Safe and Stimulating Environments
OVERVIEW
In the first year of her life, a baby is very vulnerable. She depends completely on others to take care of her. When parents/caregivers provide her with nurturing care, she develops a sense of trust in the adults around her. This lays the groundwork for the way she will approach new situations and people. Developing a sense of trust in the first year of life results in more optimistic beliefs about the world. Opportunities to cuddle and comfort babies when you perform daily routines lets babies know that they can trust that their needs will be met.
A baby is comforted when she is held close and can hear someone’s heartbeat. At around 6 weeks of age, when she is cuddled, rocked and spoken to in a soft voice, a baby starts to respond by watching, snuggling or smiling. These are all signs of a baby’s trust in her caregivers.
PRACTICE
In the Home
You can talk to parents/caregivers about different ways of comforting children. Encourage them to hold their child close and rock her, or sing songs to her. Talk to them about the importance of attending to their child’s needs, such as feeding her when she is hungry or changing her when she is wet. You can encourage them to talk to their child as they go about their day, holding, talking and smiling at her. This will help her form a secure attachment to her caregivers.
In the Centre
You can always make sure that children’s basic needs are met. If they’re crying, respond with an open mind. Crying is how babies and young children communicate before they can speak, responding to their cries helps build their trust in you and lets them know that their needs are important. You can sing to children or play music with gentle, soft sounds. Talk with parents/caregivers about how their child likes to be comforted at home–if parents/caregivers sing a certain song or offer a pacifier, you can learn that song as well or ask them to send an extra pacifier. You can speak kindly, smile and cuddle them throughout the day.
REFLECTION
As a child, who were the people you knew you could trust?
Were they family members or family friends?
What was it about them that made you feel safe?
How can you mimic those qualities for children?
Who can you trust today in your adult life? Will they be part of the child’s community?
What relational networks does the child have through naming, kinship and special affiliations?
OVERVIEW
A child learns from the people around her and from her environment. When she is in a safe space that provides opportunities to play, she feels respected and knows that she belongs in that space. She will be confident that she can do things for herself and feel free to explore her environment.
PRACTICE
In the Home
You can ask parents/caregivers to think about where their child plays and imagine what she sees from her level. By watching what she interacts with, parents/caregivers can adapt the space to be safe while encouraging development. For example, they might notice that their child enjoys opening and closing cupboard doors. This is a good opportunity to learn how to manipulate the door, but it is important there is nothing dangerous in there. Talk to parents/caregivers about unsafe objects that could hurt their child or be swallowed. Move cleaning supplies to a higher shelf and put pots, pans and plastic containers in the low cupboards. With only safe items inside a cupboard, she can explore freely. Suggest to parents/caregivers that they put a toy inside the cupboard for an exciting surprise.
Parents/caregivers could also add their child’s belongings to different spaces in the home. By adding these to a space—such as blankets, teddy bears, puzzles and books—she will feel encouraged to play there. It’s a good idea for parents/caregivers to ensure that toys and belongings are in a place where she can get them and put them away by herself. For example, they could dedicate the bottom of a bookshelf to the child’s blocks and dolls.
In the Centre
You can create a safe and stimulating environment that supports children’s development and well-being. Get down on their level and see the space as a child would see it. Set up the space so that children can access everything that is meant for them, allowing them to explore freely. Include spaces where children can sit together, such as cushions or chairs, and spaces on their level to play together. Put books in bins or on low shelves that children can reach on their own. You can include foam cubes to encourage climbing and developing their gross motor skills.
Create spaces for children to spend time alone or with others. Allowing them to choose what they do will support their autonomy. Reflect on the environment often; if you find yourself often saying “no, don’t do that”, think about how you can alter the environment to better support children’s free exploration.
REFLECTION
What in your home is unsafe for the child to play with?
Where can you keep dangerous items so the child doesn’t think they are for her?
What items are safe for the child only with supervision?
How can you share these objects with her and explain how to be safe with them?
When sitting on the floor to play with the child, what can you imagine her getting into? How can adults plan ahead for that?
DOMAINS OF EXPERIENCE
Cognitive
Social-emotional
Physical
BUILDS ON
“Space for Baby” (0–12)
“Diapering” (0–12)
OVERVIEW
Whether spiritual, cultural or otherwise, the meaning of a child’s name is important. When children learn about the special story behind their name, they feel important and seen. Parents/caregivers can also help a child feel special by celebrating his unique gifts.
In some cases, children will have a traditional name, Indigenous name, or spirit name. Parents/ caregivers can talk about their child’s name, what it means and why it was chosen. They can highlight the child’s gifts and their connection to their culture and community. Teach a child that his name is meaningful and always use it with respect. Always ask what name the child would like to be called, and use his name in a positive and meaningful way.
PRACTICE
In the Home
Encourage parents/caregivers to let their child know about the importance of his name, where it came from, and what it means. Why was this name chosen for their child? What makes this name special? Maybe there is a story or meaning behind a child’s name or perhaps he was named after a family member. Encourage parents/caregivers to share this story with their child. If parents/caregivers kept a baby book while they were pregnant, they can share this with the child to show them their journey into the world. This will help the child be confident in himself and develop a positive self-concept.
In the Centre
Children’s names hold a lot of meaning for them and it is important to honour a child’s name by using it often and in a positive way. You can incorporate children’s names into activities throughout the day. Activities can include creating a name matching game, where children match pictures of their friends with their names. Their names can be included in music time, such as singing “The Name Game” or “Willoughby Wallaby Woo” and putting their names into the song. No matter the activity, children’s names should always be used in a positive, affirming way.
To help encourage children’s unique gifts and interests, you can do activities that allow them to see themselves reflected in the centre. You can dedicate an area to display photos of each of the children, labelling each with their name. You can also ask their parents/caregivers to send in family photos or pet photos. Invite the children to create a collage using art materials that includes what they like to do and what they believe they are good at. Hang these collages alongside their names and family photos. Seeing themselves, their gifts, interests and families in the centre will help them feel more comfortable and they will develop a positive self-reference.
REFLECTION
Do you know what your name means? How has your name helped you?
How was the child’s name chosen? What are some ways you can share this story with the child?
How can knowing where their names come from help children?
DOMAINS OF EXPERIENCE
Language
Social-emotional
Spiritual-cultural
BUILDS ON
“Roots and Wings” (0–12)
“A Strong Identity” (12–24)