EC204: Learning and Development 2
Week 5: Environments for Infants and Toddlers
CIHE Australia
CIHE Australia
Acknowledgement of Country
CIHE Australia acknowledges the Bidjigal people of the Eora nation, Ngunnawal people and
Whadjuk Noongar people. We pay respect to their land, water, and sky in the past, present and future. We
gather here, at the Hurstville, Belconnen and West Perth campuses to acknowledge, recognise, and
honour the continued existence of Aboriginal and Torres Strait Islander people's cultural, spiritual, and
educational practices of the First Nations people of Australia
CIHE Australia
Week 5: Key concepts
Learning Environments for
Infants and Toddlers
Development Appropriateness
Designing Effective Learning
Environments
The Social Environment
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A Safe Environment
Creating a safe, health-
promoting, and
developmentally appropriate
physical environment—
across both indoor and
outdoor spaces—is
fundamental to supporting
infants’ and toddlers’
learning and development.
Safety must be the
primary consideration
in planning infant– Such environments
toddler programs, with should be intentionally
careful attention to designed to meet
group size and adult– children’s needs and
child ratios, as these promote exploration
are critical within secure
determinants of boundaries.
supervision quality and
overall well-being.
(Gonzalez-Mena & Eyer, 2025, p. 306)
A Safe Environment CIHE Australia
• The National Quality Framework
(NQF) sets out the minimum
qualifications and educator-to-child
ratio requirements for children’s
education and care services
(Australian Children’s Education &
Care Quality Authority [ACECQA],
n.d.).
• Educators must be working directly
with children to be included in
educator-to-child ratios. “Working
directly” means being physically
present with the children and
actively engaged in providing
education and care, thereby
ensuring adequate supervision and
the safety of all children.
CIHE Australia
A Safe Environment
This video will enhance your
understanding of active
supervision.
Qualities of a Safe Environment: CIHE Australia
Checklist for a Safe Physical Environment:
Cover electrical outlets and secure windows, mirrors, and drapery cords.
Ensure fire safety: accessible extinguishers, clear exits, evacuation plans,
and regular drills.
Remove poisonous plants and hazardous materials.
Keep furniture stable and compliant with safety standards (including cribs
and infant equipment).
Store medicines and cleaning products out of reach.
Remove broken toys; avoid small parts and toxic materials.
Maintain current first aid and CPR training; keep a stocked first aid kit
accessible.
Display emergency contacts and procedures clearly.
Maintain hygiene and safe waste disposal; separate food storage from
cleaning and diapering areas.
Provide shaded outdoor areas and age-appropriate equipment.
Supervise actively, allowing manageable risk without exposing children to
serious harm.
Ensure equitable supervision practices, regardless of gender.
(Gonzalez-Mena & Eyer, 2025, pp. 306-307)
A Healthful Environment CIHE Australia
• A healthful environment is as vital as a safe one.
• Good lighting, comfortable air temperature, and
ventilation contribute to the health and well-being of
infants and toddlers in these environments.
• Several factors must be considered to create a safe and
healthy environment for infants and toddlers, including
nutrition and feeding practices.
• This aligns with Quality Area 2 of the National Quality
Standard (NQS), which focuses on safeguarding and
promoting children’s health and safety, minimising risks,
and protecting children from harm, injury, and infection.
• Quality Area 2 recognises that all children have the right
to access education and care in environments that
support both their physical and psychological wellbeing.
High-quality services intentionally create safe, healthy,
and secure settings that also nurture children’s
developing competence, confidence, and independence.
(Gonzalez-Mena & Eyer, 2025, pp. 308-309; ACECQA, n.d.)
A Healthful Environment CIHE Australia
• Nutrition during the early years of life is crucial for children's growth, development and long-term health.
Recent research and guidelines from Australian health authorities emphasise the need for adequate
nutrition in early childhood education and care services (ECEC).
• The NQF addresses children’s health and nutrition through the National Law, National Quality Standard
(NQS) and approved learning frameworks. Quality Area 2 of the NQS focuses on children’s health and
safety, highlighting the promotion of healthy eating and physical activity.
• Element 2.1.3 requires services to provide nutritious food and drinks suitable for each child’s dietary needs.
• In addition, under Section 51(1)(a) of the National Law, services are required to maintain children’s safety,
health, and well-being at all times.
• The National Regulations also provide clear requirements:
• Regulation 78: food and beverages must be nutritious and adequate in quantity.
• Regulation 79: food and beverages must be appropriate for each child’s dietary needs, including
allergies and cultural requirements.
