The aim of this assessment is to assess your skills and knowledge that are required for this unit. Use the Learning Resources that the Trainer provides you and also your Trainer to assist you in completing this booklet with accuracy.
This section of the assessment incorporates the unit scope, underpinning knowledge, critical aspects and the appropriate employability skills. This assessment can be given as a self-paced written assessment, administered orally by an assessor or a combination of both. Whichever method is used, the answers to the questions will be recorded on this assessment schedule.
The Student must complete ALL questions correctly. If an answer is not correct, the Assessor must investigate the level of understanding. The Assessor will then document any discussions in the Assessor Box provided at the bottom of each page. If the Assessor asks any additional questions, these will be documented in the Assessor Box and include the Student’s answer.
If the Student does not demonstrate the required underpinning skills and knowledge, then the Student is deemed not yet competent in this unit. Some possible solutions to achieve competence are:
To be completed by the Student)
1.Read the statements below and indicate whether it is True or False.
Early brain development has a significant impact on learning and behaviour as well as later physical and mental health. True
Brain development is determined solely by our genes. False
Consistency of Educators supports string attachments which in turn supports brain development. True
Human interactions and sensory stimulation have a profound effect on how the brain develops. True
All children develop in the same way at the same time. False
Brain development is not directly influenced by culture. False
During critical and sensitive periods, specific areas of the brain grow and are more active in response to sensory stimulation. True
Positive early childhood experiences are likely to prevent or reduce the likelihood of learning, social and emotional problems. True
Rest and nutrition do not affect brain development. True
The provision of warm, nurturing and responsive relationships is essential to healthy brain development. True
Reading aloud to children helps stimulate brain development. True
2.List three strategies that Educators can use to encourage brain development through sensory stimulation.
Sensory play is any activity that stimulates touch, smell, balance, taste, and hearing and sight senses of a child. Through sensory stimulation, children are allowed to refine their thresholds for sensory information that help brain to make stronger connections and responding to sensory information (VanHoorn et al. 2014).
Touch- warm water play, texture mats
Hear- listening outdoors, talking with other children
See- picture books, bubble watching
Taste- teething rings and bottles, sucking on food
Smell- Expose the baby to smell oils and lotions
3.How can Educators build healthy and secure attachments with the infants/toddlers in their care?
While caring for babies, many safety issues may arise and it is the caregiver’s responsibility to protect the young infant. In care-giving practices, it is important for educators to provide a safety environment that support and protect them. When educators provide friendly environment to infants, they feel happy, contend, secured and safe with them. When educators follow child’ routines, communicate with them, identify their cues in a positive manner, this helps to build healthy and safe relationship with babies during care activities.
4.Match the care descriptors to the three key components of nurturing care for infants and toddlers. Please Note: Each descriptor may match more than one component of care.
Care Descriptors Relationships Physical Environment Care Routines
a.Educators respond to crying promptly and in ways that meet the baby’s need. Yes
b.Educators reinforce and praise infant/toddlers who attempts to communicate. Yes
c.Nappy change is used as a prime time for interactions between Educators and infants/toddlers. Yes
d.Educators ensure that there are peaceful, quiet places for infants and toddlers to rest and relax. Yes
e.Educators arrange equipment so there is easy access for toddlers. yes
f.Educators are sensitive to cues and ‘personal’ language of each infant/toddler. yes
g.Educators get down to the children’s level so that it is possible to be face-to-face and have eye contact. yes
h.Educators are aware of each infant/toddler’s comforter such as a dummy, toy or special blanket. yes
i.Educators look for and respond to infant/toddlers attempts at non-verbal as well as verbal communication. yes
5.Read each Educator practice and:
i.Indicate whether or not the practice helps to build a respectful and trusting relationship with infants and toddlers.
ii.Provide a reason for your response.
Think about quality care practices such as:
Practice Supportive? Reason
Educators rotate from the infant/toddler rooms to the preschool rooms every 4 – 6 months. Yes Rotation of teachers is must as if individuals resign temporarily or permanently, there is no shutdown of daycares. This can greatly hamper the consumer services if preschools have personnel turnover.
