Bathing babies - experience plan

​This experience allows children to explore conversation and social skills through sociodramatic play.

This experience allows children to explore conversation and social skills through sociodramatic play.

This experience should be differentiated depending on the individual child/group level.

This learning experience plan relates to:

  • interacting with others
  • early communicators and early language users (8 – 36 months)
  • learning focus: conversation and social skills
  • teaching practices: sociodramatic play, language stimulation.

Collect information

  • What information has been gathered as evidence to inform this experience?

Outcome 5: communication

Children interact verbally and non-verbally with others for a range of purposes

  • Children engage in enjoyable reciprocal interactions using verbal and non-verbal language

Children contribute their ideas and experiences in play and small and large group discussion

  • Children express ideas and make meaning using a range of media
  • Children use language and engage in symbolic play to imagine and create roles, scripts and ideas.

Victorian curriculum levels F-2: language

  • Understand that language can be used to explore ways of expressing needs, likes and dislikes.

Learning intentions

  • For children to develop conversational skills and interact with others.
  • For children to develop sharing behaviours with peers.

Assessment of learning

Learning is demonstrated when children:

  • engage in reciprocal conversations with educators and peers
  • share resources with their peers.


  • baby baths/tubs
  • waterproof baby dolls
  • towels
  • dolls clothes.

Group size

Small group (two-three children).


Differentiation should be based on prior assessment of the child/children’s communication skills. Examples of differentiation:

  • model play and conversation skills during the experience.
  • guide the experience more by using questions, for example:
    • “what does the baby like to play with?”
    • “what food does the baby like?

Experience process

  1. Set up the experience -an outdoor area is ideal.
  2. Implementing the experience:
    • Draw children’s attention to the experience or allow them to explore independently.
    • Observe and monitor children’s interactions.
    • Support interactions between peers by narrating how the children are playing with the baby dolls.
    • Encourage children to narrate their own actions. Ask questions such as, “is your baby having a hair wash?” to prompt their conversations.
    • Notice opportunities for children to share resources. Encourage children to ask their peers if they need a piece of equipment currently being used.
    • Suggest that two children work together to dry and dress the baby.
    • Relate experience to children’s own experiences to develop conversation, e.g., ask children if they play with toys when they have a bath or shower.

Reflect and review

Reflective questions for educators may include:

  • What learning has occurred? How do you know?
  • What have you realised about the child’s interests, knowledge, and capabilities?
  • In discussion with colleagues, what would you plan next to consolidate or extend children’s learning?

Additional resources for this learning experience

  • 10 Little Fingers, 10 Little Toes by Mem Fox
  • Goodnight Moon by Margaret Wise Brown
  • Guess How Much I Love You? by Sam McBratney
  • Owl Babies by Martin Waddell
  • Time for Bed by Mem Fox.