• Regulation 80: services must display a current weekly menu, which accurately describes the food and
drinks provided.
(ACECQA, 2025)
A Healthful Environment CIHE Australia
• Infant nutrition and feeding practices should be individualised to meet each child’s developmental needs.
Consistent with paediatric guidance, solids are generally introduced around six months of age (and not before
four months), beginning gradually with small amounts of soft, iron-rich foods. Foods should be introduced one at
a time to monitor tolerance. ACECQA recommends responding to infants’ verbal and non-verbal cues regarding
hunger, satiety, and food preferences.
• Educators must promote healthy lifestyles and ensure that food and beverages provided align with Australian
Government recommendations and the Australian Dietary Guidelines. Collaboration with families is essential to
ensure consistency with each child’s dietary requirements, preferences, allergies, and cultural practices.
Educators should: Services are encouraged to:
• Provide regular access to fresh drinking • Foster healthy eating environments.
water throughout the day. • Model positive food behaviours.
• Follow service policies for safe food • Partner with families.
preparation, storage, and heating, • Empower children to make healthy food
including breast milk handling. choices.
• Create a supportive and respectful
environment for breastfeeding.
• Encourage and scaffold children’s
emerging self-feeding skills.
(ACECQA, 2025; Gonzalez-Mena & Eyer, 2025, p. 310)
CIHE Australia
A Healthful Environment
• Many infant feeding principles also apply to
toddlers. Food offered should be fresh,
minimally processed, and free from
unnecessary additives. Toddlers typically enjoy
finger foods, which support independence and
fine motor development. Nutritious options
such as fruits and vegetables are preferable to
highly processed snacks high in sugar or salt.
• Educators must ensure that adequate
quantities of food are provided in accordance
with the Australian Dietary Guidelines,
including additional servings where required to
meet individual children’s nutritional needs.
(ACECQA, n.d.; Gonzalez-Mena & Eyer, 2025, p. 312)
A Healthful Environment
CIHE Australia
• Checklist for a Healthful and Sanitary Environment
• Conduct a brief health check as each child arrives.
• Promote regular handwashing, particularly before meals and after nappy changes or
toileting.
• Ensure each child has their own bed, cot, or rest mat; launder bedding regularly.
• Clean and sanitise toys and equipment daily, especially for children who mouth
objects.
• Follow hygienic nappy-changing procedures to prevent illness transmission.
• Maintain safe food handling, preparation, and cleaning practices.
• Ensure children’s immunisations are current, in line with service policy and
legislation.
• Recognise signs and symptoms of common illnesses.
• Adhere to clear exclusion policies for unwell children.
• Obtain written authorisation before administering medication and ensure
prescriptions are given only to the named child.
(Gonzalez-Mena & Eyer, 2025, pp. 308-309)
CIHE Australia
A Healthful Environment
This video will enhance your
understanding of the of
healthful environment.
CIHE Australia
Think, Reflect and Share
• How do the early childhood
educators arrange the
learning environment to
support children’s interests
and learning?
• How is design considered?
• How will children make
decisions in the environment?
CIHE Australia
The Learning Environment
Much of the structure of the infant and toddler
program comes from a well-planned environment.
Children have the right to a learning environment that
is safe, supportive, and values them as individuals
with unique needs, experiences, and identities,
supporting their learning and development.
This requires thoughtful and intentional planning.
The learning environment comprises a play area and
spaces for caregiving activities, including eating,
sleeping, nappy-changing areas, and toileting
facilities.
(Gonzalez-Mena & Eyer, 2025, pp. 312-313)
The Learning Environment CIHE Australia
There are some general rules for setting up an environment:
• The layout includes a clearly designated arrival and departure area, with secure storage for children’s
belongings and a sign-in and sign-out station that allows space for family communication.
• The eating area is positioned close to a kitchenette or food preparation space to support safe and
efficient meal service. The nappy-changing area is located away from food areas and near toileting
facilities to maintain hygiene and minimise cross-contamination.
• Indoor spaces are well-lit, welcoming, and arranged to encourage exploration and active engagement.
• Toileting facilities are child-sized and provide easy access to sinks with soap and paper towels,
promoting independence and hygiene. These facilities are conveniently located near both indoor and
outdoor play areas to support smooth transitions.
• Nappy-changing areas are equipped with appropriate counters or change tables designed for safe and
ergonomic practice, typically positioning the child sideways to the educator to ensure supervision and
safety.
• The sleeping area should be separate from active play spaces and designed to create a calm, restful
atmosphere. It should incorporate soft, neutral colours, low lighting, and a quiet, non-stimulating
environment to support relaxation and quality sleep.
