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

Planning experiences for 0 - 2 years age group

Sometimes figuring out the interests of the 0 - 2 years age group is quite hard. However, through accurate observation, we can identify individual interests, needs and strengths, as well as those of the group.

Safety and trust

a baby playing safely with a carer.

The top priority with this age group is providing a safe environment for the children to explore in. For the primary care giver, important roles at this stage are:

Remember we need to be flexible with routines at this age, as babies may need extra naps or feeds throughout the day. This may impinge on the activities you have planned.

Sensory experiences

At this age, children need lots of support to explore sensory experiences. We provide these experiences within routines and in response to individual needs. For example we can provide a wide variety of toys of different, textures, colours and sizes, and plan different types of play experiences such as water play and outdoor time.

In order to provide appropriate sensory experiences, you need to know all of your senses. Do you?

a baby's ear. a baby's hand. a baby's nose. a baby's eye. a baby's mouth.
Activity icon

Now that you've brushed up on the five senses, let's try a little experiment.

Ask a friend or family member to put several things on a tray without you seeing what they are. They should choose several items of varying textures, tastes and smells (perhaps something sweet, something smelly, something soft).

Next, they should bring you blindfolded to the tray and its contents for sampling. See if you can identify each item by its smell, taste and feel.

How did you find the experiment? Was it hard? Was it fun? Can you imagine exploring those things for the first time?

Write your thoughts on this experiment and your ideas for sensory experiences for young children in your notebook.