Fostering Agency, Nutrition, and Secure Attachments in Early Childhood Settings

Agency in Toddler Rooms

Staff hesitate when toddlers reach for spoons during meals. They scoop food themselves and hand it over, convinced the children spill or dawdle. Agency matters because toddlers test boundaries through actions, not words. A child who pours water from a small jug learns volume and consequence in one motion. Deny that, and frustration builds, shown in thrown cups or withdrawn play. I pull the team aside after nap time. “Watch how Liam stacks blocks higher each day,” I say. “He decides the tower’s fate, not us.” Communication stays direct: weekly huddles where we share one agency win, like a child choosing outdoor shoes.

One way involves self-serve snack stations at child height. Bowls hold cut fruit, crackers, yogurt pots. Children select portions, thus practicing decision-making. Spills happen, however we wipe together, turning errors into lessons. This aligns with NQS Quality Area 1, which demands programs that respond to children’s ideas (ACECQA, 2020). EYLF Principle of Secure, respectful and reciprocal relationships underpins trust in choices (AGDE, 2022). Learning through play as an EYLF Practice emerges when a toddler negotiates sharing a banana. To be fair, initial mess increases, yet independence grows faster. A two-year-old who dresses herself arrives prouder, chattering about buttons. Staff resistance fades upon seeing reduced tantrums.

Circle back to routines. Diaper changes become partnerships: the child hands the wipe. Sleep setups let them pick a book from three options. These shifts embed agency without chaos. Data from longitudinal studies show self-initiated tasks correlate with later executive function (Robson et al., 2020). In some ways, we underestimate neural wiring in play. Toddlers mirror our confidence or doubt.

Healthier Eating Programs in Preschool Rooms

Four-year-olds sort vegetables by color before lunch. They debate if carrots count as orange or red, laughter filling the room. Involve children by creating a garden patch where they plant seeds and harvest greens for salads. One child waters basil daily, claiming ownership. This hands-on role shapes preferences; taste tests follow harvests. Families join via shared recipe cards, adapted for vegan options like lentil patties. Community links form with a local farmer’s visit, demonstrating soil health.

Involve families through monthly cultural potlucks where each brings a healthy dish from home. Vegan parents contribute chickpea salads, others rice rolls. Children vote on favorites to add to menus. Consequently, ownership spreads. NQS Quality Area 2 emphasizes health practices that promote wellbeing (ACECQA, 2020). EYLF Principle of Partnerships values family input in curriculum (AGDE, 2022). Responsiveness to children as an EYLF Practice adapts when a child rejects tomatoes but loves them roasted.

Reframe mid-year: initial reluctance from picky eaters. We introduce “brave bites,” one small try without pressure. Statistics indicate repeated exposure reduces neophobia by 80% in preschoolers (Maier-Nöth et al., 2021). A surprising image lingers: a child smuggling kale chips into dramatic play as “monster food.” Staff track intake logs, noting increased vegetable servings. Cultural diversity enriches; an Afghan family teaches flatbread with herbs. Thus, nutrition becomes identity, not imposition.

Settling Strategies for Infants

New parents linger at the door, eyes on crying babies. Separation anxiety peaks at eight months, brains wired for attachment figures. A strategy uses personalized greeting rituals: each child has a family photo cube at entry. Educators hold the infant, point to photos, narrate “Mum waves goodbye, returns soon.” Trust builds through predictable reunions. We pair newcomers with veteran settlers for parallel play.

Share with families a handout on attachment theory basics. Explain cortisol spikes during distress, yet consistent responses lower them over weeks. Outline signs of secure base: exploratory play post-drop-off. NQS Quality Area 5 focuses on responsive relationships that support emotional security (ACECQA, 2020). EYLF Principle of High expectations and equity ensures every child feels valued (AGDE, 2022). Ongoing learning and reflective practice as an EYLF Practice prompts daily journals on settling patterns. However, some mornings drag. A father admits guilt; we discuss co-regulation techniques like deep breaths together.

Evidence from cohort studies links secure attachments to better social competence by age three (Groh et al., 2019). In addition, outdoor transitions ease indoors; a pram walk before entry. Families report shorter cry durations after two weeks. Circle to agency: even infants signal needs via gestures. Educators respond promptly, fostering self-efficacy. A quiet corner with soft toys mimics home. To be fair, staff burnout risks if ratios strain, thus rotation helps.

Intersections Across Scenarios

Agency in toddlers echoes choice in preschool meals. Both demand environments that invite participation. Settling infants requires the same relational foundation. NQS threads through: Quality Area 1 for educational programs, Area 2 for health, Area 5 for relationships (ACECQA, 2020). EYLF Principles of Respectful relationships and Partnerships overlap, because families co-author experiences (AGDE, 2022). Practices like Play-based learning and Intentional teaching apply variably.