All 15 toddlers are required to sit and listen quietly to the Educator read stories for around 20 minutes. No Working with a big group is not convenient, as the children should be allowed to develop their own oral skills and language development. Making the toddlers sit for 20 minutes is not good, as they should be allowed to sit for only 10 minutes and attend to their behaviour.
Educators always try to assist toddlers to see the consequences of their actions in a respectful manner. E.g. Look at Callie, she’s crying. Can you give her a hug? Yes This example is supportive as through this example it is quite convenient that educators are teaching the child that if someone gets hurt and starts crying, one should hug him or her so that one feel better and stops crying.
Every child has their own space to put their personal belongings. Yes This will make children feel safe and secure where they can keep their belongings safely.
Educators use threats to gain toddlers cooperation. If you don’t pick up those blocks you can’t go outside! No Threatening dos not lead to cooperation as it leads to arguments, power struggles and greatly discourage children.
Educators require all infants/toddlers to follow the same sleep routine. No Sleep routine are different for every infant and educators should provide a safe and comforting environment for it that ensures a calming sleeping environment.
Educator focuses most of their time on writing programs and documenting observations, and spends little time interacting with infants/toddlers. No Important and intimate relationships are formed when educators interact with them through activities like observing and supporting play.
The program at Blue Bay Early Learning Centre reflects the rich cultural diversity of the local and broader community. yes Through this program, the learning centre is showing respect for the community by displaying trust and respect for the broader community.
6.What does Element 2.1.2 of the NQS aim to achieve?
National Quality Framework, Quality Area 2 aims to safeguard and promote health and safety among children with minimization of risks and protecting children from infection, injury and harm. Every child has a right to experience care and quality education that promotes its psychological and physical wellbeing. This quality area supports the growth competence, independence and competence among the children. The element 2.1.2 if the NQF aims to promote hygiene practices, effective injury and illness management for the children healthy and safety. The aim is to inculcate health procedures and practices among the children.
In the given case scenario, educator promoted a safe and healthy environment for the child through encouraging him to practice hand hygiene by modifying the environment for him so that he is independent in performing it (Tayler et al. 2013).
Practice: The Educator recognises and accommodates the specific sleep/rest patterns of babies and toddlers.
Molly’s parents informed the Educator, Sue, that when she is tired she rubs her eyes and cries. When she is settling for a sleep, Molly (6 months) likes to hold the satin edge of a baby blanket.
After lunch time Sue notices Molly is restless and rubbing her eyes. She picks Molly up and says, “Are you sleepy Molly?” Molly snuggles into Sue’s shoulder. As Sue changes Molly’s nappy, she talks softly to her. Sue sits on the lounge with Molly in her lap and gives Molly her bottle. Molly holds the bottle and Sue sings Molly’s favourite song.
When Molly has finished her bottle she is looking drowsy. Sue places Molly in the cot with her satin edge blanket. Sue stays with Molly until she is asleep.
Assessor Notes:
a.In the scenario ‘Molly’, how has the Educator demonstrated quality care practices?
After getting to know about Molly sleeping patterns, facial expression and body movements, Sue responded to her through responsive and warm care while communicating with warm words. This inculcates sense of comfort and trust through a nurturing baby-caregiver relationship. The secured attachment help to give a safe and sensitive environment to the babies providing feeling of safety through activities like feeding, nappy change and singing favourite song of Molly and staying until she sleeps.
A warm and emotional climate between Molly and educator helped her to explore the surrounding world and learn from her experiences by staying close to her, singing through calming voice, matched effect and respectful language (Mindell and Owens 2015).
Sara (9 months) has been in care for two months. Whenever she is placed in a cot she begins screaming. She pulls herself to a standing position and sometimes flings herself backwards, arching her back as she screams.
a.In the scenario ‘Sara’ identify Sara’s needs and how she might be feeling?
Babies sleep in various ways; some babies like to sleep on beds, mats or hammocks. In the scenario, it is evident that Sara feels uncomfortable to sleep in cot. Therefore, it is important to provide a sleep friendly environment to Sara so that she could try to get accustomed to new circumstances and encounters.
b.Identify how the Educator can involve Sara’s family in meeting her sleep needs.
