect on how the brain develops.

Different children learn in a different manner at different times.

Brain development is directly influenced by culture.

During critical and sensitive periods, specific areas of the brain grow and are more active in response
to sensory stimulation.

Positive early childhood experiences are likely to prevent or reduce the likelihood of learning, social
and emotional problems.

Rest and nutrition affect brain development.

The provision of warm, nurturing and responsive relationships is essential to healthy brain
development.

Reading aloud to children helps stimulate brain development.

Strategies to encourage brain development through sensory stimulation:

• Ensure children feel safe and secure.

• Provide different coloured toys and equipment – both bright and dark.
• Make changes to the room and toys every few months.
• Don’t provide too much stimulation e.g. Too many things hanging from walls and ceiling.
• Use open-ended toys and equipment that engage all children’s senses – multisensory.
• Follow children’s interests.
• Provide many opportunities for music and movement.
• Read aloud to children.
• Engage in conversations with children and respond to infants cues.
• Provide opportunities for children to repeat experiences.
• Support children to develop positive relationships.
Building healthy and secure attachments with the infants/ toddlers in their care:

To create healthy attachments with young children in your care

• Observe to better understand a child’s unique preferences. Through observation you can learn
how sensitive a child is to touch or how he responds to new experiences.

• Be consistent and responsive: This helps the baby know you are a trusted person. Even if you can’t
respond right away, let the baby know you hear him and you are on your way.

• Encourage laughter: Laughter helps people connect with each other and signal that the
environment is safe and fun.

• Care for yourself: If you are tired or stressed, you are less likely to respond sensitively and
consistently to the many demands babies make. Be sure you find ways to recharge.

Care Descriptors

Environment
Physical

Routines
Care
Relationships
a. Educators respond to crying promptly and in ways that meet the baby’s need. 

b. Educators reinforce and praise infant/toddlers who attempts to communicate. 

c. Nappy change is used as a prime time for interactions between Educators and
 
infants/toddlers.

d. Educators ensure that there are peaceful, quiet places for infants and toddlers to rest

and relax.

e. Educators arrange equipment so there is easy access for toddlers. 

f. Educators are sensitive to cues and ‘personal’ language of each infant/toddler. 

g. Educators get down to the children’s level so that it is possible to be face-to-face and

have eye contact.

h. Educators are aware of each infant/toddler’s comforter such as a dummy, toy or

 
special blanket.

i. Educators look for and respond to infant/toddlers attempts at non-verbal as well as


verbal communication.
 Supportive?
Practice Reason
Yes No

Educators rotate from the infant/toddler   Lack of continuity of care – essential for
rooms to the preschool rooms every 4 – infants/toddlers emotional well-being that they form
6 months. secure attachment to Educators.

All 15 toddlers are required to sit and   Toddlers would find it difficult to sit passively for 20
listen quietly to the Educator read minutes.
stories for around 20 minutes.
 Toddlers are hands-on learners.

Educators always try to assist toddlers   Helps children to develop self- regulation.
to see the consequences of their actions
 Begin to be aware of how own actions impact on
in a respectful manner. E.g. Look at
others.
Callie, she’s crying. Can you give her a
hug?  Promotes empathy.

Every child has their own space to put   Promotes sense of belonging.
their personal belongings.
 Shows respect for child.

 Promotes care of personal belongings.

Educators use threats to gain toddlers   Unethical to threaten children.

cooperation. If you don’t pick up those
 Does not promote self regulation.
blocks you can’t go outside!
 Does not provide toddlers with acceptable choice.

Educators require all infants/toddlers to   Does not meet individual needs.

follow the same sleep routine.
 Toddlers will need varying amount of sleep at
varying times throughout the day.

Educator focuses most of their time on   Educator-child interactions are the key to quality
writing programs and documenting care.
observations, and spends little time
interacting with infants/toddlers.

The program at Blue Bay Early Learning   Demonstrates respect for diversity.
Centre reflects the rich cultural diversity
 Acknowledges each child’s cultural background.
of the local and broader community.
Element 2.1.2 of the National Quality Standard (NQS) aims to achieve:

“Each child’s comfort is provided for and there are appropriate opportunities to meet each child’s
need for sleep, rest and relaxation”

To ensure that children’s and families’ requirements for children’s comfort and welfare in relation
to daily routines, such as rest, sleep, dressing and toileting/nappy changing, vary due to a range of
factors.

