Today, I spent a morning in an Early Learning Centre just outside Melbourne. I found myself in the babies’ room—a bit of a change for me, as I don’t often get to work with this age group, even though I’m qualified across all ages. Watching the youngest children in action, I couldn’t help but notice the amazing moments where “theory meets practice.” It reminded me just how crucial early connections, a sense of belonging, and safe environments are for babies’ development.
Observing Belonging👶🏻
One of the most interesting observations was how different each baby was in their approach to exploring the space. Many were happily settled, exploring toys and moving around with confidence, their curiosity evident in every little action. Others needed the educators’ presence to feel comfortable, often seeking proximity or cuddles as they ventured around. It struck me how the relationships between the children and their educators were at the heart of everything. Just by being close, speaking gently, or offering a comforting touch, the educators were giving each child exactly what they needed to feel secure.
Routines and rituals🛌🏻
In the babies’ room, routines are everything. Feeding, changing, and preparing for rest aren’t just routines—they’re moments of connection, safety, and predictability for the children. These rituals are the building blocks of their day and serve as anchors that help them navigate their surroundings. In between these important routines, babies have little pockets of time to explore, touch, and discover their world. Watching them reminded me of just how intertwined caregiving and learning are at this stage; even everyday activities offer learning moments.
Talking to Babies👶🏻
One of my favourite observations was how intently the babies watched the educators’ faces, tracking every expression and listening to every word. Talking to babies isn’t just about language; it’s about building connection and helping them feel seen. The educators I observed were naturally tuned into this, chatting to the babies, smiling, and making eye contact. It reminded me how these little interactions lay the foundation for secure attachments, language development, and social learning. Educators’ faces are like beacons for these young learners, and each expression, smile, or gentle word builds trust and connection.
What about group experiences?
If I were spending more time with this age group, I’d love to introduce more small group experiences—perhaps puppets, simple songs, or sensory play that everyone can enjoy together. I think babies respond so well to these moments of shared joy, where they can see and hear the same things and feel a part of the group. Whether it’s singing familiar songs, watching a puppet move and “talk,” or even feeling different textures, these small group activities help them learn about social interaction and enjoy a sense of belonging.
Programming for babies👶🏻
This morning got me thinking: What does the planned curriculum look like for babies? At this stage, intentional teaching takes on a softer, more flexible approach, guided by each child’s cues, needs, and moods. But I do believe there are elements of an intentional, thoughtful program that fit perfectly even in a babies’ room. Babies benefit from sensory-rich experiences, consistent routines, and secure relationships. And in these first years, what they need most are responsive, caring adults who are attentive to their needs and ready to offer comfort, encouragement, and new experiences.
Let’s Discuss🗣️
I’d love to know your thoughts. What intentional activities and teaching strategies do you incorporate in your babies’ program? How do you balance routines with opportunities for exploration? For those of you working with infants, what have you found to be the most meaningful activities or rituals in your rooms? Let’s share our insights and experiences—I’m always inspired by the wonderful ideas and practices you bring to the Storykate community!
