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 the 2 - 3 year age group
When planning for the 2 - 3 year olds, there are particular strategies that can be used, and you will also be able to ‘borrow’ some ideas from other age groups. They just need to be matched to the developmental capabilities of this age group.
We need to observe children to identify their interests and their developmental skills, and then we can create an environment which supports them by providing space to move around, multiples of equipment and places for both solitary and parallel play. It also avoids children waiting to take turns and sharing equipment and material.
We need to give children opportunities to be independent and to do things for themselves, particularly with self-help skills such as feeding, dressing and toileting.
Most of all, we need to provide time and encouragement to all our children to develop their emerging skills and a positive sense of self.
Experiences should reflect a child’s interest in the world around them, and their desire to enjoy it through exploration – feeling, looking and touching, eg collecting leaves.