Issues that may influence a child’s individual requirements for these routines include the child’s and
family’s sociocultural background, their personal preferences and the routines and activities that are
in place at home.

Holistic approaches recognise the connectedness of mind, body and spirit. Educators and co-
ordinators provide a range of active and restful experiences throughout the day and support
children to make appropriate decisions regarding their participation in activities and experiences.

> Scenario (Molly):

The educator demonstrated quality care practices:

• Respects parent’s child rearing practices.

• Responds gently and is aware of Molly’s routine.
• Uses families’ comforters.

Scenario: Sara

(i) Sara’s feeling in the cot:

• Sara is obviously frightened by being in cot.

• Doesn’t like to be left alone.

(ii) Involving Sara’s family in meeting her sleep needs

• Talk to parents about home sleeping routines and implement these within the enviornment

• What soothes Sara at home?

• Review care giving practices, don’t rush, and keep calm.

• Discuss practices at home with parents.

Scenario: Ben

An educator demonstrates quality practice:

• Provides easy access to soap and paper towel, to allow Be

n to attempt task and have success.

• Allows time –unhurried.

• Provides reminders and support while not taking over.

• Supervises and supports Ben’s attempts.

Ways in which educators can demonstrate good practice in relation to rest and sleep routines:

 Safe sleep practices being implemented, including cots, other bedding equipment and
accessories that meet Australian Standards
 Educators ensuring that sleeping infants are closely monitored and that all sleeping children
are within hearing range and observed
 Negotiate sleep and rest routines and practices with families to reach agreement on how
these will occur for each child at the service
 Provide opportunities to sleep and rest according to the needs of children.
 Create an environment conducive to rest.
 Develop sleep and rest routines appropriate to the child’s developmental stage.

Tired signs in babies and children:

Children show they’re tired through changes in behaviour.

For example, child might be suddenly irritable, overactive or demanding.

• Drooping eyelids, drowsiness, excessive yawning or rubbing eyes.

• Being cranky, irritable and anxious.
• Whining, crying.
• Being unco-operative or easily upset.
• Laying down.
• Excessive yawning.
• Crying and wanting to be picked up.
• Sucking fingers and staring blankly.
• Boredom with toys
 • Fussiness with food.

It’s important to look for your child’s ‘tired signs’. This can help reduce stimulation and start settling
child before overtiredness sets in.

The SIDS and Kids Safe Sleeping program teaches parents and Educators how to create a safe
sleeping environment for babies and young children:

Babies spend a lot of their time sleeping. Some sleeping arrangements are not safe. They can
increase the risk of Sudden Unexpected Death in Infancy (SUDI) including SIDS and fatal sleeping
accidents. SIDS remains the most common category of deaths between one month and one year of
age.

Research has found some important ways to reduce the risk of sudden infant death and create a safe
sleeping environment for babies.

1. Sleep baby on the back from birth, not on the tummy or side.
2. Sleep baby with head and face uncovered.
3. Keep baby smoke free before and after birth.
4. Provide a Safe Sleeping Environment, night and day.
• Safe cot
• Safe mattress
• Safe bedding
• Safe sleeping place night and day
5. Sleep baby in their own safe sleeping place in the same room as an adult care-giver for
the first six to twelve months.
6. Breastfeed baby.

Safe sleeping environment night and day:

How to sleep babies safely:

• Safe cot: All new and second hand cots sold in Australia must meet the current
mandatory Australian Standard for Cots (AS/NZS 2172) and should carry a label to say
so.
• Safe mattress: A baby can get wedged in gaps between the mattress and the cot sides.
This is especially dangerous if their face is trapped and covered, or their neck is
restricted in any way. Make sure there is no more than 20mm (less than 1 inch) gap
 between the mattress and the cot sides and ends. Remove plastic packaging from the
mattress. Mattress should be of right size, firm, flat, clean.
• Safe bedding: Remove pillows, doonas, loose bedding or fabric, lambs wool, bumpers
and soft toys from the cot. Soft and puffy bedding in the cot is unnecessary and may
cover your baby’s face and obstruct baby’s breathing.
• Safe sleeping place night and day:
• Never leave baby unattended on an adult bed or bunk bed
• Waterbeds, beanbags, couches, pillows and cushions are not safe for babies
• Avoid falling asleep with the baby on a couch, sofa or chair
• Keep the cot away from hanging cords such as blinds, curtains, electrical appliances or
mobiles
• Keep heaters or electrical appliances well away from cots
• Never use electric blankets, hot water bottles or wheat bags for babies
• For daytime naps, safety of the baby’s sleep environment is a priority over sharing the
same room

The Educators support the emotional well-being of babies and toddlers:

• Educator uses nappy change as an opportunity to engage in one-to-one interactions using

exaggerated facial expressions.