(Gonzalez-Mena & Eyer, 2025, pp. 313-314)
Developmental Appropriateness: Infants CIHE Australia
• The most critical element of an effective learning environment is that it is developmentally
appropriate for the age group. This includes embedding relationship-based care and providing
rich, meaningful learning opportunities intentionally integrated into the physical and social
environment.
• Provide infants with a calm auditory environment that avoids overstimulation. It may be
considered to choose music and other recordings that infants enjoy.
• Ensure there is adequate space for quiet, independent play, as well as room for infants to roll,
stretch, and move freely. Separate areas for non-mobile infants and crawlers help maintain
safety and support developmentally appropriate interactions.
• Offer a variety of safe, open-ended household items (e.g., wooden spoons, measuring cups,
durable bowls) to encourage exploration. Store toys on low, accessible shelves in small
groupings to promote choice and independence, while keeping educator-led materials separate.
• Outdoor play areas should be secure, include both sun and shade, and feature resilient
surfacing under climbing structures. Soft areas such as mats or quilts provide comfortable
spaces for rest and sensory exploration.
(Gonzalez-Mena & Eyer, 2025, pp. 318-319)
CIHE Australia
Developmental Appropriateness: Toddlers
• The environment and daily schedule should provide consistent
predictability and repetition, enabling toddlers to form expectations,
practise emerging skills, and feel secure within familiar routines.
• Caregivers intentionally organise the space into clearly defined interest
areas, such as small-group play, quiet/alone spaces, art, sensory
experiences (water and sand), dramatic play, and construction. These
areas are separated using low partitions, shelving, or seating to create
clear pathways and minimise disruption to focused play.
• Toddlers should have regular opportunities for active large-muscle play,
both indoors and outdoors. Each child should have an individually labelled
cot and bedding, with the option to include a comfort item such as a
blanket or soft toy as part of their sleep routine.
• Spaces should be sufficiently spacious to support social interaction,
cooperation, and the development of secure relationships.
(Gonzalez-Mena & Eyer, 2025, pp. 319-320)
The social environment: Identity formation CIHE Australia
• Infants and toddlers are in the early stages of developing
a sense of self. They are gradually discovering who they
are, what they enjoy, what they can do, and where they
belong. Identity formation occurs as children internalise
the reflections they receive from their families and
caregivers—recognising their bodies, abilities,
preferences, and emerging competencies.
• Although primary identity development begins within the
family, experiences in early childhood settings also play a
significant role. Infants and toddlers learn through
observation and imitation, particularly from trusted
caregivers. They absorb how adults respond to them,
how emotions are expressed, and how people interact in
different situations. Through repeated daily interactions,
children incorporate these experiences into their
developing identity.
• Identity includes multiple dimensions, one of which is self-
concept—a child’s understanding of who they are. This
differs from self-esteem, which refers to the value or
judgment children place on themselves.
(Gonzalez-Mena & Eyer, 2025, pp. 342-343)
CIHE Australia
The social environment: Identity formation
This video will enhance your
understanding of the of
identity formation.
The social environment: Attachment
CIHE Australia
Secure attachment plays a central role in identity formation
and should be a foundational priority in infant and toddler
programs.
Caregivers who feel less connected to a child can strengthen
attachment by:
• Observing the child closely and thoughtfully, seeking to
understand their cues, behaviours, and perspective.
• Reflecting on their own interactions and intentionally
engaging in warm, responsive caregiving.
• Examining the assumptions or perceptions they hold
about the child and challenging any biases.
• Approaching the child with respect, recognising them
as a whole and capable individual.
Intentional, reflective practice supports the development of
meaningful attachment relationships that positively influence
identity formation.
(Gonzalez-Mena & Eyer, 2025, pp. 343-344)
The social environment: Self-image
CIHE Australia
• Children are shaped not only by the perceptions adults hold of them but
also by the image they develop of themselves. Self-image refers to a
child’s own perception of who they are.
• Body awareness is a central developmental task in infancy and
toddlerhood and strengthens as motor skills mature. Early body
awareness begins with simple explorations of hands and feet and expands
as children discover what their bodies can do. Providing opportunities for
free movement is essential in supporting this development.
• When working with children with physical disabilities, educators should
adopt a strength-based approach—focusing on capabilities and offering
achievable challenges that promote growth.
• As children experience competence, their self-concept expands. Pride in
accomplishments reinforces independence, motor development, and
emerging self-help skills, all of which are closely connected to body
awareness and identity formation.
