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
Verbal and non-verbal communication
While verbal communication is an effective way of relaying a message, non-verbal cues, such as gestures can be used to add meaning.
Verbal communication
Verbal communication is the most common way people relay messages. Verbal refers to the spoken word. When speaking to people, your message should always be conveyed respectfully.
Using language the receiver can interpret easily means it is more likely your message will be clearly understood. The language used should be both age appropriate and culturally appropriate.
Jargon should only be used amongst colleagues who are also involved with the care of children. It should be avoided when discussing a child's day with their parents.
People with a hearing impairment consider sign language to be another form of verbal communication. You might like to look at the website below for more information. There are also web sites about sign language and hearing impairments in the Resources section under Communication.
Tone of voice
An important part of verbal communication is the tone of the person's voice. This can give the receiver of the message an insight into how the other person is feeling.
The tone in which you respond to a message is also crucial. If the tone of the person communicating with you is one of concern, you should use an appropriate tone when responding.
Have you ever been anxious, happy, or excited to share some news only to have an indifferent response relayed back to you? It can be quite a let down.
Non-verbal communication
Non-verbal communication accompanies or makes up the rest of the channels of communication. It includes body language, gestures, written, and any other communication that is not spoken. The only exception is sign language, which is considered to be a form of verbal communication.
Gestures
Many people use gestures to communicate. An example of a gesture you may know is the 'thumbs up' gesture - this communicates that something is good. Many gestures used in Australia are also recognised by people in other countries.
This gesture, a hand signal with an open palm facing outwards, is almost universally seen to mean stop.
On the other hand, a specific gesture may be used in a number of societies but have a differing meaning in each one.
This gesture, a hand signal of joining the pointer finger to the thumb and forming a circle and then spraying the remainder of the fingers over the circle represents that ‘all is OK’ in Australia. In France however, it represents a not so nice name calling.
Cues
You will probably notice that you use a number of non-verbal cues when you are communicating. Cues are verbal or non-verbal signs that people use to indicate their needs.
Non-verbal cues, such as gestures, often accompany verbal communication. You will see examples of this when watching a show on television. Many comedies such as Friends, Dharma and Greg and That 70's Show rely on non-verbal cues to relay their humour.
- Choose a television show that has real people on it interacting together. This could be a comedy show, or perhaps a drama, such as Neighbours or Home and Away.
- Firstly, watch the show for 10 minutes with the volume on and write down the different types of communication you see and/or hear.(both verbal and non-verbal). Describe each one briefly.
- Turn the sound off and continue watching the show for another 10 minutes. You may notice you can still follow the story by paying close attention to non-verbal communication, such as gestures, facial expressions and body language. Write down what types of non-verbal communication are taking place.
- Which types of communication are the most frequentlly used in the show?