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
Tips on dealing with disclosures
Children and young people are most likely to disclose abuse to adults they trust, so professionals working with them have a special responsibility.
How you respond to a disclosure from a child or young person is crucial. In this instance it is important to consider the following points.
- Put your own feelings aside and listen as if the information is not sensational.
- Provide reassurance that you believe them and do not think that they are to blame or make judgements about what has happened.
- Allow them to talk but protect them from sharing the information with too many other people.
- Once you have established that they have been harmed or are at risk of being harmed, do not pursue the conversation any further. This is important to ensure that questions cannot be raised later about possible manipulation of the disclosure.
- Do not ask leading questions, for instance “Did Daddy hit you?
- Never promise to keep the information secret.
- Never make false promises.
- Never ask questions that may make the child feel guilty or inadequate
- Stay close to them after the disclosure to provide a sense of security.
- Tell them that it will be necessary to contact child protection authorities and that you will support them through that process.
- Respect the confidentiality of the disclosure and do not share the information with anyone other than the appropriate authorities within your organisation and either the Department for Community Development or the Police.
- Document the conversation that you have had remembering as accurately as you can, the words and phrases used by the child young person to describe what has happened to them.
- If you are unable to answer all the questions of the child or young person, it is ok to let them know.