Today, in the morning I helped comforting two new unsettled babies. My main focus as a placement student was on building trust through emotionally responsive care routines, using soft tone, eye contact, and physical closeness to comfort unsettled children. This reflects EYLF V2.0 Outcome 1.1 – Children feel safe, secure, and supported (AGDE, 2022) and reflects NQS QA5.1.1 – Positive educator-child relationships (ACECQA, 2020).

I was occupied in slow, respectful change, softly narrating actions like “I’m picking you up now,” to help children feel secure and in control. This approach is linked with Attachment Theory, where sensitive, predictable interactions foster emotional security (McLeod, 2025). I supported the ECA Code of Ethics by keeping dignity, respect, and consistency in all interactions (Early Childhood Australia, 2016).

I helped with bottle-feeding by which I practiced intentional teaching during care routines, promoting language development by naming objects, and feelings. I also made sure to follow Regulation 155 by supporting warm, respectful communication throughout.

As babies have diverse ways of expressing needs, I carefully observed each child’s body language and likings, supporting inclusion and recognising unusual behaviour. For example, one child was comforted by gentle rocking, while another preferred humming. This differentiation reflects Graduate Standard 1.6: strategies to support full participation (AITSL, 2017).

I also contributed to the learning environment by preparing calming sensory toys and soft music, helping create a safe, inclusive environment fulfilling NQS QA3.2.1: inclusive environment (ACECQA, 2020). Although Aboriginal and Torres Strait Islander content was not included today, I want to introduce traditional lullabies in future to support cultural understanding and align with QA6.2.3: Community Engagement (ACECQA, 2020).

To connect with families, I helped educators with feeding and sleep updates and provided information about the child’s positive response to sensory comfort objects. This supports QA6: Collaborative relationships with families(ACECQA, 2020) and reflects partnership principles of the EYLF (AGDE, 2022).

Reflecting my day, I recognised how important, slow and respectful caregiving is for under-twos. I plan to continue observing cues, adapting routines, and developing trust so babies can explore and engage with confidence.