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

Creative resource materials

Creativity is something that comes from within each and every one of us, and is shown or displayed in what we do with materials and experiences. When we provide art and craft materials for children, we provide them with the opportunity to make and use materials in their own special and creative way.

Providing ready-made cut-outs of butterflies and snowmen, or traced drawings of animals for children to colour in, does not make a creative experience. Neither do colouring books, stencils or dot-to-dot drawings. Such materials only provide practice in fine motor skills and are, in any case, adult-directed.

Try to provide children with the opportunity to create for themselves, rather than always be involved in experiences that are dictated by what we, as adults, might approve of.

There are many things you can do to make your learning environment more pleasing, interesting and creative - and it doesn't have to cost a lot of money. Below are some suggestions about the different materials you can use.

a variety of open-ended materials.

Open-ended materials are those that can be used in any way and there is no end to what can be done with the material. Play dough, clay, dramatic play materials, such as hats, bags, cooking materials, are all open-ended in their possibilities, as against a puzzle, game or fixed climbing equipment, which have more limited uses.

Open-ended materials give children the time and the opportunity to think creatively, finding new uses for familiar items.

There are many natural materials around us that can be utilised by children in the program. We don't need to spend a lot of money purchasing plastic toys and equipment when natural items will provide an equal (or better) substitute.

Examples include gumnuts, seaweed, sponges, stones, leaves, bark, small branches and twigs, seed-pods, pine cones, etc.

leaves.
Leaves
a small rock.
Rocks
shells.
Shells
sea sponges.
Sea sponges

When you go out on the weekend, look around and collect other natural materials from the environment that you can use to enrich your program for the children.

Examples include paper, cardboard, empty food cartons (check that there have not been any traces of nuts as this may have a major effect upon a child who is allergic), yoghurt containers, milk cartons and bottles, ice cream containers, wine caskets, lids, soft drink bottles, etc.

Always ensure materials have been washed prior to use.

bottles.
Bottles
boxes.
Boxes
corks.
Corks
egg cartons.
Egg cartons
magazines.
Magazines
material.
Material
popsticks.
Popsticks
straws.
Straws
containers.
Containers
lids.
Lids
patty pans.
Patty pans
string.
String