Care for BabiesCare for BabiesCHCCN5CCHCCN5C

Element 1:Element 1:

Respond to Respond to babies/infant cues babies/infant cues and needsand needs

Cues and needsCues and needs

Infants cues and Infants cues and needs are met by the needs are met by the way we respond to way we respond to them in their first two them in their first two years of life, which years of life, which can influence their can influence their ability to form trusting ability to form trusting relationships for the relationships for the rest of their liferest of their life

In Pairs discuss possible cues and needs and their meaning…….

Familiar infant cuesFamiliar infant cuesCueCue Possible MeaningPossible Meaning

GurglingGurgling ContentContent

LaughingLaughing HappyHappy

PointingPointing Needing/wanting Needing/wanting somethingsomething

FidgetingFidgeting RestlenessRestleness

GrizzlingGrizzling Unhappy/uncomfortableUnhappy/uncomfortable

SmilingSmiling Pleasure/contentPleasure/content

SobbingSobbing Distressed, hurtDistressed, hurt

CryingCrying Hunger, uncomfortable, Hunger, uncomfortable, lonely, hurtlonely, hurt

WrigglingWriggling UncomfortableUncomfortable

ScreamingScreaming Anger, pain, hungerAnger, pain, hunger

Turning Head awayTurning Head away DistasteDistaste

Throwing themselves on Throwing themselves on the floorthe floor

AngerAnger

Throwing items across Throwing items across the roomthe room

AngerAnger

Screwing up faceScrewing up face Distaste, angerDistaste, anger

Staring hard at Staring hard at somethingsomething

Unsure, anxiousUnsure, anxious

Infants are born with a range of reflexes which Infants are born with a range of reflexes which function to assist the infant to survivefunction to assist the infant to survive

ReflexReflex StimulationStimulation Infant Infant responseresponse

Developmental Developmental patternpattern

BlinkingBlinking Flash of light, Flash of light, puff of airpuff of air

Closes eyesCloses eyes PermanentPermanent

BabinskiBabinski Stroking sole Stroking sole of footof foot

Fans toes Fans toes out, twists out, twists foot infoot in

Disappears 9-Disappears 9-12 months12 months

GaspingGasping Touching Touching palmspalms

Grasps Grasps object tightlyobject tightly

Dissapears by Dissapears by 12 months12 months

Moro/Moro/

StartleStartle

Sudden Sudden movement or movement or loud noiseloud noise

Startles, arches Startles, arches back, head goes back, head goes back, arms and back, arms and legs fling out, legs fling out, then rapidly then rapidly brings them brings them back to cover back to cover the centre of the centre of bodybody

Dissapears 3-4 Dissapears 3-4 monthsmonths

RootingRooting Stroke the Stroke the cheek or side of cheek or side of mouthmouth

Turns body and Turns body and mouth and mouth and begins to suckbegins to suck

Disappears 3-4 Disappears 3-4 monthsmonths

SteppingStepping Holding the Holding the child above a child above a surface with the surface with the feet touching feet touching the surfacethe surface

Moves feet in Moves feet in walking motionwalking motion

Disappears 3-4 Disappears 3-4 monthsmonths

The new brain researchThe new brain research

In the last few years scientists have discovered:In the last few years scientists have discovered: Nature and Nurture contributes to brain Nature and Nurture contributes to brain

developmentdevelopment In order for babies to thrive they must beIn order for babies to thrive they must be-loved-loved-held-held-talked to-talked to-read to-read to-allowed to explore the environment-allowed to explore the environment

““Window of Opportunity”Window of Opportunity”for the development of the brainfor the development of the brain

Window forWindow for OptimalOptimal

WindowWindow

Next best Next best opportunityopportunity

Further Further rewiring rewiring possiblepossible

EmotionalEmotional

IntelligenceIntelligence

0-24 mths0-24 mths 2-5 years2-5 years Any AgeAny Age

MotorMotor 0-24 mths0-24 mths 2-5 years2-5 years DecreasesDecreases

VisionVision 0-2 years0-2 years 2-5 years2-5 years DecreasesDecreasesOptimal development means that this is when the best ‘wiring’ of the brain is developing and at the most rapid rate. The next best opportunity refers to the Strengthening of the wiring, and rewiring means the ability to make adaptations to existing wiring

Thinking Thinking SkillsSkills

0-48 mths0-48 mths 4-10 years4-10 years Any AgeAny Age

Second Second Language Language

5-10 years5-10 years Any AgeAny Age

Early Early SoundsSounds

4-8 mths4-8 mths 8 mths-5 8 mths-5 yearsyears

Any AgeAny Age

MusicMusic 0-36 mths0-36 mths 3-10 years3-10 years Any AgeAny Age

Ref: Schiller P. (1999) ‘Smart Start- Building Brain Power in the Early Years’.

