CHC30113
Certificate III in Early Childhood
Education and Care
Play and Development
Learner Guide – Cluster 4
CHCECE006 Support behaviour of children and young people
CHCECE007 Develop positive and respectful relationships with children
Version 1.7
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TABLE OF CONTENTS
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TABLE OF CONTENTS ................................................................... 2
LEARNER GUIDE ........................................................................ 8
INTRODUCTION ......................................................................... 15
SUPPORT HOLISTIC DEVELOPMENT AND LEARNING ........................ 17
1. