Today, I supported a baby who used their first clear word saying ball during play. I responded warmly, repeated the word softly, and extended it saying “Yes! You have the blue ball!”. This aligned with EYLF V2.0 Outcome 5.1: Use verbal and non-verbal communication effectively and celebrated early literacy and identity (AGDE, 2022).

I used intentional teaching approach by using simple language, gestures, and repetition of words to support speech. This is linked with NQS QA1.2.1: Intentional and responsive teaching (ACECQA, 2020), and current research shows responsive adult interaction significantly helps in early vocabulary growth (Salo et al., 2022).

To support children with various communication type, I used visuals and facial expressions, showing inclusive and fair practice. I also modelled non-verbal communication like, pointing, for pre-verbal infants, reflecting Standard 1.5: Differentiate teaching (AITSL,2017) to adjust teaching strategies and the ECA Code of Ethics (Early Childhood Australia, 2016).

I also supported safe, engaging interaction in a quiet corner of the room, upholding QA3.2.1: Safe, inclusive environments (ACECQA, 2020). Although today’s interaction did not include Aboriginal content, I plan to incorporate First Nations words like “bala” for ball, next time to embed QA6.2.3: Community engagement as a cultural respect (ACECQA, 2020).

I shared this moment with my mentor, and the child’s family was notified through a reflection on the communication app. This strengthened QA6.1.2: Parent partnerships and acknowledged this important milestone with care (ACECQA, 2020).