Caregiver’s can:Caregiver’s can: Give babies time, attention and affectionGive babies time, attention and affection Understand that babies are social beings. Understand that babies are social beings.

They are primed to learn and They are primed to learn and communicate, and needs lots of communicate, and needs lots of opportunities for early experiencesopportunities for early experiences

Give lots of warm and responsive Give lots of warm and responsive communication with adults, including communication with adults, including physical contact and touch.physical contact and touch.

Appropriate responses to infant Appropriate responses to infant cuescues

Understanding CuesUnderstanding Cues

Hunger Cues:Hunger Cues:A quick, calm and reassuring response from A quick, calm and reassuring response from

the caregiver teaches the child to trust.the caregiver teaches the child to trust. Anticipate when an infant is likely to feel Anticipate when an infant is likely to feel

hungryhungry Ensure the feed is ready and waiting for Ensure the feed is ready and waiting for

themthem Ensure the hungry cry is dealt with Ensure the hungry cry is dealt with

immediately.immediately.

Fear or anxiety cuesFear or anxiety cues

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Separation AnxietySeparation Anxiety

After about six months babies cry from After about six months babies cry from being uncomfortable or from hungerbeing uncomfortable or from hunger

They also may become distressed when They also may become distressed when the parent (caregiver) is out of sightthe parent (caregiver) is out of sight

Excessive change, noise, lots of activity Excessive change, noise, lots of activity and crowds may also prove to be a and crowds may also prove to be a distressing situation for an infantdistressing situation for an infant

Stranger AnxietyStranger Anxiety

Occurs between eight and twelve months oldOccurs between eight and twelve months old May occur if confronted with something new, May occur if confronted with something new,

meet new people or put into a new situationmeet new people or put into a new situation

Infants may express anxiety or fear of strangers Infants may express anxiety or fear of strangers by:by:

-staring intently at the strange person-staring intently at the strange person

-bursting into tears-bursting into tears

-holding tight to their caregiver-holding tight to their caregiver

Anger CuesAnger Cues

Infants begin to demonstrate recognisable outbursts of Infants begin to demonstrate recognisable outbursts of anger from about four to six months.anger from about four to six months.

Anger is about developing a sense of power and control. Anger is about developing a sense of power and control. Infants express anger:Infants express anger:• When a toy is taken away from themWhen a toy is taken away from them• When they are held and want to get downWhen they are held and want to get down• When they are stopped from doing something they want When they are stopped from doing something they want

toto• When the caregivers leave the room for a period of timeWhen the caregivers leave the room for a period of time• When they are put down for a sleep but want to stay When they are put down for a sleep but want to stay

awakeawake

When responding to infant’s anger cues a When responding to infant’s anger cues a caregiver can:caregiver can:

Acknowledge the infant’s rights to be Acknowledge the infant’s rights to be angryangry

Prevent the cause of anger if possiblePrevent the cause of anger if possible Provide comfort while allowing the infant to Provide comfort while allowing the infant to

crycry Encourage toddlers to verbalise their Encourage toddlers to verbalise their

anger and to take part in energetic anger and to take part in energetic activitiesactivities

Tiredness CuesTiredness Cues Respond quickly to early signs of tirednessRespond quickly to early signs of tiredness Follow the individual’s routine and ritualsFollow the individual’s routine and rituals Some infants need to be rocked, patted or Some infants need to be rocked, patted or

rubbed gently on their backsrubbed gently on their backs Some babies have a bottle or breast feed before Some babies have a bottle or breast feed before

sleepsleep Others prefer too be placed in their cots and fall Others prefer too be placed in their cots and fall

asleep on their ownasleep on their own Respond in a calm and relaxed way to settle the Respond in a calm and relaxed way to settle the

infant/toddler into a sleep, having everything infant/toddler into a sleep, having everything ready before handready before hand

Pain cuesPain cues

Individually think about your own response to pain. Do Individually think about your own response to pain. Do you feel pain acutely and make a big fuss, or do you you feel pain acutely and make a big fuss, or do you hardly feel pain at all?hardly feel pain at all?

