Family-Child Relationship: The curriculum consistently offers specific guidance and a process for how home visitors facilitate nurturing relationships between parents and children. For example, the HV Guideline for Preparation includes the question, "What parent-child interactions have I observed in the past that I will build on during this encounter?" Guidance can also be found in the Developmental Perspectives articles, which explain development from the point of view of the child to help the parent respond more appropriately to their child. Further, during each visit at each month of age, birth through 36 months, the Personal Encounter Documentation form has the home visitor describing their observations of the parent-child interaction in great detail (e.g., looking at things like holding, eye contact, talking, calming/comforting, smiling/laughing, serve and return, and play behaviors).
Active Exploration and Play: The curriculum provides specific guidance on how parents can create ongoing opportunities to engage children in active exploration, movement, and play. For example, the "Children's Play" resource in the Family Fun series, discusses play as the "work" of childhood and provides tips for parents on how to support their child's play ("What Is My Role as a Parent in My Child's Play?"). The Homemade Toy series provides a range of activities to engage families in positive communication and play with children using homemade toys (e.g., Cloth Pin Drop; Bells on Their Toes; Fun with Blocks). The activities emphasize parents' role in encouraging children's play and exploration. Finally, the curriculum's monthly activities encourage parents to engage children in play, movement, and exploration. For example, at 6 months, the activity encourages parents to provide the baby with toys they can grasp and transfer between hands and to observe the baby's reaction (e.g., "Let's have you set some toys around her and see what happens.").
Interactions that Extend Children's Learning: The curriculum provides some specific guidance for how parents can extend young children's exploration, thinking, and communication. On the Personal Encounter Documentation form, the home visitor records the extent to which the parent demonstrated play behaviors, including "Engagement" (e.g., the parent initiated interaction), "Encouragement" (e.g., the parent offered some verbal or physical support), and "Extension" (e.g., parent initiated an extension of the play activity). The monthly activities provide some guidance for parents on how to extend children's learning. For example, in the 15-month Fish activity, it prompts parents to "continue the learning during bath time by talking about fish, asking the child to wiggle and splash like a fish, and to pour water to and from containers." While the monthly activities consistently include guidance in the form of reflective prompts for parents (e.g., "How do you think she likes doing this activity?"), concrete supports to extend children's learning are not consistently embedded throughout curriculum materials.
Individualization: Baby TALK describes the importance of building on a family's culture and home language. The curriculum materials emphasize engaging authentically with families and ensuring that supports are individually meaningful and relevant to families (e.g., Quality Confirmation Standards on Adult/Child Interactions and Curriculum). However, minimal guidance is embedded in curriculum materials on how to offer learning experiences that build on the families' culture and home language. Guidance to support a child's special needs is also lacking.