When we talk about offering rights-based learning and care in the baby room, it can sound like a lofty ideal—something perhaps more suited to older children who can express themselves clearly and independently. But in truth, this approach starts from birth. Babies, just like adults, are full human beings with the right to make choices, express preferences, and influence their world. At the heart of rights-based practice is the key concept of self-determination.
Self-determination is the ability to make decisions about your own life. For babies, this doesn’t look like complex verbal negotiations—it looks like gestures, eye movements, sounds, physical expressions, and choices made through action. When a baby turns their head away from a spoon, they’re making a decision. When they crawl over to a certain educator, or smile at a particular toy, they’re expressing a preference.
In busy baby rooms, where there are many needs to meet, it’s easy to become focused on routines and schedules. But when we respect babies’ self-determination, we acknowledge that they have views—and that those views matter.
Supporting this means offering babies choices throughout the day:
- Where they want to play
- What toys interest them
- Who they want to spend time with
- When they want to be held, fed, or sleep
Being attuned to these preferences is not about giving babies total freedom or ignoring health and safety. It’s about responding to their cues and seeing them as participants in their own care.
Free-Flow Play: A Foundation for Self-Determination
Free-flow play—where babies choose what, how, and with whom they play—is essential for developing self-determination. This type of play is:
- Deeply personal and exploratory
- Governed by the child’s own ‘rules’ rather than adult expectations
- Easily disrupted by adult interference
- Central to how children demonstrate self-demonstration
To support this in practice, we need to reflect on questions such as:
- How much of the day allows for child-led play?
- Are adult-planned activities replacing opportunities for exploration?
- Do our observations celebrate children’s independent actions, or are they checklist-driven?
- Do we feel pressure to do something, rather than simply observe and follow the baby’s lead?
Sometimes the most powerful thing an educator can do is to pause, observe, and be present, resisting the urge to guide or structure every moment.
Thinking about Touch and Affection through the Lens of Self-Determination
Touch and affection are crucial in baby rooms, but often, discussions around them are adult-centric—focusing on what adults should or shouldn’t do. For example, some educators are discouraged from having babies on their lap for too long – we worry that this will make the baby ‘clingy’ or that parents won’t be happy to see that their baby is always being held or cuddled.
While these concerns may stem from good intentions, they risk positioning babies as passive recipients, rather than as initiators of affection. In reality, babies often make the first move:
- A cry, a gesture, a particular sound can signal “pick me up.”
- A crawling baby might seek out a favourite adult’s lap for comfort.
Others may clearly express when they don’t want to be touched or held.
Touch in the baby room should be a responsive, two-way process—a “physical dance” between babies and caregivers. Limiting affection to avoid adult discomfort undermines babies’ self-determination and emotional wellbeing. Instead, we should trust babies to show us what kind of closeness they need—and when they need it. If a baby is repeatedly holding out their arms, wanting to be held, and we are in a position to hold them (recognising that this isn’t always possible!), then we are celebrating their self-determination when we respond by picking them up.
Nappy Changing as a Moment of Choice and Connection
Too often, nappy changing is treated as a logistical task—a box to tick off. In some settings, one staff member might work through a list, prioritising efficiency over responsiveness. But what happens when we shift our view and see nappy changing as an opportunity for care, communication, and even learning?
At the responsive end of the spectrum, educators:
- Acknowledge what babies are doing before interrupting for a nappy change
- Ask for the baby’s input, if appropriate (“Shall we change your nappy now, or in a minute?”)
- Use the journey to the changing area as a chance to connect—through conversation, singing, or play
- Invite babies to be involved—holding a wipe, lifting their legs, pointing to the cream
This slower, more respectful approach honours babies’ self-determination. It asks not only when and how a change happens, but how it feels for the baby. Are they rushed? Or are they engaged, respected, and central to the process?
Mealtimes: Feeding the Body and Supporting Choice
Finally, let’s consider mealtimes—another routine that offers real opportunities for respecting babies’ choices and agency.
Some guiding questions:
- What do babies eat? Are there options?
- When do they eat or drink? Do we follow a strict timetable, or listen for signs of hunger or thirst?
- Where do they eat? Can they move in and out of the eating area freely?
- How do they eat? Are they encouraged to feed themselves? Can they say “no” to a spoon?
- How do they communicate needs? Do educators recognise gestures, vocalisations, or routines as expressions of preference?
Every mealtime can become a site of self-determination. A baby pushing away food is making a statement. A baby reaching for a cup is expressing a desire. Do we hear and honour these moments? Do we celebrate these moments with parents/carers through the way we do pick-up conversations at the end of the day. If a parent/carer isn’t happy with the amount that their baby has had to eat or drink that day, this is an opportunity for us to express how much we value their self-determination. We might say ‘yes, they didn’t eat as much today as they have on other days, but they really clearly expressed that they didn’t want to eat any more. They shook their head no and pushed the spoon away.’
Final Thoughts: Creating a Culture of Respect
Supporting self-determination in the baby room isn’t about giving babies total control or neglecting routines. It’s about:
- Slowing down
- Observing carefully
- Responding respectfully
- Trusting babies to show us what they need and want
It’s about remembering that babies are not passive beings. They are active participants in their own lives—with rights, preferences, and the ability to shape their experiences.