Today, I supported a mirror play experience where babies explored their reflections, made facial expressions, and pointed out themselves or others in the mirror. This aligned with EYLF V2.0 Outcome 1.2: Children develop their emerging autonomy and inter-dependence, resilience and agency which encouraged early identity formation (AGDE, 2022).

I observed the children and sat nearby narrating what the children saw saying Look, that’s you!”and encouraged turn-taking with hand mirrors. These interactions reflected NQS QA5.1.1: Responsive educator-child relationships, and QA1.2.1: Intentional teaching (ACECQA, 2020).

I used inclusive language and celebrated each child’s uniqueness ensuring all children, including those with vision or sensory sensitivities, had accessible options. This showed AITSL Standard 1.6: strategies to support full participation which is support for exceptionality (AITSL,2017) and aligned with the ECA Code of Ethics by promoting dignity and equity (Early Childhood Australia, 2016).

Mirror play also supported constructivist learning, where children build understanding through hands-on, sensory-rich discovery (Lally & Valentine-French, 2019). The activity was calm, low-risk, and emotionally supportive meeting Regulation 168 and keeping a nurturing learning environment (ACECQA, 2020).

While no specific Aboriginal resources were embedded, next time I plan to display mirrored frames decorated with Indigenous designs and include phrases in First Nations languages to foster cultural inclusion and respect for Country which reflects QA6.2.3: community engagement (ACECQA, 2020).