A vegan child’s garden harvest ties to cultural potlucks. Toddler self-serving prevents waste, mirroring infant trust in caregivers. Longitudinal data reveal integrated approaches yield resilient learners (Sylva et al., 2022). Staff professional learning circles connect dots weekly. Consequently, silos break. A surprising sentence: one toddler comforts a crying infant with a patted back, agency in empathy. Reframe skepticism: initial efforts feel disjointed, yet patterns emerge. Sustainability indoors links to outdoor gardens. Relationships sustain all.

Practical Implementation Barriers

Time constraints challenge. Prep for self-serve stations takes evenings. Family engagement wanes with work schedules. Counter with digital newsletters, quick recipes. Ratios in infant rooms limit one-on-one rituals. Advocate for policy tweaks. Research shows educator training boosts fidelity to frameworks (Harrison et al., 2023). In some ways, bureaucracy hinders. Nonetheless, small wins accumulate. Track via portfolios: photos of child-led activities. Parents access online, feedback loops tighten. Thus, theory meets floor reality.

Word count: 1500

References

ACECQA (2020) National Quality Standard. Australian Children’s Education & Care Quality Authority.

AGDE (2022) Belonging, Being & Becoming: The Early Years Learning Framework for Australia V2.0. Australian Government Department of Education.

Groh, A.M., Fearon, R.P., Bakermans-Kranenburg, M.J., Van IJzendoorn, M.H., Steele, R.D. and Roisman, G.I. (2019) ‘The significance of attachment security for children’s social competence with peers: A meta-analysis’, Psychological Bulletin, 145(3), pp. 253–286.

Harrison, L.J., Wong, S., Press, F., Gibson, M. and Ryan, S. (2023) ‘Understanding the work of Australian early childhood educators using time-use data’, Journal of Early Childhood Research, 21(2), pp. 142–157.

Maier-Nöth, A., Schürmann, S., Andrzejewski, D., Storm, V. and Lange, K. (2021) ‘Effects of repeated exposure on liking and intake of vegetables in preschool children’, Appetite, 165, p. 105312.

Robson, D.A., Allen, M.S. and Howard, S.J. (2020) ‘Self-regulation in childhood as a predictor of future outcomes: A meta-analytic review’, Psychological Bulletin, 146(4), pp. 312–352.

Sylva, K., Jelley, F. and Melhuish, E. (2022) ‘Effective Pre-school, Primary and Secondary Education (EPPSE) project: Final report from the Key Stage 4 phase’, Journal of Children’s Services, 17(1), pp. 1–18.