It is important that the caregiver responds quickly to any crying baby:It is important that the caregiver responds quickly to any crying baby: It is common for very young infants to respond in a high-pitched It is common for very young infants to respond in a high-pitched

stressful cry.stressful cry. Infants in pain will cry vigorously for about half a minute to a minuteInfants in pain will cry vigorously for about half a minute to a minute If the child continues to scream or cry strongly for time after the If the child continues to scream or cry strongly for time after the

incident, then they should be referred to a medical practitionerincident, then they should be referred to a medical practitioner Infants experiencing great pain may also go into shock and not cry Infants experiencing great pain may also go into shock and not cry

out at allout at all

Element 2Element 2

Develop and maintain Develop and maintain a nurturing a nurturing relationship with relationship with babies/infantsbabies/infants

DVD- Dunston- Baby DVD- Dunston- Baby LanguageLanguage

Developmental milestones for Developmental milestones for infantsinfants

Physical MilestonesPhysical Milestones

At birth a baby only has reflexes, At birth a baby only has reflexes, movements and instincts, which are aimed movements and instincts, which are aimed at meeting basic needs. Over the first 12 at meeting basic needs. Over the first 12 months infants gradually learn to gain months infants gradually learn to gain control over physical movements; however control over physical movements; however all senses are operating- hearing is acute all senses are operating- hearing is acute but vision is poorbut vision is poor

Gross Motor SkillsGross Motor Skills

Three months- roll overThree months- roll over Four months- lifts head upFour months- lifts head up Five months- sits without supportFive months- sits without support Six months-stands up while holding onSix months-stands up while holding on Nine months- walks with assistanceNine months- walks with assistance Twelve months- walks well unassistedTwelve months- walks well unassisted

Fine motor skillsFine motor skills

Three months- grasps objects and is able Three months- grasps objects and is able to follow object movements with eyes to follow object movements with eyes (tracking)(tracking)

Six months- grasps using palm and fingersSix months- grasps using palm and fingers Nine months- grasps using fingers and Nine months- grasps using fingers and

thumbthumb

Cognitive MilestonesCognitive Milestones

At birth- babies continue to gaze in the direction of At birth- babies continue to gaze in the direction of moving objects that disappearmoving objects that disappear

At Four months- babies have different sucking situations; At Four months- babies have different sucking situations; want to suck for food or dummies for comfort. They are want to suck for food or dummies for comfort. They are responsive to human faces and begin to repeat actions responsive to human faces and begin to repeat actions to get responses, e.g. smilingto get responses, e.g. smiling

At Eight months- very curious about their environment At Eight months- very curious about their environment and are able to coordinate sensory information, they use and are able to coordinate sensory information, they use their mouth as a major information gatherertheir mouth as a major information gatherer

At 12 months- pass toy to the other hand when offered a At 12 months- pass toy to the other hand when offered a second object ( referred to as ‘crossing the midline’; as second object ( referred to as ‘crossing the midline’; as an important neurological development)an important neurological development)

Language MilestonesLanguage Milestones

Provide infants with a variety of language materials, include Provide infants with a variety of language materials, include pictures, posters, displays, picture/story books, bilingual pictures, posters, displays, picture/story books, bilingual charts/books, songs, puppets, rhymes, poems, language charts/books, songs, puppets, rhymes, poems, language games, music.games, music.

Interact with babies by:Interact with babies by: Reading stories/ books with themReading stories/ books with them Playing a variety of sound for them to hearPlaying a variety of sound for them to hear Providing a secure, nurturing environment with face-to-Providing a secure, nurturing environment with face-to-

face interactionface interaction Using developmentally appropriate language to interact Using developmentally appropriate language to interact

with themwith them

Language MilestonesLanguage Milestones At birth- babies can tune into the sounds of At birth- babies can tune into the sounds of

speech and respond to them. They cry to speech and respond to them. They cry to communicatecommunicate

At three months- babies can laugh, coo and play At three months- babies can laugh, coo and play with speech sounds. They have different cries with speech sounds. They have different cries for different problemsfor different problems

At eight months- babies begin to understand At eight months- babies begin to understand some single words, imitate sounds and begin to some single words, imitate sounds and begin to use body language, such as pointinguse body language, such as pointing

At twelve months- most babies have said their At twelve months- most babies have said their first wordsfirst words

Social and emotional milestonesSocial and emotional milestones

By six weeks- babies respond to people with a By six weeks- babies respond to people with a smilesmile

At four months- recognise and reach out to At four months- recognise and reach out to familiar faces and objectsfamiliar faces and objects

At eight months- ‘separation anxiety’ The child is At eight months- ‘separation anxiety’ The child is beginning to have self-awareness- an idea that beginning to have self-awareness- an idea that they are a separate individualthey are a separate individual

At twelve months- babies repeat behaviours that At twelve months- babies repeat behaviours that get attention; jabbers continuously.get attention; jabbers continuously.

