Behaviour

How a child expresses feelings

Modelling positive relationships

Redirecting behaviour

Caring for babies

Bottle feeding

Changing a nappy

Cleaning and sterilising bottles

Daily cleaning tasks

Helping new children settle in

Preparing for a nappy change

Sleep patterns – babies

Sleep routines – babies

Toilet training

Caring for children

Allowing time for practice

Dressing/undressing

Mealtimes

Nappy change

Packing away/caring for the environment

Sleep/rest time

Toileting

Common self-help milestones

Tips for sleep and rest time

Self image

Communication

Body language

Limits and guidelines

Ways children communicate

Greeting children and families

Modelling appropriate communication

Questioning

Verbal and non–verbal communication

Acknowledging children's feelings

Listening attentively

Communicating with Aboriginal and Torres Strait Islander parents/carers

Development

Allowing time for practice

Dressing/undressing

Mealtimes

Nappy change

Packing away/caring for the environment

Sleep/rest time

Toileting

Common self-help milestones

Creative development

Language development

Modelling positive relationships

Physical development

Sharing and taking turns

Sleep patterns – babies

Sleep routines – babies

Encourage independent problem solving

Fundamental movement skills

Health, hygiene and safety

Coping with stress

Correct manual handling principles

Daily cleaning tasks

Hand washing

Hand washing poster

Manual handling overview

Toilet training

Safety checklist

Learning experiences and play

Environmentally friendly learning experiences

Learning experiences for different development areas

Creative resource materials

Arranging the environment to facilitate learning and pleasure

Indoors and outdoor areas

Creating a positive physical environment

Legal and ethical issues

Child abuse case studies

How do I recognise when a child or young person is at risk?

Tips on dealing with disclosures

Observation methods

Arranging Experiences (PDF 351Kb)

Recording observations

Rules for making observations

What you can learn from observations

Programming

Children’s interests, strengths, needs and skills

Extending the children’s interest in dinosaurs

Objective observation

Planning an OSHC environment

Behavior management plan

Planning enjoyable experiences

Planning experiences for 0 - 2 years age group

Planning experiences for 2 - 3 years age group

Planning experiences for 3 - 5 years age group

Questioning

Questions are an important part of conversation and listening. Asking questions lets the person with whom you are communicating know that you are interested in what they are saying, and that you want to know more. Questions are also a good way of checking that you have heard and understood the message correctly.

There are two main types of questions: open and closed.

Activity

Read the two questions below and decide which is a closed question and which is an open question. Drag them into the right place.

Text Alternative

Closed questions

You may have noticed that the closed question 'Did you have breakfast this morning?' required a yes/no response.

Closed questions can be used when you want to:

Below are some examples of closed questions.

Open questions

Open questions require more than a short, one-word answer. They open up the conversation and encourage the other person to communicate freely.

Below are some examples of open questions.

Using questions

Using a combination of both open and closed questions will make you a more responsible and effective communicator. Using too many closed questions can make the other person feel intimidated, while too many open questions can make the other person feel confused about what you want to know. The combination method, plus some tact and sensitivity, could give you a fresh approach to your conversations.

Activity icon

A new child, Ingrid, has joined the group in the 3-5’s room today. She has attended a day care centre before but this is her first time at Cybertots.

Think of some of the things it would be useful to know to help Ingrid to settle in. Use your knowledge of effective communication and questioning to devise the questions you could ask Ingrid’s mother, Beth. Remember to make Beth feel welcome at the same time.

Write these questions in your notebook.