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(This pathway component is currently available to read on the web page below and will be available for download by: March 31st 2026)
Supporting Babies and Families Through Change
Baby Room Practice (0–18 Months)
A professional guidance document supporting emotionally secure, relationship-led practice during periods of change.
Purpose of This Document
This document explains how babies and families are supported through periods of change during the baby room stage.
It supports practitioners to:
recognise how change affects babies
respond with sensitivity and consistency
support families alongside their babies
maintain emotional security during transitions
Change is understood as a process, not a single event.
Why Change Can Be Challenging for Babies
For babies, change can involve:
new routines
different adults
unfamiliar environments
changes at home or in the setting
Because babies rely on predictability and relationships, change can:
affect emotional regulation
increase distress
temporarily alter sleep or behaviour
These responses are developmentally appropriate.
Our Core Principle: Relationships First
Secure relationships are the foundation for supporting babies through change.
Babies cope best when:
familiar adults remain central
routines are maintained where possible
responses are calm and predictable
Relationships provide stability when other things are changing.
Types of Change Babies May Experience
Babies may experience change through:
starting at the setting
changes in routine or attendance
family circumstances
staff changes
room transitions
All changes, big or small, are taken seriously.
Preparing for Change
Where possible, change is prepared for in advance.
Preparation may include:
talking with families early
sharing information between adults
gradually introducing new experiences
keeping routines familiar
Preparation helps reduce uncertainty.
Supporting Babies During Change
Practitioners support babies by:
responding promptly to distress
offering reassurance and comfort
maintaining familiar routines
slowing the pace when needed
Babies are never expected to “cope” alone.
Observation During Times of Change
Observation becomes especially important during change.
Practitioners notice:
emotional responses
changes in regulation
shifts in communication or engagement
These observations guide:
adult responses
adjustments to routines
additional support
Temporary regression is normal and expected.
Working in Partnership with Families
Families play a central role in supporting babies through change.
Partnership includes:
open communication
sharing concerns and observations
agreeing consistent approaches
reassuring families that reactions are normal
Families are supported as well as babies.
Supporting Families Emotionally
Change can be emotional for parents and carers too.
Practitioners:
listen with empathy
acknowledge feelings
provide reassurance
avoid judgement
Supporting families strengthens babies’ sense of security.
Inclusion and Additional Needs
Some babies may find change particularly challenging.
Practitioners:
adapt environments and routines
provide additional consistency
work closely with families
seek support where appropriate
Support is responsive and individual.
When Change Takes Longer
Some babies need more time.
This is respected.
Practitioners:
slow transitions
increase familiar support
adjust expectations
There is no fixed timeline for adjustment.
Alignment with EYFS and Development Matters
This approach aligns with:
the EYFS emphasis on emotional wellbeing
the role of the key person
learning through secure relationships
Development Matters guidance on transitions and regulation
The EYFS expects change to be:
planned
supported
child-centred
In Summary
Supporting babies and families through change means:
prioritising relationships
maintaining predictability
responding with sensitivity
working in partnership
Change is navigated best when babies feel:
safe
understood
supported
This approach ensures that even during times of change, babies experience care that is calm, respectful and developmentally appropriate.
Document Updated: January 2026
Download Document Here:
(This pathway component is currently available to read on the web page above and will be available for download by: March 31st 2026)
Recommended next read Selection
Additional Documents | Professional Membership Contents (Babies 0-18 months)
Navigate our Curriculum & Pedagogy guidance documents here.
Pedagogical identity:
Relationship-led, care-centred baby practice where routines, interaction and sensory experience are the curriculum.
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👉 This section protects developmentally appropriate practice.
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👉 These documents support adult understanding — not expectations for babies.
Baby Curriculum Maps - Developmental progression across age bands(0–3 months | 3–6 months | 6-9 months | 9-12 months | 12-18 months)
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👉 Observation informs interaction, routines and environment.
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👉 The environment supports exploration, movement and communication.
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👉 Care routines are central to learning and wellbeing.
Transition & Sleep Routine Record Pack
Daily Transition Record
Individual Sleep Routine Profile
Review Template
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👉 Language is built through interaction, not instruction.
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👉 Planning supports adults — it never directs babies.
‘Intent - Implementation - Impact’ Reference Grids(Emotional, Communication, Physical, Sensory, Social, Problem-Solving, Independence)
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👉 Proportionate, sensitive and statutory practice.
Progress Check at Age 2(looking ahead)
Report Template
Practitioner Guidance
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👉 Early support is relational, preventative and respectful.
SEND Identification & Next Steps Pack | Babies
What to Look For
What Evidence to Collect
Practical Next Steps
A practical Toolkit for Early Years Practitioners
Inclusion Through Environment & Interaction
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👉 Strong partnerships support consistency and trust.
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👉 Transitions are emotional, not academic.
Additional Whole-Setting Guidance | for Professional Members
Explore our whole-setting guidance below, including overarching curriculum and pedagogy documents, early years schemas and EYFS setting policies.
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Early Years Schemas - Practitioner Toolkit | EYFS Birth-5
↪ Schema Cards (definition, behaviours, age-related examples, enabling resources)
↪ Schema Observation & Responsive Provision Planning Template
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EYFS Group Setting Policies Pack
↪ x 22 Policy Documents
↪ Policy Sign-Off and Confirmation Document
↪ EYFS Setting Policy Folder Contents List
Childminder Setting Policies Pack
↪ x 22 Policy Documents
↪ Childminder Assistant or Volunteer Policy Sign-Off and Confirmation Document
↪ Childminder Policy Folder Contents List
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↪ Clear, practitioner-friendly explanations of key curriculum and pedagogy terms used throughout our guidance.
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Content within the EYFS Curriculum & Pedagogy Membership is provided as professional guidance and support. It reflects current understanding of the EYFS statutory framework, Development Matters and inspection expectations at the time of writing. Practitioners are responsible for applying professional judgement and ensuring practice aligns with current statutory requirements and their specific context. All resources, experiences and environment arrangements must be risk assessed by the setting and used in accordance with individual children’s developmental stages, needs and supervision requirements.
Safeguarding content does not replace a setting’s safeguarding and child protection policy or the statutory role of the Designated Safeguarding Lead (DSL). All concerns must be managed in line with current statutory guidance and local safeguarding procedures.
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