Emotional Care of InfantsEmotional Care of Infants

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DVD-”The whole child”-Babies are DVD-”The whole child”-Babies are children toochildren too

RoutinesRoutines

Nappy ChangingNappy Changing Equipment needed prior to nappy changeEquipment needed prior to nappy change

In groups develop a Nappy Changing In groups develop a Nappy Changing ProcedureProcedure

Demonstrate Nappy Change to whole groupDemonstrate Nappy Change to whole group

Bottle FeedingBottle Feeding

Formula Formula SterilisationSterilisation MakingMaking HeatingHeating FeedingFeedingBreastBreast StorageStorage HeatingHeating FeedingFeeding

Rest and SleepRest and Sleep

Flexible sleep Flexible sleep routinesroutines

Individual infants Individual infants needs metneeds met

Settling techniquesSettling techniques Partnership with Partnership with

parentsparents

Sudden Infant Death SyndromeSudden Infant Death SyndromeSIDSSIDS

Originally defined in 1969- Cot DeathOriginally defined in 1969- Cot Death Sudden death on an infant or a child that is unexpected Sudden death on an infant or a child that is unexpected

and in which a post-mortem examination fails to and in which a post-mortem examination fails to demonstrate an adequate cause of deathdemonstrate an adequate cause of death

Occurs:Occurs: Common between two and four monthsCommon between two and four months Can occur to children under the age of 5 yearsCan occur to children under the age of 5 years Occurs to breast and bottle fed babiesOccurs to breast and bottle fed babies Can occur at all times of the day or night, in cots, prams, Can occur at all times of the day or night, in cots, prams,

car seats and bassinetscar seats and bassinetsGroup work-Group work-““develop a poster designed to prevent SIDS”develop a poster designed to prevent SIDS”

Why babies are at risk?Why babies are at risk?

Suffocated under beddingSuffocated under bedding Chocked by sucking on toys or other objectsChocked by sucking on toys or other objects Caught between the side of the cot and the mattressCaught between the side of the cot and the mattress Strangled on cords and ribbonsStrangled on cords and ribbonsSafe sleeping positions:Safe sleeping positions: Place the baby on their back to sleepPlace the baby on their back to sleep Place their feet at the end of the cotPlace their feet at the end of the cot Tuck in bedding securely so bedding is not loose, do not Tuck in bedding securely so bedding is not loose, do not

use dooners, bumpers and pillowsuse dooners, bumpers and pillows Keep the baby’s head uncovered- no hats, hoods or rugsKeep the baby’s head uncovered- no hats, hoods or rugs Keep the home smoke freeKeep the home smoke free

Further information : www.sidsaustralia.org.au

FoodFood

Growth and DevelopmentGrowth and Development Babies grow rapidly in the first Babies grow rapidly in the first

year of lifeyear of life Birth weight doubles by the Birth weight doubles by the

end of the yearend of the year Length increases by about Length increases by about

50%50% Breast Milk or Formula Breast Milk or Formula

important for the first 12 important for the first 12 monthsmonths

Introduce solids between 4-6 Introduce solids between 4-6 months months

The introduction of solids to an The introduction of solids to an infant’s diet is dependent on infant’s diet is dependent on nutritional, physiological and nutritional, physiological and developmental factorsdevelopmental factors

Is baby ready for solids?Is baby ready for solids?

Can hold head upCan hold head up Signs of hunger and don’t settle after the milk Signs of hunger and don’t settle after the milk

feedfeed Chews on hands and toysChews on hands and toys Sudden waking during the nightSudden waking during the night The baby’s mouth opens as a spoon The baby’s mouth opens as a spoon

approaches, mouth closes on spoon and most of approaches, mouth closes on spoon and most of the food stays in the mouth then moves to the the food stays in the mouth then moves to the back of the throat for swallowingback of the throat for swallowing

Introducing SolidsIntroducing SolidsMCHCMCHC

The following is a guide as babies are individuals The following is a guide as babies are individuals and learn to eat at different rates. Research and learn to eat at different rates. Research influences current practices.influences current practices.

