Adult Reference: Developmental Signals & Support | Babies (birth-18 months)

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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)

Adult Reference: Developmental Signals & Support

Babies (birth-18 months)

Supporting informed, responsive practice for babies aged 0–18 months

Purpose of This Document

This document supports practitioners working with babies aged 0–18 months to understand common developmental signals and how to respond to them appropriately.

It is designed to:

• support informed, reflective practice

• help adults interpret babies’ behaviours and cues

• guide responsive support through daily care and interaction

• assist early identification without labelling or diagnosis

This document is a reference for adults, not an assessment tool for babies.

How to Use This Document

Development in babyhood is:

• rapid

• uneven

• highly individual

Babies may show signals earlier, later or in different ways.

This document:

• does not describe expected outcomes

• should not be used as a checklist

• is not for tracking or measuring progress

Instead, it helps adults ask:

What might this baby be telling us — and how can we respond?

Understanding Developmental Signals

Developmental signals are seen through:

• behaviour

• movement

• communication

• emotional responses

• engagement with people and the environment

Signals often appear during:

• care routines

• transitions

• floor play

• moments of connection or distress

Adults observe patterns over time rather than isolated moments.

Key Areas of Development and Adult Support

Emotional Security & Regulation

Possible signals:

• seeking familiar adults

• distress during separation

• calming with comfort and routine

• fluctuating emotional responses

How adults support:

• consistent key-person care

• predictable routines

• calm, responsive soothing

• allowing time for settling

These signals reflect emotional development, not behaviour issues.

Communication & Interaction

Possible signals:

• crying or vocalising to express needs

• eye contact and shared attention

• gestures, sounds or early words

• imitation of facial expression or sound

How adults support:

• responding promptly and warmly

• narrating routines and actions

• imitating and extending sounds

• allowing turn-taking interactions

All communication is valued — verbal or not.

Physical Development & Movement

Possible signals:

• rolling, reaching, crawling or walking

• repeated movement patterns

• exploration through the body

• changing posture or positioning

How adults support:

• providing floor time and space

• allowing freedom of movement

• avoiding over-restriction

• adapting environments for safe exploration

Physical development supports all other learning.

Sensory Processing & Exploration

Possible signals:

• mouthing, touching or banging objects

• sensitivity to noise, light or texture

• repeated sensory actions

• seeking or avoiding sensory input

How adults support:

• offering calm, sensory-rich environments

• observing individual preferences

• adapting routines and spaces

• reducing overstimulation

Sensory exploration is how babies make sense of the world.

Social Engagement & Relationships

Possible signals:

• watching others

• smiling or responding to familiar faces

• showing interest in peers

• seeking proximity to adults

How adults support:

• modelling warm interactions

• supporting shared attention

• allowing observation before participation

• respecting individual temperament

Babies learn socially through relationships, not group activities.

Curiosity, Engagement & Learning Dispositions

Possible signals:

• sustained attention

• repetition of actions

• exploration of cause and effect

• showing interest in familiar routines

How adults support:

• allowing time for repetition

• not interrupting deep engagement

• offering simple, open-ended resources

• following babies’ interests

Engagement is a key indicator of learning at this stage.

When Signals Raise Questions

Some babies may show signals that prompt reflection, such as:

• limited communication

• persistent distress

• difficulty settling

• reduced engagement

• atypical responses to sensory input

When this happens, adults:

• observe patterns over time

• reflect as a team

• adapt environments and interactions

• discuss sensitively with families

Early support is always:

• relational

• supportive

• non-diagnostic

Linking Observation to Support

Observation helps adults:

• understand what babies are communicating

• identify what supports regulation and engagement

• adjust care routines

• strengthen relationships

Support is embedded into:

• daily routines

• interaction styles

• environmental adjustments

Not through targeted tasks or interventions.

Alignment with EYFS and Development Matters

This approach aligns with:

• the EYFS focus on prime areas

• Development Matters guidance as reference, not expectation

• observation-led practice

• early identification through everyday interaction

It reflects current UK best practice in baby provision.

In Summary

This reference supports adults to:

• notice developmental signals

• interpret behaviour as communication

• respond thoughtfully and sensitively

• support every baby as an individual

Development in babyhood is:

• holistic

• relational

• deeply individual

Adult understanding — not formal assessment — is what enables babies to thrive.

