Infant Movement & Connection Audit

Infant Movement & Connection Audit

Promoting Floor Time, Outdoor Play, and Secure Attachment
A 5-minute reflective self-assessment for NQS QA 1, 2 & 3 alignment

Play Move Improve | Robyn Papworth (Developmental Educator & Exercise Physiologist)

How to use

* Observe your room for 10–15 minutes.
* Tick what you see, then add a quick rating (Emerging → Embedded).
* Use it for reflection, not blame as we know educators have so much to think about and do in the baby's room.
Section 1: Floor Time & Movement Opportunities

Goal: Are babies getting enough unrestricted movement time on the floor, in line with guidelines (frequent floor-based play, 30+ minutes tummy time across the day, avoiding long durations of the baby being held or sitting in seating equipment)?

During my 10-15 minute observation:
At least one baby is on the floor, free to move (back, tummy, or side).
More babies are on the floor than in seating equipment (bouncers, highchairs, prams, swings)
No baby is in the same piece of seating equipment for the entire observation period.
Educators regularly transition babies from arms/seating equipment to the floor for play.
Babies are carried for comfort, feeds, or transitions, then offered floor time when calm.
Floor time looks comfortable and inviting (mats, a few well-placed toys, low visual clutter).
Educators avoid “holding while doing everything else” for long stretches when babies could safely be on the floor nearby.
I hear educators talking about or noticing babies’ movements (e.g., “You rolled!”, “You’re kicking your legs!”)
Let's Reflect
What helps us offer floor time regularly?
What gets in the way (e.g., routines, cleaning, ratios, habits)?
Do your educators feel they have time to put babies on the floor and stay nearby.
Rating for this section:

EmergingDevelopingEmbedded
Section 2: Use of Outdoor Space (Babies, Not Just Toddlers)

Goal: Are babies actually going outside, lying, rolling, and exploring natural sensory input, not just watching from seating equipment like prams?

During my 10–15 minute observation (or looking back over today):
Babies were taken outside today
At least one baby is placed on the ground outdoors (mat/grass) rather than kept only in prams or other seating equipment.
Babies have the chance to feel natural elements (breeze, light, sounds, textures) in a calm, safe way.
Educators sit or kneel near babies outdoors, using eye contact and voice to support exploration.
Outdoor baby play is part of the routine (e.g., “morning outside time”), not just “if there’s time.”
Educators mention outdoor play as part of babies’ physical activity in documentation or conversations with families.
Let's Reflect
When is it easiest to take babies outside?
Do your educators feel confident about outdoor play for non-mobile or just-mobile babies?
When is it hardest, and what small workaround could help?
Rating for this section:

EmergingDevelopingEmbedded
Further Support
Would you like more information about baby floor time?

Yes pleaseNo thank you
Would you like more information about baby outdoor play?

Yes pleaseNo thank you
Should be Empty:

Infant Movement & Connection Audit

A 5-minute reflective self-assessment for NQS QA 1, 2 & 3 alignment

Section 1: Floor Time & Movement Opportunities

Let's Reflect

Section 2: Use of Outdoor Space (Babies, Not Just Toddlers)

Let's Reflect

Further Support