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
Indoors and outdoor areas
To provide variety in the experiences you provide for children, you should think about how indoor and outdoor areas can be used most effectively.
Consider bringing some of the outside equipment and materials inside, particularly during the colder months. In warmer weather, take some of the inside materials outside. These changes will enrich the program you provide.
Children need to have the opportunity to experience a wide range of experiences that extend all areas of their development. Books and puppets can be set up under a tree. Relocate the home corner and dress-ups to a shady spot. Take the musical instruments outside. Such alterations to routine can provide new experiences for the children to explore, especially on a warm day.
When it is cold and wet outside, children still need opportunities to extend and practise their gross motor skills. Bring in a small A-frame and a plank (place mats for safety) or bring in two tyres and a plank for the children to walk on.
If weather permits (and if you have more than one staff member), you could have one person supervising inside and one outside. This allows more space for children to play and learn and reduces the pressure and stress children may experience in group care.