Various Methods for Enhancing Education, Growth, and Welfare (0–3 years)
From infancy and toddlerhood, the physical, social, emotional, cognitive, linguistic, and perceptual domains all continuously influence one another, making holistic development indivisible (Garvis et al., 2019; Kaywork, 2020). As the cornerstone of all learning and welfare, the Early Years Learning Framework V2.0 (2022) strongly emphasises partnerships with families, safe, polite, and reciprocal relationships, and high standards supported by justice and respect.
Important Evidence-Based Techniques:
- Responsive and consistent interactions: Primary caregiving and continuity of care reduce cortisol levels and offer the secure base required for exploration and risk-taking (McLean, 2016; Newman et al., 2015).
- Rich serve-and-return interactions: Every glance, vocalisation, or reach is met with variable, warm responses, creating neural pathways across all domains (Harding, 2023).
- Unhurried daily routines – Feeding, sleeping, and diaper changes become “curriculum moments” for connection, language, and autonomy (Masterson, 2018).
- Protected playtime: Extended periods of unbroken self-directed play with unrestricted materials promote self-regulation and brain integration (ECA Statement on Play, 2023).
- Sensory-rich, natural settings: Real materials, natural light, and regular indoor-outdoor flow all support wellness and sensory integration (Arthur et al., 2024).
- Respectful, deliberate language; Every domain is scaffolded simultaneously by narrating children’s actions, asking questions out loud, and employing emotive reflection (“You look proud you climbed the step”).
- Cooperative relationships with families: Children’s sense of identification and belonging are strengthened by sharing observations, collaborating to create goals, and honouring cultural customs (EYLF Principle 2).
Overall development, learning, and wellness grow naturally and strongly when educators prioritise connections, respect children’s agency, and see care times as learning opportunities (Dean et al., 2019; Petty, 2016).