(Gonzalez-Mena & Eyer, 2025, pp. 344-345)
The social environment: Cultural Identity
CIHE Australia
• Cultural identity forms an important part of a child’s self-
concept. The cultures from which we come shape how we
communicate, interact, express emotion, use language,
and interpret the world around us. Everyday practices—
such as personal space, gestures, food, and
communication styles—are influenced by cultural values.
• Cultural identity is strengthened when early childhood
programs view families as partners and acknowledge
diverse perspectives about infants’ and toddlers’ needs.
Language is central to cultural identity; therefore,
supporting children’s home languages is essential in
culturally responsive practice.
• Racial identity is distinct from cultural identity, although
the two may intersect. Educators must remain aware of
the messages children receive about race, recognising
that race is a social construct rather than a biological fact.
The critical issue is not race itself, but the impact of
racism and bias on children’s developing sense of self.
(Gonzalez-Mena & Eyer, 2025, pp. 345-349)
Checklist for Equity in Identity Formation in Infant-Toddler
CIHE Australia
Programs:
Children see themselves and their families reflected in staff, images, books, and displays,
and hear their home languages valued and used.
Diversity is actively welcomed, and inclusion is embedded within the program’s philosophy
and practice.
Children observe respectful, equitable interactions among adults across differences in
race, culture, ethnicity, gender, age, ability, religion, sexual orientation, and family structure.
Staff are trained in developmentally appropriate and culturally responsive practices.
Systems are in place to regularly consult with families about their caregiving values and
expectations.
Programs demonstrate flexibility by adapting policies and practices to honour families’
deeply held beliefs and traditions.
Even when families appear similar, educators intentionally recognise and explore less
visible forms of diversity.
Where backgrounds are relatively homogeneous, educators intentionally challenge
stereotypes and provide children with exposure to diverse people, perspectives, and
experiences.
(Gonzalez-Mena & Eyer, 2025, p. 349)
CIHE Australia
The Social Environment: Gender Identity
Gender identity is related to children’s feelings about their
gender, as well as the following factors;
• How does their gender influence their self-perception
• How adults interact with them based on their gender
• How adults model gender roles
• Acceptance of a range of gender identity choices.
Strategies for expanding children’s ideas about gender
roles
• Reflect on your biases and be careful not to treat boys
and girls differently. Observe yourself closely.
• Model expanding gender roles yourself.
• Avoid exposing children to media messages that show
stereotypical gender roles.
• Intentionally link language about occupations to both
genders.
• Include broad representations of gender roles and gender
identity in the classroom.
(Gonzalez-Mena & Eyer, 2025, pp. 350-351; 359)
The Social Environment: Self-Concept and CIHE Australia
Discipline:
Self-esteem can be deeply affected by the adult's approach to behaviour
management and guidance.
Adults must take the following steps to influence children’s self-concepts
positively:
• Use a positive way to guide behaviour, such as redirection.
• Define what is acceptable behaviour in terms of developmental ages
and stages.
• Be aware of cultural differences in ideas about disciplines.
Additionally, educators should model positive self-esteem by demonstrating
self-care, professional wellbeing, and respectful self-talk, reinforcing the
importance of valuing oneself.
(Gonzalez-Mena & Eyer, 2025, p. 359)
CIHE Australia
Activity 1:
• Participate in class activities
and contribute to your
attendance and active
engagement.
• This is an individual task.
• Please design a poster for an
Infant or Toddler Classroom.
• Optionally, you can use any third-
party application to design, such
as [Link]
CIHE Australia
• Please reflect on the provided question and post in the Discussion Forum
with 100 words
• According to Unit Learning Outcome 2,
• What aspects of the environment will promote a positive relationship?
References CIHE Australia
Australian Children’s Education & Care Quality Authority. (n.d.). Educator to child ratios.
ACECQA. [Link]
[Link]
Australian Children’s Education & Care Quality Authority. (n.d.). Quality Area 2: Children’s
health and safety. [Link]
[Link]
childrens-health-and-safety
childrens-health-and-safety
Australian Children’s Education & Care Quality Authority. (2025). Nourishing nutrition in
early childhood education and care. [Link]
[Link]
nutrition-early-childhood-education-and-care
nutrition-early-childhood-education-and-care
Department of Education. (n.d.). Developmental milestones and the Early Years Learning
Framework and the National Quality Standards. [Link]
[Link]
Gonzalez-Mena, J., & Widmeyer Eyer, D. (2025). Infants, toddlers, and caregivers: A
curriculum of respectful, responsive, relationship-based care and education (11th ed.).
McGraw Hill.