• Educator positions self to maintain eye contact and physical contact with child to assist in settling
to sleep – reassures child.

• Educator supports toddler to walk up steps to nappy change table – promotes independence.
3 key aspects of nappy change:

Nappy change is an opportunity for the educator and infant/toddler to enjoy some quality one-to-
one time together.

Step 1: Preparation:

• Wash hands and place disposable paper on the change area.

• Put on disposable gloves.

Step 2: Changing

• Remove the child’s nappy and put in a hands-free lidded bin. Place any soiled clothes in
a plastic bag.
• Clean the child’s bottom
• Remove the paper and put it in a hands-free lidded bin
• Remove disposable gloves and put them in the bin
• Place a clean nappy on the child
• Dress the child
• Move the child away from the change table- some change tables have stairs that allow
children to walk up and down with the assistance of the educator
• Educator washes own hands and child’s hands

Step 3: Cleaning

• Clean the change table with detergent and warm water after each nappy change
• Wash hands

Seven characteristics that a child who is ready for toilet training may display:

1. Have well-formed bowel movements at regular times every day.

2. Remain dry for about two hours at a time.

3. Urinate a good amount at any one time.

4. Show an awareness and interest in the process of elimination.

5. Have a name for urine and bowel movements.

6. Have the ability to be able to

7. Is able to understand and follows simple directions.

8. Has moved beyond the initial excitement of learning to walk and run.

9. Take pride in his/her accomplishments.

10. Is not in a period of negativism

11. Wants to put toys and possessions where they belong

12. Is able to dress and undress independently.

Four strategies you could offer families to introduce toddlers to toilet training:

1. Naming urine and bowel movements.

2. Allowing child to watch family members using the toilet.

3. Changing a wet or soiled nappy as soon as possible and showing the child that faeces go into
the toilet and are flushed away.

4. Encouraging the toddler to indicate when they have a wet or soiled nappy.

8 Steps in toilet training:

1. Keeping a running record of when the child urinates or has bowel movements so that they
are aware of any pattern.

2. Introducing the potty by putting it in the bathroom and talking about it to the child.

3. Removing the child’s nappy and sitting the child on the potty several times during the day
around the times established from the running record. Provide the child with a special toy or
book.

4. Giving praise and encouragement. Allow the child to flush the toilet and wash and dry hands.

5. Continuing the training process until the child has had around 10 successes.

6. Replacing nappies with training pants and later with underwear.

7. Reminding the child to use the toilet several times throughout the day.

8. Teaching the child to take responsibility for pulling their pants up and down, wiping clean
from front to back, flushing the toilet and drying their hands.

Educators use nappy change times to support children’s development:

Responsive educators use nappy change time as a prime time to interact with children and support
children’s development through:

• Engage in back and forth conversations to support language development.

• Sing songs and action rhymes.

• Support the development of self-help skills such as helping to dress and undress and hand
washing.

• Interact one on one in a calm and unhurried manner to develop secure relationships.
Scenario ( Lucie)

a.) Discuss and talk to the parent to find out about her individual needs at home and allow parent
to make suggestions for adapting her routine. E.g. Having lunch a bit earlier.
Adapt the routine to suit.
b.) Educators can use the following strategies to adapt experiences to meet Lucie’s needs and
routines:
• Try to work with Lucie – give her tasks to do while you are helping – make it a game.
“Lucie’s try, ‘carers’ turn. You are clever Lucie.”
• Look at an earlier lunch for Lucie or perhaps and earlier morning sleep.
• Ensure parents share her previous night and wake up time.
• Review Lucie’s routine, make changes to enhance sleep needs.

Scenario (Shellbie)

The Educators ensured Shellbie’s safety while eating her lunch:

• Shellbie is seated in a highchair with a child restraint so that she can’t stand up and fall.

