Infant Room

6 weeks – 18 months

Welcome to the Happy Valley Community Children’s Centre’s Infant Room. This is a brief summary of the expected learning experiences for your child while in our care at Happy Valley Community Children’s Centre.

For the full summary, please download our Infant Room Information Booklet.

The Infant Room environment allows children to be cared for from 6 weeks of age through to 16-18 months (or when they are developmentally ready to transition into the Junior Room). Continuity of educators is a high priority within the Infant Room, as this enables the children to build trusting relationships supporting early attachments with Educators.

We acknowledge and appreciate that each infant has their own routine at home. To support this, we have an ‘infant care information’ sheet for you to fill out and return to us. This helps us to support your child/ren so that we can maintain continuity in their routine between home and childcare. This booklet will also answer the most common questions about care in this room and our friendly Educators welcome the opportunity to discuss any questions you may have of them while your child is in care.

Learning Experiences

For every child in the Infant Room, we encourage and observe their learning experiences across five areas of development: physical, social, emotional, cognitive, and language as per the Developmental milestones, the Early Years Learning Framework document and the National Quality Standards.

 

Children in this early stage of infancy are observed smiling and laughing, making eye contact when looking at adults. They sleep often and begin to react to the presence and sound of people around them. As children reach 12 months, they begin to recognise family and their own names, also showing a wariness of strangers. Their sense of play increases and they become more curious but still dependent on adult reassurance.

Developmental milestones for this age include showing signs of bonding, crying when hungry or uncomfortable and showing excitement at feeding time. As they develop, they may also learn self-soothing and a desire to be close to their parent or main caregiver. We observe children learning to empathise and seeking comfort when they are afraid as they reach 12 months and above.

We observe many cognitive behaviours at this age including looking toward direction of sound, noticing edges, patterns, light, or dark contrast and faces. Infants begin to repeat their actions but are unaware of how they cause actions. As they grow, they become much more curious about activities through, exploring different resources, investigating objects with mouth and swipe at dangling objects. Their cognitive ability also begins to develop as they begin to gesture for things they want, or recognise what parents/caregivers say to them. Music becomes more familiar and noticeable through repetition.

Developmental behaviours in language include the expression of needs and requirements, copying sounds, imitating adult tongue movements when being held and being soothed by sound of voices. As they grow, they will babble and copy sounds around them until they can finally say words like Dada or Mama and may shout to attract attention. They will begin to communicate with sounds like vowels and are enjoying rhymes and songs.

Infants from an early age learn autonomy and a sense of agency. We observe the development of how small movements like squirming or moving their arms and legs, turns into attempts to crawl, sit, or grab for people or objects. We also observe how they respond to a gentle touch on their cheek and their response which may indicate that it is feeding time. By the age of 12 months, children may show signs of independence—feeding themselves, walking unaided, and engaging with objects like books, balls, crayons and obstacles.

Learning Outcomes

There are many examples that reflect the learning outcomes suggested for the age groups within this room. For specific examples that relate to the five learning outcomes, please see the Early Years Learning Framework document, Belonging, Being, and Becoming, on the Australian Children’s Education and Care Quality Authority website.