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

Fundamental movement skills

Most of the leisure activities that children participate in these days are sedentary, such as sitting in front of the computer or tv. This is having significant consequences on their health. Statistics show that one out of 5 children is overweight or obese. Children need to have at least 60 minutes worth of physical activity a day.

Think

Please read through the brochure Australia's Physical Activity Recommendations for 5-12 Year olds by searching for physical activity at www.health.gov.au

The fundamental movement skills are the various gross motor skills such as running, balancing, kicking etc. These skills are the basis for all physical activity that we do in sports, dance, gymnastics and other physical recreational activities. If children can develop these skills they are more likely to continue to be involved in physical activity in later life. We need to be aware of what these fundamental movement skills are so we can provide activities to enhance all of these.

The twelve fundamental movement skills are: balancing, running, jumping, catching, hopping, throwing, galloping, skipping, leaping and kicking.

One of the ways that we can promote fundamental movement skills is to set up interesting outdoor environments where children get the opportunity to practice some of these skills.