After getting information about Sara’s sleep patterns from her parents, educator plan for her sleeping needs. There are several ways to provide an adapting room to Sara at home. Te educator needs to find out the way Sara sleeps at home. Patting, rocking the bed, rubbing back and help the baby to explore the surrounding world on her own can help her to sleep well. The educator should know the bed routine of Sara and use comforters like soft toys or blanket during her sleep. Gently responding to Sara’s routine can be helpful in meeting her sleeping needs.
Practice: Educators are sensitive to toddlers emerging skills and plan an environment that is predictable and allows children to practise their new skills.
Ben (18 months) has been attempting routine tasks such as hand washing and becomes upset, saying ‘Me do’, if the Educator attempts to help. To encourage him, the Educator has ensured the soap and paper hand towels are easily accessible. She also puts up photographs of ‘hand washing’ over the taps. She allows unhurried time and gives subtle reminders and support to allow Ben to be independent and have the opportunity to practice his skills.
a.How has the Educator demonstrated quality practice?
The educator demonstrated quality practice through demonstration of hand washing to Ben. She attempts to make him feel independent to practice hand washing by making paper hand towels and soap accessible to him for use. The hand washing steps are demonstrated to the child through photographs and providing subtle reminders that allow him to practice hand washing in his daily life. In addition, to allow him to learn on his own, she gave unhurried time to Ben supporting his learning, as he wants to learn on his own. In this way, supporting children to learn new skills by planning an environment can help Ben in practising new skills.
10.List three ways in which Educators can demonstrate good practice in relation to rest and sleep routines?
Educators have the responsibility to demonstrate good rest and sleep practices by providing them opportunities and fulfilling their needs. The environment should be conducive to child needs by providing a comfortable and safe bedding, dimming lights and relaxing music. In this case, scenario, rest and sleep routines should be provided according to a child’s developmental stage. A quiet place should be provided for sleep to the children that are free from hazards and close monitoring by educators should be important for providing comfort sleep. There should be safe placement for the children that ensures to keep them away from hazards like electronic devices away from cot and meeting to the child’s relaxation and sleep needs can be helpful in promoting good sleep and rest practice (Hirshkowitz et al. 2015).
11.What physical indicators may a child display that shows they are tired and in need of sleep and rest?
Children usually get overtired and it becomes harder for them to sleep. The tiredness in the children is visible by their change in behaviour. The tired signs include being over reactive, irritable or demanding. This physical indicator shows that it is important to reduce the stimulation and settle the baby for sleep. The tired signs include clinginess, clumsiness, boredom with toys, crying or grizzling, fussiness with food and constant demand for attention indicate that baby is in need for sleep. When a child is cranky and grizzling even after last two hours of feed indicate that he or she is sleepy and not hungry (Ohayon et al. 2017).
Assessor Notes:
12.The SIDS and Kids Safe Sleeping program teaches parents and Educators how to create a safe sleeping environment for babies and young children. What are the six ways to sleep babies safely?
Safe infant sleeping is important for children to reduce risk for sudden unexpected death infancy (SUDI) and to make baby sleep safely.
13.You need to provide a safe sleeping environment night and day. How do we sleep babies safely and give an example for each?
For providing a safe sleeping environment, it is important for the parents or caregivers to monitor their babies during sleeping. Fatal sleeping accidents and SUDI can be minimized through safe sleeping environment.
Assessor Notes:
14.Look at the set of photographs and comment on how the Educators support the emotional well-being of babies and toddlers?
Think about: How the Educator positions self, the task being performed by the Educator.
In the first picture, the educator is changing the nappy of the baby. Toileting routines is a significant part of routine care of babies and nappy actions help to build a trusting and string relationship with the baby. Through proper nappy change, babies are kept secure, safe and valued maintaining their emotional wellbeing (Harms et al. 2017).
