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
Safety checklist
- With younger children, ensure that equipment or materials are large enough to prevent them getting caught in the child's throat if they place them in their mouth.
- Babies in particular place objects in their mouth as part of their natural exploration of materials and their learning. A good rule of thumb is if an object can fit into a small 35 mm film container, then it is too small for young children (under 4 years) to be exposed to.
- The height of the climbing equipment is another consideration, particularly with young children. Although the younger child may be able to climb to great heights, they may not have the developmental skills to move around at that height and then climb down again. The adult needs to stand close to the child and assist if they observe the child having difficulty.
- All climbing equipment needs to be placed on a soft-fall area such as 20 cm of tan bark, rubberised surfaces or mats inside, to soften the impact if a child falls from the piece of equipment.
- Grass, artificial grass and sand may hide a very compacted surface that can cause injury and damage to the child if they fall.
- Regularly sweep away sand that has come out of the sandpit. After mopping floors, make sure the surface is dry before children and staff walk on it. These are very important safety considerations for all staff who work with children.
- Before allowing children to play outdoors, a staff member needs to check the outside play spaces for any syringes, used condoms, or bottles or cans, and dispose of these appropriately.