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 an OSHC environment
You need to arrange the environment to support, assist and guide children's behaviour. Instead of Crowd Control, you need to ensure there is Planned Control.
Elements to consider
- when planning the OSHC environment, designate areas (indoors and outdoors) for active and passive activities
- include mostly adult-supervised experiences (all experiences need adult supervision)
- add a limited number of adult-supported experiences, based on staff numbers, for children requiring adult assistance
- allocate enough play spaces for the number of children booked into the program.
You will need to allocate 1.5 spaces for each child, in the room or outside or a combination of the two. Thus, for 30 children there will be 45 play spaces.
You need to make a realistic count of the number of children able to participate in each experience. Below is an example.
Activity | Number of children | Role of adult |
---|---|---|
Computers/games | 2 | Adult-supervised |
Puppet making | 4 | Adult-supervised |
Dress ups/Drama | 4 | Adult-supervised |
Lego | 4 | Adult-supervised |
Memory card game | 2 | Adult-supervised |
Music tapes to listen to on cushions | 2 | Adult-supervised |
Drawing using charcoal | 2 | Adult-supervised |
'Guess Who' game | 2 | Adult-supervised |
Headphones (one set per child)/ Stories on tapes | 2 | Adult-supervised |
Making walkie-talkies using cans and string | 4 | Adult-supervised |
Cooking | 6 | Adult-supervised |
Art/Craft/Marble painting | 5 | Adult-supervised |
Planting flowers in window boxes | 4 | Adult-supervised |
TOTAL | 43 |