In the second picture, the baby is given soother that provides babies a special time with lot of soothing and eye contact. This imparts to emotional wellbeing that in turn help to make trusting relationships with them through intimate and quiet time. The lullaby and chats during soothing time promote emotional development in the baby, as there is sensitive interaction with the baby (Rychlowska et al. 2014).
In the third picture, the toddler is being taught to walk. When the babies are being supported through walking, they feel emotionally included. They gain independence in the social and physical world where they develop a sense of self and awareness of the cultural practices during the first years of life (Lieberman 2017).
15.Identify three key aspects of nappy change?
Nappy change is an important procedure in childcare that is necessary to stop infection and contamination. Australian Children’s Education & Care Quality Authority (ACECQA) suggested that the nappy change practices should be hygienic providing high quality childcare. The positioning of the nappy, equipments associated with the process is clean or not, changing mat is should be comfortable for the baby and environment should be odour free with accessible sinks with plenty of water and good temperature. The considerations in nappy change are:
16.List seven characteristics that a child who is ready for toilet training may display.
It is an exciting and big step to teach children how to use toilet. One has to stay calm and positive so that things settle into right place with various signs that shows children are ready for toileting.
17.List four strategies you could offer families to introduce toddlers to toilet training:
18.What eight steps can Educators consider when sensitively and positively supporting children who are toilet training?
Assessor Notes:
19.How can Educators use nappy change times to support children’s development?
Nappy changing times are valuable for educators as these times promote children’s learning by meeting their individual demands and developing strong relationships while interacting. The routine developed by nappy changing help them to learn self-help skills like dressing, hand washing and encourage them to identify their feelings of satisfaction and achievement that goes during this period. In addition, child develops the ability to take responsibility for self-help, resilience while promoting a sense of confidence and independence. Positive nappy changing times help to develop a trusting and respectful relationship with the child. On the nappy change table, educators interact with them through rhyme games or singing to teach them about self-care strategies like hand washing, dress change and sense of achievement while learning those skills (Murray 2014).
Lucie (14 months) is becoming more confident and independent each day. She insists on doing most things for herself and will persist at a task even when she becomes frustrated.
When Lucie becomes tired she resists the Educator’s efforts to put her down for a sleep.
Lucie’s Educators discuss the need to speak to Lucie’s parents about possible changes to sleep routine.
This photograph shows a very tired Lucie who insists on finishing her lunch.
What might you communicate with Lucie’s family in regards to her eating and sleeping routine and how it may be adapted?
21.As toddlers develop their need for independence grows. However, often their desire for independence is not matched by their physical or emotional development. What strategies can the Educator use to adapt experiences to meet Lucie’s needs and routines?
The educators should provide a safe and sleeping environment and cots should be designed according to Australian Safety Standards. The mattresses should be of correct size, clean and flat. The bedding should be safe and there should be no doonas, pillows, fabric, loose bedding, soft toys or bumpers on the cot. These sleeping needs should be available day and night. Lucie should not be left alone on adult beds, cushions, pillows, couches, electric devices, heaters, hot bags or blankets (Task Force on Sudden Infant Death Syndrome 2016
At lunch time the Educator serves the children their meals individually into bowls and gives them their own cutlery and sipper cups. She checks the room allergy list before each child receives their bowl. The Educator also keeps a second set of food so that she can offer food to the children learning to feed themselves, ensuring they receive enough food.
Shellbie (12 months) is learning to eat and drink independently at meal times. She enjoys exploring the texture of foods and alternates between using her hands and spoon.
Shellbie always enjoys her meals. When she is finished she lets the Educator know by raising her arms and saying ‘Up’.
a.How have the Educators ensured Shellbie’s safety while eating her lunch?
While eating her lunch, educators need to give her a pleasant mealtime so that they are enthusiastic about healthy eating. The furniture should be child-sized with a small table or booster seats and high chairs can be used. The serving utensils should be such that it has right portions of food and easy to handle. The squeeze bottles should be made of plastic as children can squeeze peanut butter, jellies, mustard, and ketchup onto their foods. Shellbie should be taught to clean up spills, as it is not a catastrophe rather provides children an opportunity to learn.
b.What would you communicate with Shellbie’s parents about her mealtimes?
