Baby Pedagogy Position Statement | 0-18 Months

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Baby Pedagogy Position Statement

How Babies Learn (0–18 Months)

Purpose of This Statement

This document sets out the pedagogical principles that underpin our approach to working with babies aged 0–18 months.

It explains:

• how babies learn and develop

• the role of adults in baby rooms

• how “curriculum” is understood at this age

• how care, routines and learning are inseparable

• how our approach aligns with the EYFS statutory framework

This statement supports confident, developmentally appropriate practice and provides clarity for practitioners, leaders, parents and inspectors.

Our Core Belief About Babies

Babies are competent, curious learners from birth.

They learn through:

• secure relationships

• sensory and physical experiences

• repeated routines

• responsive interaction

For babies, care is the curriculum.

Learning does not happen instead of care — it happens within care.

How Babies Learn Best

Babies learn best when they experience:

• consistent, responsive key-person relationships

• predictable routines that support emotional security

• calm, sensory-rich environments

• time to explore with their whole body

• attuned adults who notice and respond

Learning at this stage is:

• non-linear

• deeply individual

• expressed through gaze, gesture, movement and sound

Progress looks different for every baby.

The Central Role of Relationships

Secure attachment is the foundation for all learning in baby rooms.

Adults support learning by:

• responding promptly and sensitively

• offering comfort and reassurance

• co-regulating emotions

• building trust through consistency

Babies learn because they feel safe, seen and valued.

Routines as Learning Opportunities

Daily routines are not interruptions to learning — they are learning.

Routines such as:

• feeding

• nappy changing

• sleep and rest

• dressing and transitions

are rich opportunities for:

• communication

• emotional connection

• sensory exploration

• developing trust and predictability

Adults slow down, narrate, and respond to babies’ cues during these moments.

Sensory and Physical Exploration

Babies explore the world through:

• touch

• movement

• sound

• sight

• taste (safely and appropriately)

Environments are designed to:

• invite exploration

• support movement and positioning

• offer safe, open-ended sensory experiences

Repetition is welcomed and valued.

Understanding “Curriculum” in Baby Rooms

In baby rooms, curriculum does not mean content or teaching.

Instead:

• curriculum intent describes adult practice and environment design

• it supports consistent, thoughtful provision

• it helps adults reflect on what babies experience daily

There are no expectations for babies to:

• meet outcomes

• engage in planned activities

• demonstrate progress in set ways

Curriculum documentation exists to support adults, not to direct babies.

Intent, Implementation and Impact (Baby Rooms)

For babies, these terms are understood differently:

• Intent
  How we design environments, routines and interactions to support wellbeing and development.

• Implementation
  The quality of responsive care, interaction and observation provided by adults.

• Impact
  Seen through babies’ wellbeing, engagement, curiosity, communication signals and growing security.

Impact is never measured through attainment.

Observation, Assessment and Planning

Observation in baby rooms is:

• narrative

• ongoing

• focused on wellbeing and engagement

Assessment is used to:

• understand individual babies

• inform responsive care

• identify support needs early

It is not used to:

• compare babies

• track progress against milestones

• evidence curriculum coverage

Planning is flexible and always led by observation.

Inclusion, SEND and Early Identification

Inclusive practice begins in babyhood.

Our approach:

• assumes competence in every baby

• values all forms of communication

• prioritises early support through environment and interaction

• works closely with families

Concerns are:

• recorded sensitively

• acted on promptly

• shared appropriately

Early identification is supportive, not diagnostic.

Partnership with Parents and Carers

Parents are babies’ first educators.

Strong partnerships are built through:

• daily communication

• shared routines and preferences

• transparent observation and documentation

• respect for family knowledge

Consistency between home and setting supports babies’ wellbeing and development.

How Baby Practice Leads Into Toddlerhood

High-quality baby practice supports a smooth transition into toddler rooms by fostering:

• emotional security

• curiosity

• physical confidence

• early communication

Babies move on when they are developmentally ready, not because of age alone.

Summary

In our baby rooms:

• relationships come first

• care and learning are inseparable

• routines are rich learning opportunities

• adults observe, respond and support

• babies are never rushed

This approach reflects:

• the EYFS statutory framework

• Development Matters guidance

• current best practice in early childhood education

It ensures babies are supported with respect, sensitivity and care, laying the strongest possible foundations for lifelong learning.

Document Updated: January 2026

Recommended next read

Or read our ‘Little Owls Resources’ Curriculum Intent Statement’

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

  👉 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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