• Shellbie has been provided with a plastic bowl, sippy cup and a spoon that is easy for her to
manage.

• The Educator has checked allergy chart.

• Each child is served individually.

Educator can communicate with Shellbie’s parents about her mealtimes:

• Shellbie learning to feed herself.

• Amount of food eaten.
• Times that she has eaten.

Preparing and Heating Baby and Toddler Formula:

Infant formula is the only safe alternative to breastmilk during the first 12 months. Breastmilk is the
ideal option for babies, so it is important that mothers know about the benefits of breastfeeding
before they decide to bottlefeed with formula instead. It may be helpful for mothers to talk to child
health nurses or doctors if they have any questions.

If a baby is not breastfeeding, or is partially breastfeeding, an infant formula appropriate for the
baby’s age should be the only other food consumed until solids are introduced. While the baby is
starting solids, usually from around six months of age, formula should also be continued. Formula
that is not made up correctly can cause babies to become dehydrated, constipated or even
undernourished. Never add anything except water to infant formula. Adding infant cereal or
anything else can interfere with a baby’s feeding.
Parents should provide sterilised bottles and teats, as well as pre-measured powdered formula, each
day. These should all be clearly labelled with the date, the baby’s name and the amount of water to
be mixed with the formula.

Water for infant formula should be prepared by bringing a fresh kettle or jug of water to the boil and
allowing it to boil for 30 seconds (or, for an automatic electric kettle, until the cut-off point). Water
should then be cooled before use.

Infant formula should always be prepared as close as possible to the time it is needed. It is safest to
prepare feeds individually, and not in bulk. You may prefer to have parents bring bottles already
filled with the correct amount of pre-boiled and cooled water, so that you do not have to boil and
cool water yourself before feeding babies. Never use water from water boiling units, as it is
unsuitable for young children.

Tips for handling infant formula:

• Ensure that infant formula is prepared as close as possible to the time it is needed.

• If formula does need to be stored after it has been made up, store it in the refrigerator until use,
and discard after 24 hours.

• It is not safe for parents to bring already prepared infant formula for their child. This is to avoid the
small risk of harmful bacteria growing in the pre-prepared formula.

• To ensure that formula is heated evenly and to reduce the risk of burning the baby, warm the
bottles in a water bath for no longer than 10 minutes, and not in the microwave.

• Always supervise babies while they are feeding. Never leave them unattended with a bottle or
prop a bottle up for a baby. Propping a bottle up puts babies at risk of choking or developing an ear
infection.

• After using bottles and teats, rinse them in cold water and send them home to be washed and
sterilised.

Preparing and Heating Baby and Toddler Formula:

• Clean the surface on which you are preparing the formula.

• Wash your hands.
• Parents should provide sterilised bottles and teats, as well as pre-measured
powdered formula.
• Formula should always be prepared as close as possible to the time it is needed.
• Water for formula should be boiled until kettle cuts off.
• Allow water to cool.
• Place the correct amount of formula into the bottle.
• Add correct amount of water to the bottle.
• Secure top place cover on bottle and shake.
• Heat bottle by standing the bottle in warm water for no longer than 10 minutes.
• Shake bottle and check temperature by putting a few drops on the inside of your
wrist.
Safety Reminders

• It is not safe for parents to bring already prepared infant formula for their child. This is
to avoid the small risk of harmful bacteria growing in the pre-prepared formula.
• Never use water from water boiling units, as it is unsuitable for young children.
• Never heat bottles in a microwave as it will not heat evenly.
• Needs to be kept refrigerated or frozen, below 5 C and should be kept for no longer than
24hours.
• Bottles need to be labelled with child’s name and date it was prepared or brought in by
parent.
• Throw away left over formula, do not reheat leftover formula.
• Thoroughly clean bottles and teats manually or in a dishwasher. Bottles and teats can be
sterilised using boiling or steaming methods.

A service can identify as ‘breast feeding friendly’ by using the following ways:

If the mother knows you support her efforts to give breast milk to her baby, you will be helping her
to keep breastfeeding. As a child care service provider, you must not discriminate against
breastfeeding mothers. The right to breastfeed is protected under the ACT Discrimination Act 1991.
Everybody who provides a child care service is covered by this requirement, including long day care,
occasional care, family day care, or in home care. It doesn’t matter if the service is not for profit or
commercial.