An educator’s role is to talk to the family and know about their culture and religion that influence food habits. A positive relationship with parents help educators in providing the best care that is possible. The educator should talk to Shellbie’s parents regarding her food choices, routines and try to implement them within the environment. Firstly, educators should identify the patterns of food habit that is majorly followed by the family. Secondly, the interaction between educators and parents should be undertaken from the child’s point of view. Thirdly, develop a sharing relationship with parents that work in collaboration in fulfilling child’s food needs and preferences (Pianta and Sheridan 2015).
23.Create a Children’s Services handout for Educators (A4 size). Show the steps that should be followed when preparing, heating, cleaning equipment and storing baby and toddler formula for bottle feeding.
The handout should include:
Document your poster on the ‘Preparing and heating baby and toddler formula template’.
Preparing and Heating Baby and Toddler Formula
24.As well as needing to safely manage formula and bottle feeding, there may be times when you will be required to support a mother who wished to continue breast feeding.
List three ways a service can identify as ‘breast feeding friendly’?
25.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.
What are the basic health principles for providing food, meals and snacks? Read each statement and indicate whether it is true or false.
Statement Answer
Australia’s food safety standards state that reheated food should reach 50°C. False
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. False
Educators should not allow children to share individual eating or drinking utensils, or take food from other children’s plates or bowls. True
Educators can use the same spoon/utensils to feed each infant. False
Children only need wash and dry their hands before meals if they’ve been outside playing. False
Educators need to teach children to turn away from food when they cough or sneeze, and then to wash their hands. True
Keep food hot (more than 60°C) or cold (5°C or less);17 otherwise, do not keep it at all. Heating and cooling food properly will help prevent germs from growing in the food. True
Gloves can be substituted, instead of cleaning hands. False
26.List the seven key elements that need to be considered when planning the physical environment.
Physical environment promotes inclusive relationships because of positive learning experiences.
27.For each photograph identify two aspects of the physical space that supports the child’s learning and development. Think about:
Photograph/Context How does this space support and stimulate children’s learning and development?
In the picture, the baby is fascinated with the colourful toy material as it encourages them to make choices based on the materials they choose and
It also gives them an opportunity to explore their surrounding.
The open space with lot of shelves that are placed at right angles to provide space to that experience.
Open and uncluttered space also enables running and physical development in the child.
A well-lighted room encourages movement where they crawl, run, climb and explore themselves promoting motor skill development.
While playing in a suitable and safe environment, it promotes their physical developments.
In the picture, many materials are given to the child to choose from it. In this way, they support emerging interest of children and allow them to bring out their innate curiosity and creativity.
According to NQS, Australia, the spaces in the physical environment through designing of materials help them to get engaged into experiences promoting language skills and development.
In this physical environment, there are wall displays with photo wall. When a child looks at the photos, it gives them a sense of belonging and development occurs in terms of sharing, emotions and inclusiveness within them.
The photo about a particular theme (child’s pictures) is conveying meaning, developing awareness and support understanding making them expressive and imparting a sense of belonging.
Katie (8 months) has learnt how to pull herself to a standing position and walk around furniture. When offered a walker or wheeled toy, she stands and begins to propel herself forward.
a.What physical skills is Katie demonstrating?
The physical skills demonstrated by Katie is that she can stand with support and walk through taking support of furniture, This helps to promote motor skills where she is learning to move and coordinate legs, arms and other body parts for movement. She is also trying to hold stuffs, trying to balance body, and demonstrating eye to hand co-ordination (Trawick-Smith 2013).
b.What will be the next major milestone in Katie’s physical development?
The next major milestone will be she will be able to walk without any support.
c.What equipment/experiences should the Educator provide to support Katie’s physical development?
To support her physical development, she could be given a stroller or pusher to encourage her to walk. A toy kept on the table that she can access could help in her experience in walking.
29.Refer to the document- Guide to the Education and Care Services National Law and the Education and Care Services National Regulations (Chapter 4, pp. 57- 66), ACECQA (2011). and complete the missing information for each statement.
