Respond promptly, appropriately and consistently to children’s needs, cues and signals under guidance and instruction of early intervention teachers

Demonstrate warm, positive, nurturing, and respectful interactions with children

Create daily opportunities for interactions and development of secure attachments with each child

Recognise the unique personality, individual needs and temperament of each child

Respond promptly, appropriately and consistently to children’s needs, cues and signals

Use activities as opportunities to enhance engagement and participation in children

Maintain regular and predictable daily routines and programmes that are flexible to accommodate the moods and interests of each child

Maintain collaboration with families, caregivers, early intervention teachers and other social service and/or healthcare professionals

Individualise the daily routines and activities according to a child’s functional needs

Modify daily care-giving activities to develop or enhance secure attachment relationships with children

Modify daily routines and activities to accommodate the interests and needs of the children

Guide early intervention teachers and other professionals to provide quality engagement and participation

Review care-giving approaches for improvements based on research and best practices

Monitor daily routines and activities to ensure needs of children are met

Monitor the environment for practices that nurture respectful, responsive and reciprocal interactions and relationships

Model and adapt respectful, responsive and reciprocal interactions

Develop new care-giving approaches

Align care-giving approaches across the centres to ensure effective and quality care

Establish structures for continuous review and enhancement of care- giving approaches

Mentor early intervention teachers in their efforts to improve and enhance consistent engagement and participation