1. Tell parents when you first talk to them that you support breastfeeding.

2. Have a comfortable place in your centre or home for mothers who want to breastfeed or express
milk.

3. Be positive about the baby’s mother leaving breast milk for her baby.

Facts:

Basic health principles for providing food, meals and snacks:

Education and care services must prepare and provide food in a way that is safe for the children in
their care, to reduce the risk of spreading infectious diseases through food.

Standard 3.3.1 of the Australia New Zealand Food Standards Code states that education and care
services must have a documented food safety program. Food safety is monitored by the health
department in each state and territory; check your health department’s website for the specific
requirements for food safety.

Food is an excellent place for germs to grow—in the right conditions, the number of bacteria in food
can double every 30 minutes. Germs that do not grow in food can still be passed from person to
person in food. Germs that are common on our skin and in the environment can cause food
poisoning if they grow to large numbers in food.
For these reasons, food safety is an important part of infection control in education and care
services. The best ways to prevent diseases spreading through food are hand hygiene; not sharing
food, plates or utensils; preparing and storing food properly; and keeping food preparation areas
clean. Disinfectants are not routinely needed in food preparation areas if surfaces are thoroughly
cleaned with detergent in hot water and allowed to dry

• Always wash and dry your hands before handling food. There is no need to wear
gloves when preparing food if your hands are clean and dry.
• Gloves are not a substitute for clean hands.
• Keep food hot (more than 60°C) or cold (5°C or less); otherwise, do not keep it at all.
Heating and cooling food properly will help prevent germs from growing in the food.
• Australia’s food safety standards state that reheated food should reach 60°C. Heating to
this temperature will destroy germs that may have grown in the food since it was
cooked. However, it is recommended that food is reheated until it reaches 70 °C, and
should stay at this temperature for 2 minutes. This is because the education and care
service may not know if the prepared food has been within the temperature ‘danger
zone’ (5–60°C).
• Educators should not allow children to share individual eating or drinking utensils, or
take food from other children’s plates or bowls.
• Educators should use separate spoon/utensils to feed each infant.
• Educators need to teach children to turn away from food when they cough or sneeze,
and then to wash their hands.
• Make sure children wash and dry their hands before and after every eating session.

Elements to be considered while planning the physical environment:

1. Safety

2. Aesthetics

3. Space

4. Storage and access to materials

5. Traffic

6. Furniture

7. Boundaries and dividers

Photograph/Context How does this space support and
stimulate children’s learning and
development?

 Soft textured flooring.

 Open space.

 Bright objects to attract infant.

 Objects offer challenges for

grasping and batting.

 Objects just out of reach to

encourage reaching and moving.

 Uncluttered well organised space.

 Equipment at child height to allow

choice.

 Different textured surfaces.

 Spaces divided with mats and

furniture.

 Low cupboards to allow

supervision of different areas.

 Rocker for non mobile infants to

allow child to be at different
heights.

 Interesting and open-ended

resources.

 Naturally light and airy space.

 Age-appropriate props.

 Textured flooring.

 Props arranged around space and

accessible to babies/toddlers,
offers choice, empowers babies
and toddlers.

 Mat to divide space and provide

physical boundary.

 Child sized furniture.

 Furniture allows children to climb

up.

 Mobile adds visual interest and

stimulates senses.

 Infant is propped up so she can

easily look around and see
Educators (sense of security).

 Variety of shapes, colours and

textures are available.

 Equipment is easily accessible and

set up in defined spaces.

 Props arranged around space and

accessible to babies/toddlers, offers
choice, empowers babies and
toddlers.

 Equipment is set up on floor/ground

for easy access.

 Variety of open ended equipment

promotes sensory exploration.
  Props arranged around space and
accessible to babies/toddlers,
offers choice, empowers babies
and toddlers.

 Family photos displayed on wall

and floor – provides sense of
security and connections to home.

Scenario (Katie):

a.) Physical skills demonstrated by Katie:

• Beginning to develop locomotion skill of walking.

