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toddlersTheir health is promoted

There are opportunities for toddlers to be independent in a supportive and encouraging environment. Toddlers’ communication and increasing independence is responded to and supported.

Observe whether the child: There are opportunities for toddlers to be independent in a supportive and encouraging environment. Toddlers’ communication and increasing independence is responded to and supported.

What it looks like

Three ways this behaviour shows up as a child grows. Each level includes everyday moments to watch for.

Emerging

Just starting

The adult notices a body need or care step and offers support, though the pace leaves little time for children to show what they already know.

What you might see

  • A small cue about a body need or care step is offered, and participation is visible for only one turn.
  • In handwashing, snack, rest, or dressing, adults make the first move, so a child follows the routine but does not extend it.
  • A kaiako places drink bottle within reach in handwashing, snack, rest, or dressing; the link to whānau or tikanga remains implicit.

Expected

On track

A kaiako uses the child’s cue to change the placement, timing, or language of support. The response becomes shared practice rather than delivery.

What you might see

  • The setup lets a child complete a meaningful part of handwashing, snack, rest, or dressing.
  • Kaiako balance safety, tikanga, and choice while children participate.
  • A peer-facing action emerges, such as helping, inviting, explaining, or waiting.

Exceeding

Going further

Kaiako notice a subtle cue, change the environment or language, and extend participation without taking ownership away.

What you might see

  • A child explains the practice to someone else using materials or actions.
  • A child connects hand towel with another place, person, story, or routine.
  • Adults step back once children can sustain the purpose together.

Try this at home

Small everyday moments where you can notice this behaviour without setting up anything special.

  • Offer drink bottle for a real purpose and wait before helping. Pay attention to how a body need or care step shapes the next step.

  • After the first attempt, ask one open question and then go quiet; see whether the child revises, demonstrates, or continues.

Where this comes from

The dataset source and any supporting developmental research.

  • Ministry of Education. (2017). Te Whāriki: He whāriki mātauranga mō ngā mokopuna o Aotearoa: Early childhood curriculum.

    The bicultural early childhood curriculum of Aotearoa New Zealand. Te Tāhuhu o te Mātauranga (NZ Ministry of Education), 2017 revision.