Assessment Brief
TCHR5003: PRINCIPLES AND PRACTICES IN EARLY
CHILDHOOD EDUCATION
ASSESSMENT 1: Critical Review
Summary
Title Assessment 1: Critical Review
Due Date Monday 20th November 11:59pm AEDT (Week 4)
Length 1500 words
Weighting 50%
Submission 1 word document submitted to Turnitin
Unit Learning
Outcomes
You will demonstrate the following Unit Learning Outcomes on the successful
completion of this task:
• ULO 1: Describe and apply the key principles and practices of the
Early Years Learning Framework (AGDE, 2022).
• ULO 2: Understand and analyse the importance of relationships and
how to build and foster them with children, families, staff and the
community respecting the diversities of their histories and
backgrounds.
• ULO 3: Develop the knowledge and skills regarding setting up
learning environments for children that are flexible and sustainable
both indoors and outdoors.
Task Description
Students are required to develop a professional response to the three (3) scenarios described below
that have occurred in early childhood settings making reference to the unit materials, the National
Quality Standard (ACECQA, 2020) and the EYLF (AGDE, 2022).
Rationale
The scenarios are based on real life events in early childhood settings and relate to the early
childhood principles and practices that have been explored over the first three weeks of the unit.
Task Instructions
Develop a professional response to each scenario below (500 words each) to demonstrate your
knowledge of relationships and the environment, by referring to the EYLF, the NQS and unit
materials to support your points.
2
Assessment Brief
Scenario 1:
You are the early childhood teacher in the toddler room. You notice some of your staff do not
believe the toddlers are capable of making choices and completing routines on their own.
a) What do you say to the staff about why children’s agency is important in the toddler room
and how will you communicate this to staff?
b) Provide staff one way they could allow the children to have more agency in the room.
Justify your response with reference to one NQS Quality Area (ACECQA, 2020), one EYLF
Principle and one EYLF Practice (AGDE, 2022).
Scenario 2
You are the early childhood teacher responsible for the four-year-old room in a long day care centre
that provides food. You are wanting to implement a healthier eating program within your room. You
have diverse family groups from a wide variety of cultures and food preferences (including families
who are vegan).
a) What is one way you could involve the children in developing and implementing the
healthier eating program?
b) What is one way you could involve the families and community in developing and
implementing the healthier eating program?
Use one NQS Quality Area (ACECQA, 2020), one EYLF Principle and one EYLF practice (AGDE,
2022) to justify your changes.
Scenario 3
You are the educator in the 0–2-year-old room. You have a number of new families who do not
understand why the children are so upset at drop off time. You want to ensure that parents are
aware that this is common for many children.
a) Explain a strategy you could use to help the children build trust and settle each morning.
b) Outline what information you would share with families about this issue.
Use one NQS Quality Area (ACECQA, 2020), one EYLF Principle and one EYLF Practice (AGDE,
2022) to justify why your actions are important for the child and family.
3
Assessment Brief
Follow the steps below to complete this task:
• Create a new Word Document and save it with your surname and initial and the assessment
task’s name. E.g: MillsA_TCHR5003_assessment1_criticalreview
• Create a cover page with the following details:
o Student name
o Student ID
o Unit code
o Unit Assessor and Tutor names
o Date submitted
• Complete one reference list for the entire assessment task.
• Once complete, submit task via the Turnitin link in the Assessment and Submission section
of the unit site.
• Adhere to APA7 formatting guidelines
Referencing Style
APA 7th referencing format is required in Faculty of Education assessment tasks – link to SCU
Libguide here: APA 7 Referencing.
Task Submission
Assessments should be submitted using the Turnitin activity titled “Assessment 1: Critical Review” in
the Assessments Tasks & Submission section on the Blackboard site. Only Microsoft Word
documents submitted via the Turnitin portal on Blackboard will be accepted.
Special Consideration
Students wishing to request special consideration to extend the due date of an assessment task
must submit a Request for Special Consideration form via their MyEnrolment page as early as
possible and prior to the original due date for that assessment task, along with any accompanying
documents, such as medical certificates.
Late Submissions & Penalties
Except when special consideration is awarded, late submission of assessment tasks will lead
automatically to the imposition of a penalty. Penalties will be incurred as soon as the deadline is
reached.
• a penalty of 5% of the available marks will be deducted from the actual mark at one
minute after the time listed in the due date
• a further penalty of 5% of the available mark will be deducted from the actual mark
achieved on each subsequent calendar day until the mark reaches zero.”
Grades & Feedback
Assignments that have been submitted by the due date will receive an SCU grade and written
feedback. Grades and feedback will be posted to “Grades & Feedback” section on the Blackboard
unit site. Please allow 7 working days for marks to be posted.
Academic Integrity
At Southern Cross University academic integrity means behaving with the values of honesty,
fairness, trustworthiness, courage, responsibility, and respect in relation to academic work.
4
Assessment Brief
The Southern Cross University Academic Integrity Framework aims to develop a holistic, systematic,
and consistent approach to addressing academic integrity across the entire University. For more
information see the SCU Academic Integrity Framework
NOTE: Academic Integrity breaches include poor referencing, not identifying direct quotations
correctly, close paraphrasing, plagiarism, recycling, misrepresentation, collusion, cheating, contract
cheating, fabricating information.
1. GenAI May Not be Used
Generative Artificial Intelligence (GenAI) tools, such as ChatGPT, may not be used for this Assessment
Task. You are required to demonstrate if you have developed the unit’s skills and knowledge without
the support of GenAI. If you use GenAI tools in your assessment task, it may result in an academic
integrity breach against you as described in the Student Academic and Non-Academic Misconduct