• Static balance holding onto to items.
• Beginning to master skill of Dynamic balance.
• Hand –eye coordination holding the chair and grasping objects and using hands to
guide walking.
• Foot –eye co-ordination, cruising on the furniture and moving with the
walker/wheeled toys.

b.) Next milestone in Katies’s physical development may be walking; cruising holding on and
then walking unaided.

c.) The Educator should provide support to Katie’s physical development by:
• Provide equipment that is safe and stable that he can pull herself up and along e.g. tables
and chairs.
• Place equipment at a higher level e.g. on tables or away from her, so she has an incentive
to want to stand up and walk.
• Push along toys.
 Care Requirement Statement

a. Sleeping children  Sleeping children should always be within sight and

hearing distance so that Educators can assess the child’s
breathing and colour of their skin to ensure their safety and
wellbeing.

b. Child Protection  The Approved Provider must ensure that all Educators and
staff at the service who work with children are aware of the
current child protection law in the provider’s jurisdiction
and understand their obligations under that law.

 It is also an offence under the National Law to subject a child

being educated and cared for by an Approved Service to any
form of corporal punishment, or any discipline that is
unreasonable in the circumstances.

c. Incidents, injury, trauma  An Approved Service must have in place policies and
and illness procedures in the event that a child is injured, becomes ill, or
suffers a trauma. These procedures should be followed and
must include the requirement that a parent be notified, as
soon as possible and within 24 hours, in the event of an
incident, injury, illness or trauma relating to their child.

d. Nappy change  Preparing for a nappy change is fundamental to maintaining

an adequate level of supervision of children. Educators
should ensure that all of the required equipment is available
and within reach prior to beginning the nappy change ritual.
During a nappy change, a child should never be left alone
on the change table and physical contact should always
be maintained with the child.

 Nappy changing and toileting rituals are also valuable

opportunities to promote children’s learning, meet individual
needs and to develop strong relationships with children.
Having their needs met in a caring and responsive way
builds children’s sense of trust and security.
Immunisation:

i. Immunisation is a key way of minimising the spread of many infectious diseases among
children. It is very important that services maintain up to date records of children’s and
adults immunisation status.
ii. How will services identify which children need to be excluded from care is there is an
outbreak of immunisable disease? Keeping a current record of all children’s immunisation
records.
iii. What is an effective way that services can use to keep an accurate record of each child’s
immunisation? That each child’s immunisation record is sighted each time they have an
immunisation.

Scenario: Emotional development (Archie)

Three strategies the Educator is using to support Archie’s emotional development:

o The Educator gives positive reinforcement –smile and tells him he is clever.
o The Educator works alongside archie - she doesn’t hurry him and waits for him to
react.
o The Educator is at archies level.
o The Educator uses his name.
o The Educator makes eye contact.
o The Educator allows the child to take the lead.
o The Educator encourages exploration.
o The Educator praises, reinforces the child’s behaviour.

Scenario: (Lali)

Factors that have contributed to Lali finding it difficult to settle into childcare:
• Lali is adjusting to many changes; relocating to a different country, different sights,
sounds, smells, people, language, as well as a new care arrangement.

Support to Lali to adjust to care:

• Talk to parents about Lali’s daily routines and how the Educators could adapt their
care practices to reflect the home routines, particularly in relation to sleep routine.
• Ensure Lali has a comforter from home for sleep time.
• Suggest grandmother and/or parent spend more time with Lali at the centre if
possible.
• Learn some key words in Assamese that can be used with Lali.
• When Lali holds up her arms to be carried hold her hand or sit beside her - reassure
her but don’t constantly pick her up; get down to her eye level and talk to her; use
comfort words in her home language.
• Help Lali to interact with other children and play materials by playing alongside her.
Scenario (Ava):

The parents/Educators can help Ava adjust to her new routine:

• Establish a separation routine and try to stick to it; this needs to be something that
Mum and Dad are happy to follow.
• Suggest parents arrive at the centre a little earlier so they can spend a bit more time
with Ava without the need to rush off.
• Talk to parents about what Ava likes to do at home and at the centre and decide on
what to involve Ava in on arrival e.g. she may like to go outside, play with a favourite toy
etc.
• Reinforce the importance of saying goodbye to Ava (even though this is difficult for
everyone).

Importance for Educators to support Ava’s parents during this time:

• Ava’s parent’s are probably feeling guilty and stressed.

• Reassure them that Ava’s behaviour is normal; toddlers need time to adjust to new
routines.
• Suggest parents ring throughout the day (if possible).