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 development

Creative development refers to the growth of a child's self expression. This can be seen in how they approach the various experiences that they come across in life.

The importance of creativity

A child's imagination will foster not only their approach to life but also their approach to positive and negative events throughout their life. By using all their senses a child's imagination will develop, and in turn so too will their creativity.

Creative development is an important part of all areas of development. Children should be encouraged to take a creative approach to all the experiences they're involved in, not just at particular times.

Encouraging creativity

children using pipe cleaners, bottle tops and other creative materials.

It is important for adults to provide materials and opportunities to interact with a child or children in an encouraging way and to support and extend their creativity.

Asking a child to draw a particular object (eg a cat), or to make a particular object (eg a crocodile out of an egg container), is directing the child's creativity.

Children should be provided with materials and stimulus such as pictures, photographs, flowers, animals or real objects from the world around them. They should then be encouraged to interpret the information, to create the idea within themselves and to express what they see outwardly for others to view and enjoy.

If a child only wants to paint one line of paint on a large piece of white paper, you should avoid suggesting that they keep painting. That one line of paint may represent something specific the child wanted to express, as part of his or her own creativity. You need to respect the child's decision and remember it is the child's work and their way of expressing themselves.

Think icon

Think back to when you were a child. Did you ever have imaginary friends or make up your own imaginary games, like having a shop or making imaginary cakes?