Emotional Development
The Educator, Jill, shows Archie (13 months) the music maker. “I wonder what this does, Archie?” Archie looks intently but does not attempt to press any buttons. Jill pauses, allowing Archie to explore the music maker.
Jill then presses one of the buttons – she continues to maintain eye contact with Archie.
Educator: “Oh what’s that noise? Can you make a noise Archie? You press the buttons.”
Archie places his hand on the buttons and gets an instant response. He laughs and bangs his hand on the buttons to make more sounds.
The Educator smiles and responds: “Archie’s making music. Clever boy, Archie!”
Jill and Archie continue to play and interact.
a.Identify three strategies the Educator is using to support Archie’s emotional development?
Lali’s (16 months) family is from India. They have been in Australia for three months. Lali has now been at the centre for six weeks and attends two days per week. Her parents are undertaking studies at the university and will be in Australia for two years.
Lali’s parents speak fluent English and Assamese. They speak to Lali mainly in Assamese but want her to also learn English.
When Lali is not in childcare she is cared for by her maternal grandmother who has made the trip with the family. Lali’s grandmother also lived with the family in India and has always helped to care for Lali. Grandmother speaks limited English and talks to Lali in Assamese. Lali is used to the constant attention of her family and finds the unfamiliar surroundings of childcare difficult. She follows the Educator around whimpering and holding her arms up to be carried.
When is time for Lali to sleep, she screams when the Educator lifts her into a cot. The Educator finds that the only way she can get Lali to sleep is to sit with her in the rocking chair and gentle rock her to sleep.
a.What factors have contributed to Lali finding it difficult to settle into childcare?
The family has been in Australia for more than three months that made Lali understand limited English.
Moreover, Lali is being continuously under the attention of her parents and maternal grandmother and as a result, when she goes to day-care, she finds it difficult to adjust to the unfamiliar surroundings and language (English).
b.What could you do to support Lali to adjust to care?
Most importantly, Lali’s interests should be taken into consideration and added to her surrounding environment
As she is familiar with Assamese language, educators at the day care should use those words with her.
As she is always under constant attention, it is important that there should be one to one interaction with her for building strong relationship with her.
Ava (14 months) has attended child care for eight months. She initially settled well and has developed a strong bond with Educators. Ava was attending the centre three days per week but now attends full-time as both parents have full-time jobs.
Ava has not adjusted well to this change. Normally Ava is happy to go to an Educator and wave goodbye to Mum or Dad. Now she screams and clings to her mother or father and continues crying for around an hour. Mum, Dad and Educators are all upset by this change in Ava and decide to meet after hours to work on a plan to help Ava settle.
a.Suggest what the parents/Educators could do to help Ava adjust to her new routine?
There should be gradual increase in length of time that Ava spends at the child care
A comfort item or favourite toy can soothe her
The favourite activities at the child care can be helpful to distract her and calm her down
There is a need to settle Ava at an interesting activity before her parents leave
Developing a routine goodbye through story telling can be helpful in controlling situation when her parents leave
Talking about child care that can help her know that she is being cared
Reassuring Ava that she will be recollected after her parents leave
b.Explain why it is important for Educators to support Ava’s parents during this time.
An educator should support Ava’s parents as they are going through a big change and with this, their child also need to adjust to the new change. Moreover, to see Ava upset, her parents will be worried and unsettled position can bring guilty that they have left her at the childcare. Therefore, it is important to support her parents by reassuring and advising them that their child is safe, secured and happy at the childcare throughout the day when they are at work.
In ticking each task above and signing below, I declare that I have observed the Student demonstrate successfully the required tasks within the workplace to industry standards. I declare the Student can perform the ticked tasks independently with no additional training required.
References
Ball, H.L. and Volpe, L.E., 2013. Sudden Infant Death Syndrome (SIDS) risk reduction and infant sleep location–Moving the discussion forward. Social science & medicine, 79, pp.84-91.
