Today I observed a group of babies during outdoor play where children explored soft climbing blocks, low height slides, pushed walkers, and crawled across a grass mat. I encouraged them while observing body cues, supporting EYLF V2.0 Outcome 3: Childers have strong sense of wellbeing and Outcome 1: Children have strong sense of identity (AGDE, 2022).

As a placement student, I offered responsive guidance, allowing safe risk-taking while keeping close supervision. This reflected NQS QA3.2.1: Inclusive, safe environments and Regulation 168, ensuring children’s physical and emotional safety (ACECQA, 2020).

I observed each child’s pace and supported confidence through positive reinforcement like “You climbed so high! showing intentional teaching and Standard 4.3: Behaviour and engagement strategies (AITSL, 2017).

One of the children with lower ability to move received additional support through different pathways and sensory-rich mats, showing my engagement with inclusion and exceptionality. I maintained the ECA Code of Ethics by respecting each child’s capabilities and choices (Early Childhood Australia, 2016).

Although Aboriginal content was not incorporated, I plan to incorporate native textures like, sticks, bark and leaves into the environment and include songs about Country in future outdoor sessions.

Reflecting on the day, I noticed how gross motor play helps building confidence and independence. I will continue to create supportive, sensory environments to enhance both movement and emotional development.