Nappy changing is a part of life when it comes to young children. But to view as a chore overlooks a profound opportunity for ‘slow pedagogy’. The process of nappy changing can provide fertile ground for building relationships between educators and children and embracing small moments as part of daily practice.
Moving away from rigid schedules, or a ‘production line’ approach, ensures children are viewed as individuals with unique needs, rhythms, and emotions. This aligns directly with the rights of the child, particularly the right to be treated with dignity and respect.
CELA Early Education Specialist, Jannelle Gallagher, says nappy changing should be viewed as an opportunity for meaningful interaction, where educators recognise children’s cues and respond with sensitivity.
It extends beyond just the physical act of changing a nappy and encompasses creating a respectful, calm and supportive environment, while fostering a sense of security for the child.
“It's about caring and being attuned to a child - being observant to children and bringing them into the space,” says Jannelle. “Nappy changing needs to happen seamlessly and in the moment.
“Let’s take the focus off the nappy itself and put the focus back on being with the child, and having that moment where you have eye contact, where you’re taking care of the child, emotionally and physically.
“That child is there with you, in that space, at that moment, on that change table or in the bathroom. Do you even need to put a child on a change table? Can you do it in a more respectful and empathetic way.”
Relationship building through being responsive
This approach is not just focused on efficiency, but on engaging with children. Communicating what is happening, seeking children’s consent, and using gentle language transforms the experience from a passive procedure to an interaction.
As Jannelle highlights, a nappy should be changed when it is wet or soiled, not simply because it’s ‘time’. Attending to a child’s non-verbal cues, such as a furrowed brow, restlessness, or a specific smell, demonstrates respect for their physical comfort and emotional well-being. This responsive approach moves away from a task-oriented mindset and towards a child-centred one.
“If you're sitting with a child and notice a smell, and you already have a nurturing relationship, you can quietly check in with them, asking a question like, ‘Are you feeling uncomfortable in your nappy? Let’s go change it. Ready, set, go…’ It’s about being caring and attentive in that moment. The relationship continues to grow, and importantly, the child isn’t left waiting in their nappy until it suits someone else.”
Role modelling slow pedagogy and sharing the responsibility
Nappy changing should be a shared responsibility, not something left up to the least qualified staff member, as is sometimes the case. Sharing the load decreases physical strain and burnout, but it also provides a more enriching space to role model best practice to trainee educators.
Challenging the undervaluing of care routines requires a shift in perception. Nappy changing is not a junior task to be rushed through; it is a fundamental aspect of a child’s day and a crucial opportunity for building secure and trusting attachments. Professional development plays a vital role in this transformation.
When nappy changing is seen as a valuable opportunity for connection and relationships building, and educators are supported in this role, we elevate the significance of care work in early childhood settings.
“Children have to be paramount in all of our decision making,” Jannelle adds. “So, what can we take out of the busyness of the day that gives us the time to build those relationships and sustain those relationships and mentor each other and our young people?
“We need to support our trainee educators so that they value those moments. It's the small moments, often overlooked throughout the day, that have the potential to be the most impactful for you and the child."
“If you’re in a high pace, heightened space all the time, how do you take care of yourself and how do you take care of children?”
Transforming routines into rituals and learning opportunities
CELA Early Education Specialist Emma Johnsen writes about when routines, such as nappy changing or hand washing before mealtimes, become rituals and how everyday moments can be transformed into something more profound (Rattler 148, April 2025).
“Rituals move beyond the function,” she writes.
“For educators, rituals provide a space to connect more deeply with children. They encourage creativity and intentionality, offering opportunities to reflect on the ‘why’ behind everyday practices. By incorporating rituals, educators can find renewed purpose in their work, fostering an environment that is rooted in respect, collaboration, and joy.”
Harnessing slow pedagogy moments such as nappy changing can foster trust and include consent. Such moments can also offer rich learning opportunities for children, supporting their agency, language development and understanding of self-care.
This can be achieved through singing, playing games like peekaboo, tracking a mobile, or holding a small toy (placed for disinfection afterwards), such as a small plastic duck or animal, and singing a song about that animal.
This practice can be linked to Element 1.1.3 ‘Program learning opportunities’ of the National Quality Framework, which states: “All aspects of the program, including routines are organised in ways that maximise opportunities for each child’s learning.”
Gentle, quiet communication and slowing down allow a space to connect, nurturing cognitive and sensory development.
Other considerations:
Sustainable practices: Nappy changing presents a unique opportunity to weave in sustainable practices, including responsible waste reduction practices and eco-friendly alternatives. Educators can involve children in simple ways, such as showing them where the soiled nappy goes and the clean one comes from. Discussing the importance of keeping our environment clean can introduce early concepts of sustainability.
Workplace health and safety (WHS): Providing appropriate equipment, such as height-adjustable change tables (or exploring safe alternatives), ensuring adequate hygiene practices, and promoting safe lifting techniques are crucial for the well-being of staff members. However, WHS should not be viewed in isolation. Mentoring younger educators to value these moments is key. By understanding the pedagogical potential of nappy changing, educators are more likely to approach the task with care and attention, inherently contributing to safer practices.
Where to start:
Explore ways to make nappy changing a more relational and responsive experience: This could involve having a small basket of sensory items or books nearby to engage the child, singing a familiar song, or simply engaging in gentle conversation.
Consider alternatives to using change tables: Floor-based changing mats can allow for more eye contact and a feeling of closeness, potentially fostering more empathetic interactions. Risk assessments must be conducted to ensure the safety of both the child and the educator.
Discuss strategies to reduce the sense of ‘busyness’: Implementing flexible routines, allocating sufficient staffing, and prioritising child-led activities can create a less rushed atmosphere, allowing educators to be more present during care routines.
Provide mentoring and support for younger educators: Pairing experienced educators with newer staff to model relational care during nappy changes, discussing the developmental benefits, and valuing their contributions can foster a deeper understanding and appreciation for these moments.
Conclusion
Nappy changing in early childhood education is far more than a mere hygienic necessity. It is a powerful opportunity to uphold the rights of the child, build meaningful relationships, embed sustainable practices, and prioritise well-being and learning. By challenging the undervaluing of care routines and embracing a relational, responsive, and respectful approaches, we can transform these everyday moments into valuable moments for children and educators.
Further reading
From routines to rituals: Everyday practices for meaningful learning opportunities, Rattler 148, April 2025 (for CELA members). Read now.
CELA professional development in relation to this topic:
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