Davies, D., Jindal-Snape, D., Collier, C., Digby, R., Hay, P. and Howe, A., 2013. Creative learning environments in education—A systematic literature review. Thinking Skills and Creativity, 8, pp.80-91.
Deans, J., Page, J. and Tayler, C., 2016. Teaching for learning. Learning and Teaching in the Early Years, p.68.
Harms, T., Cryer, D., Clifford, R.M. and Yazejian, N., 2017. Infant/toddler environment rating scale. Teachers College Press.
Hirshkowitz, M., Whiton, K., Albert, S.M., Alessi, C., Bruni, O., DonCarlos, L., Hazen, N., Herman, J., Hillard, P.J.A., Katz, E.S. and Kheirandish-Gozal, L., 2015. National Sleep Foundation’s updated sleep duration recommendations. Sleep Health: Journal of the National Sleep Foundation, 1(4), pp.233-243.
imagineeducation.com.au 2018. Immunization in childcare settings. [online] Available at: https://www.imagineeducation.com.au/files/CHC30113/NCAC_Immunisation_20In_20Child_20Care.pdf [Accessed 23 Feb. 2018].
Lieberman, A.F., 2017. The emotional life of the toddler. Simon and Schuster.
Mindell, J.A. and Owens, J.A., 2015. A clinical guide to pediatric sleep: diagnosis and management of sleep problems. Lippincott Williams & Wilkins.
Murray, L., 2014. The psychology of babies: how relationships support development from birth to two. Hachette UK.
Ohayon, M., Wickwire, E.M., Hirshkowitz, M., Albert, S.M., Avidan, A., Daly, F.J., Dauvilliers, Y., Ferri, R., Fung, C., Gozal, D. and Hazen, N., 2017. National Sleep Foundation’s sleep quality recommendations: first report. Sleep Health: Journal of the National Sleep Foundation, 3(1), pp.6-19.
Pianta, R.C. and Sheridan, S.M. eds., 2015. Handbook of early childhood education. Guilford Publications.
Porter, N. and Ispa, J.M., 2013. Mothers’ online message board questions about parenting infants and toddlers. Journal of advanced nursing, 69(3), pp.559-568.
Raban, B. and Kilderry, A., 2017. Early childhood education policies in Australia. In Early Childhood Education Policies in Asia Pacific (pp. 1-30). Springer, Singapore.
Rychlowska, M., Korb, S., Brauer, M., Droit-Volet, S., Augustinova, M., Zinner, L. and Niedenthal, P.M., 2014. Pacifiers disrupt adults’ responses to infants’ emotions. Basic and Applied Social Psychology, 36(4), pp.299-308.
Salamon, A. and Harrison, L., 2015. Early childhood educators’ conceptions of infants’ capabilities: The nexus between beliefs and practice. Early Years, 35(3), pp.273-288.
Shea, R., Bryant, L. and Wendt, S., 2016. ‘Nappy bags instead of handbags’: Young motherhood and self-identity. Journal of Sociology, 52(4), pp.840-855.
Smith, J.P., McIntyre, E., Craig, L., Javanparast, S., Strazdins, L. and Mortensen, K., 2013. Workplace support, breastfeeding and health. Family Matters, (93), p.58.
Tafuri, J., 2017. Infant musicality: New research for educators and parents. Routledge.
Task Force on Sudden Infant Death Syndrome, 2016. SIDS and other sleep-related infant deaths: Updated 2016 recommendations for a safe infant sleeping environment. Pediatrics, p.e20162938.
Tayler, C., Ishimine, K., Cloney, D., Cleveland, G. and Thorpe, K., 2013. The quality of early childhood education and care services in Australia. Australasian Journal of Early Childhood, 38(2), p.13.
Trawick-Smith, J., 2013. Early childhood development: A multicultural perspective. Pearson Higher Ed.
VanHoorn, J., Nourot, P.M., Scales, B. and Alward, K.R., 2014. Play at the center of the curriculum. Pearson Higher Ed.
Volpe, L.E., Ball, H.L. and McKenna, J.J., 2013. Nighttime parenting strategies and sleep-related risks to infants. Social Science & Medicine, 79, pp.92-100.
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