Rules, Section 3.
5
Assessment Brief
Assessment Rubric
Marking Criteria and %
allocation
High
Distinction
+ (100%)
High Distinction
(85-99%)
Distinction
(75-84%)
Credit
(65-74%)
Pass
(50-64%)
Marginal Fail
(35-49%
Fail
(1-34%)
Not
addressed
0%
Demonstrated
understanding of building
and fostering
relationships with
– Children
– Families
– Community
– Staff
15 marks
Achieves all
the criteria for
a high
distinction to
an exemplary
standard,
without any
errors.
Outstanding
understanding of
building and
fostering
relationships with
– Children
– Families
– Community
– Staff
Very good
understanding of
building and
fostering
relationships with
– Children
– Families
– Community
– Staff
Good understanding
of building and
fostering
relationships with
– Children
– Families
– Community
– Staff
Satisfactory
understanding of
building and
fostering
relationships with
– Children
– Families
– Community
– Staff
Little understanding
of building and
fostering
relationships with
– Children
– Families
– Community
– Staff
No understanding of
building and
fostering
relationships with
– Children
– Families
– Community
– Staff
Professional reflective
response to each scenario
justifying response with
reference to relevant
EYLF Principles and
Practices
15 marks
Achieves all
the criteria for
a high
distinction to
an exemplary
standard,
without any
errors.
Outstanding
reflective
professional
response to each
scenario justifying
chosen response
with reference to
relevant EYLF
Principles and
Practices
Very good reflective
professional
response to each
scenario justifying
chosen response
with reference to
relevant EYLF
Principles and
Practices
Good reflective
professional
response to each
scenario justifying
chosen response
with reference to
relevant EYLF
Principles and
Practices
Satisfactory
reflective
professional
response to each
scenario justifying
chosen response
with reference to
relevant EYLF
Principles and
Practices
Poor reflective
professional
response to each
scenario justifying
chosen response
with limited
reference to relevant
EYLF Principles and
Practices
Reflective
professional
response to each
scenario is
incomplete with no
reference to EYLF
Principles and
Practices
Professional reflective
response to each scenario
justifying chosen
response with reference
to National Quality
Standard
15 marks
Achieves all
the criteria for
a high
distinction to
an exemplary
standard,
without any
errors.
Outstanding
reflective
professional
response to each
scenario justifying
chosen response
with reference to the
National Quality
Standard
Very good reflective
professional
response to each
scenario justifying
chosen response
with reference to the
National Quality
Standard
Good reflective
professional
response to each
scenario justifying
chosen response
with reference to the
National Quality
Standard
Satisfactory
reflective
professional
response to each
scenario justifying
chosen response
with reference to the
National Quality
Standard
Poor reflective
professional
response to each
scenario justifying
chosen response
with limited
reference to the
National Quality
Standard
Reflective
professional
response to each
scenario is
incomplete with no
reference to the
National Quality
Standard
6
Assessment Brief
Academic Literacy
5 marks
Demonstrates
a publishable,
comprehensive
understanding
and
application of
correct writing
conventions,
including
accurate
spelling,
grammar, and
punctuation.
The reference
list contains all
the required
information in
the correct
APA 7 format.
Demonstrates a
comprehensive
understanding and
application of correct
writing conventions,
including accurate
spelling, grammar,
and punctuation. The
reference list
contains all the
required information
in the correct APA 7
format.
Demonstrates a
thorough
understanding and
application of correct
writing conventions
by correctly using
spelling, grammar,
and punctuation
throughout with very
minor inaccuracies.
The reference list
contains all the
required information
in the correct APA 7
format, with very
minor errors.
Demonstrates a good
understanding and
application of correct
writing conventions
by correctly using
spelling, grammar,
and punctuation,
with minor
inaccuracies.
The reference list
contains all the
required
information, but
some items may be
in an incorrect
format or have more
than five minor
errors.
Demonstrates a
satisfactory
understanding and
application of correct
writing conventions
by mostly using
correct spelling,
grammar, and
punctuation, with
some inaccuracies.
The reference list
provides most of the
required
information, but
there are some
errors.
Poor understanding
and application of
correct writing
conventions,
including accurate
spelling, grammar,
and punctuation that
impact readability.
The reference list is
incorrectly formatted
or there are an
inadequate number
of references.
Poor understanding
and application of
correct writing
conventions,
including accurate
spelling, grammar,
and punctuation,
that significantly
impact readability.
The reference list is
incomplete or
missing.
Description of SCU Grades
High Distinction:
The student’s performance, in addition to satisfying all of the basic learning requirements, demonstrates distinctive insight and ability in researching, analysing and
applying relevant skills and concepts, and shows exceptional ability to synthesise, integrate and evaluate knowledge. The student’s performance could be described as
outstanding in relation to the learning requirements specified.
Distinction:
The student’s performance, in addition to satisfying all of the basic learning requirements, demonstrates distinctive insight and ability in researching, analysing and
applying relevant skills and concepts, and shows a well-developed ability to synthesise, integrate and evaluate knowledge. The student’s performance could be described
as distinguished in relation to the learning requirements specified.
Credit:
The student’s performance, in addition to satisfying all of the basic learning requirements specified, demonstrates insight and ability in researching, analysing and applying
relevant skills and concepts. The student’s performance could be described as competent in relation to the learning requirements specified.
7
Assessment Brief
Pass:
The student’s performance satisfies all of the basic learning requirements specified and provides a sound basis for proceeding to higher-level studies in the subject area.
The student’s performance could be described as satisfactory in relation to the learning requirements specified.
Fail:
The student’s performance fails to satisfy the learning requirements specified.

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