Interacting with babies at feeding times
Introduction
In this video clip you will see two different examples of babies being fed. Understanding what a baby or child's behaviour indicates is an important aspect of responsive care and helps to promote close and consistent relationships. Both the keyworkers in the video demonstrate that they can interpret and respond to what the babies are showing them. They show caring and warmth through physical touch and demonstrate an understanding of babies preferred ways of being held while they are fed. They respect the wishes of the babies when they show that they have had enough milk and take the time to respond affectionately and sensitively.
View the video
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 QuickTime file: Feeding (slow connection) |
| QuickTime file: Feeding (ISDN connection) |
A transcript for the feeding video clip is also available.
Description
Responsive care is one key feature of effective practice when working with babies and young children, together with relationships and respect. This video clip illustrates responsive care in action, and shows the shared, two-way relationship between children and the adults who care for them.
Focus
Two different approaches to providing flexible, responsive care are shown, illustrating keyworkers interpreting and responding to what two babies behaviour is telling them, as the babies are fed.
Transcript
I've just got to chase you with this. There, there. There, there.
Is that better? Is that better?
Is it? Is that better?
You just like to see what's happening, don't you? Aha.
You moving your feet? Wee tickle? Were you? You just going to tickle me instead.
You're a clever boy, aren't you?
Where's your Grandpa today? Has he not come over to see you? Has he not?
Where is he? Has your Grandpa not been to see you? Has he not? No.
Mmm. You must be hungry. You must be hungry. There.
Any more? Do you want a wee break? You want a wee break. Oh no. You want more. There's a hand going up. Here we go. You don' like being cuddled in for it, sure you don't? No.
Are you smiling? Come on. Come on. Oh, is that a 'no'? No.
Have you got wind? Let' see if you've got wind. See if you've got wind then.
End of transcript