Literacy experience plan: Bathing babies

​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?

Links to VEYLDF

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.


image shows equiptment: 3 dolls, 2 towles, a basket with clothes and 2 baby baths
Photo: L Stewart.
  • 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:

  • educators can model play and conversation skills during the experience.
  • educators can guide the experience more by using questions, e.g.:
    • “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.


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/alternate 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.

Related learning experience plans

Links to sections