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 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

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