4-6 months- smooth, mashed infant rice cereal, 4-6 months- smooth, mashed infant rice cereal, fruit and vegetables. Teaspoon to tablespoon fruit and vegetables. Teaspoon to tablespoon approach.approach.

6-9 months-finely diced meat and chicken can 6-9 months-finely diced meat and chicken can be added. Fruit and vegetables mashedbe added. Fruit and vegetables mashed

8 months-encourage drinking from a cup8 months-encourage drinking from a cup 9-12 months-Finger foods can be introduced. 9-12 months-Finger foods can be introduced.

Chunky textures encourage chewingChunky textures encourage chewing

Element 3Element 3Settle New ArrivalsSettle New Arrivals

Types of child care servicesTypes of child care services Orientation Process:Orientation Process:

Child Care Services have a comprehensive Child Care Services have a comprehensive orientation process and policy this allows orientation process and policy this allows time for the Centre Staff to become time for the Centre Staff to become familiar with individual needs of the infantfamiliar with individual needs of the infant

Discuss examples of information likely to Discuss examples of information likely to be gatheredbe gathered

Settling into Child CareSettling into Child Care Responding to signs of distress-Responding to signs of distress- Being friendly and reassuring to the child’s parentsBeing friendly and reassuring to the child’s parents Discussing parent’s expectationsDiscussing parent’s expectations Allowing child to bring something special from homeAllowing child to bring something special from home Ensuring the infant has all their own comforters e.g. dummies or a teddyEnsuring the infant has all their own comforters e.g. dummies or a teddy Offering physical comfortOffering physical comfort Familiar and consistent staffFamiliar and consistent staff Talking in a reassuring voiceTalking in a reassuring voice Taking the child outside the business of the roomTaking the child outside the business of the room Finding a game or activity to play with or visualiseFinding a game or activity to play with or visualise Establishing a ritual for the beginning of the day- wave goodbye at a windowEstablishing a ritual for the beginning of the day- wave goodbye at a window Encourage parents to spend as much time as they require at the centreEncourage parents to spend as much time as they require at the centre Acknowledge the parents feelingsAcknowledge the parents feelings Reassuring parentsReassuring parents

Element 4Element 4Provide an environment that promotes security for Provide an environment that promotes security for

the childthe childWhile it is vital for caregivers to develop and maintain While it is vital for caregivers to develop and maintain

nurturing relationships with infants, we must ensure that nurturing relationships with infants, we must ensure that the environment in which the infant is spending time is the environment in which the infant is spending time is safe and secure through:safe and secure through:

Providing good quality child careProviding good quality child care Supervising adequatelySupervising adequately Checking the environment for hazardsChecking the environment for hazards Medication administrationMedication administration Sudden Infant Death SyndromeSudden Infant Death Syndrome High quality experiences to extend infant’s DevelopmentHigh quality experiences to extend infant’s Development

What Children are learning in the What Children are learning in the first years of life?first years of life?

1.1. An incredible number of skills with body and hands. Learning to An incredible number of skills with body and hands. Learning to control the body, particularly the hands, is one of the most control the body, particularly the hands, is one of the most challenging, developmental tasks of the first few yearschallenging, developmental tasks of the first few years

2.2. How the world works. In their play, under threes are figuring out How the world works. In their play, under threes are figuring out laws of gravity, weight , motion and mass through endless self-laws of gravity, weight , motion and mass through endless self-directed experimentsdirected experiments

3.3. Communication Skills. Young children are learning how to give Communication Skills. Young children are learning how to give information, ask questions, convey needs, wants and feelings information, ask questions, convey needs, wants and feelings through language as well as non-verbal cuesthrough language as well as non-verbal cues

4.4. Outlook towards other people. Children learn that adults can be Outlook towards other people. Children learn that adults can be trusted, that they care, that they will try to help when help is trusted, that they care, that they will try to help when help is needed and that they are fun to be withneeded and that they are fun to be with

5.5. A concept of self. Self concept has a major impact on A concept of self. Self concept has a major impact on development; it is critical that children develop a positive picture development; it is critical that children develop a positive picture of themselvesof themselves

Environments for BabiesEnvironments for Babies‘‘Multi-sensory’Multi-sensory’

Infants need to be Infants need to be exposed to sensory exposed to sensory experiences that experiences that allow them to allow them to investigate and investigate and discover their worlddiscover their world

In groups discuss what could be provided to In groups discuss what could be provided to in relation to the senses below:in relation to the senses below:

SmellSmell HearingHearing TasteTaste

SightSight TouchTouch