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.

• 1. Welcome to the Baby Room (Start Here)

  👉 This section protects developmentally appropriate practice.

  • Baby Pedagogy Position Statement – How Babies Learn (0–18 Months)

  • Care as Curriculum: What This Means in Practice

  • How Our Baby Room Practice Works

  • Curriculum Language in Baby Rooms(Intent, Implementation & Impact Explained)

• 2. Baby Development & Adult Understanding

  👉 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)

  • Adult Reference: Developmental Signals & Support

  • Understanding Early Communication & Regulation

• 3. Observation-Led Practice & Responsive Care

  👉 Observation informs interaction, routines and environment.

  • In-The-Moment Narrative Observation Template for Babies

  • Micro-Observation Template (Checklist Format)

  • Pocket-Sized Observation Card

  • Using Observation to Respond to Babies’ Needs

  • In-the-Moment Prompt Cards (x17)

• 4. Environment & Continuous Provision (Baby Room)

  👉 The environment supports exploration, movement and communication.

  • Baby Room Environment Guide & Resourcing Lists

  • Baby Room Continuous Provision Maps

    • 0–9 Months

    • 9–18 Months

  • Labelling Pack | Baby Room (0–18 Months)

• 5. Routines, Care & Emotional Wellbeing

  👉 Care routines are central to learning and wellbeing.

  • Daily Routines as Learning Opportunities

  • Transition & Sleep Routine Record Pack

    • Daily Transition Record

    • Individual Sleep Routine Profile

    • Review Template

  • Supporting Emotional Regulation in Baby Rooms

• 6. Language & Interaction in Baby Rooms

  👉 Language is built through interaction, not instruction.

  • Five Sentence Stems Every Baby Room Practitioner Should Use (Baby Room Poster)

  • Responsive Talk, Narration & Imitation

  • Supporting Early Communication (Pre-Verbal & Emerging Speech)

• 7. Planning & Documentation

  👉 Planning supports adults — it never directs babies.

  • Weekly Care & Learning Planning Templates (x2)

  • Using Baby Room Planning Templates Responsively

  • ‘Intent - Implementation - Impact’ Reference Grids(Emotional, Communication, Physical, Sensory, Social, Problem-Solving, Independence)

  • Baby Responsive Planning Sheet

  • When (and When Not) to Plan in Baby Rooms

• 8. Assessment, Safeguarding & Statutory Responsibilities

  👉 Proportionate, sensitive and statutory practice.

  • Concerns & Referrals Quick Form

  • Recording and Responding to Safeguarding Concerns

  • Progress Check at Age 2(looking ahead)

    • Report Template

    • Practitioner Guidance

• 9. SEND & Early Identification

  👉 Early support is relational, preventative and respectful.

  • SEND Identification & Next Steps Pack | Babies

    • What to Look For

    • What Evidence to Collect

    • Practical Next Steps

  • SEND & Inclusion Support Pack

    • A practical Toolkit for Early Years Practitioners

    • Inclusion Through Environment & Interaction

• 10. Parent Partnership & Communication

  👉 Strong partnerships support consistency and trust.

  • Daily Diary – Baby Room

  • Baby Room Welcome & Settling-In Pack

  • Supporting Babies at Home (Shared Routines & Communication)

  • Supporting Speech & Language at Home (0–3 Years)

• 11. Transition Beyond the Baby Room

  👉 Transitions are emotional, not academic.

  • Preparing for Transition to Toddler Room

  • Sharing Information with Sensitivity

  • Supporting Babies and Families Through Change

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.

• Curriculum & Pedagogy

  • Little Owls Resources’ Curriculum Intent Statement

  • EYFS from Birth to 5: Curriculum Coherence & Pedagogical Throughline

  • Whole-Setting Curriculum Map (Birth-5): Curriculum Intent & Progression

  • Pedagogy Guidance Document

  • Speech & Language Development - Setting Statement

  • EYFS Inspection-Facing Summaries

• Early Years Schemas

  Early Years Schemas - Practitioner Toolkit | EYFS Birth-5

  ↪ Schema Cards (definition, behaviours, age-related examples, enabling resources)

  ↪ Schema Observation & Responsive Provision Planning Template

• EYFS Setting Policies

  • 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

• EYFS Glossary

  EYFS Glossary

  ↪ 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.

Updated: January 2026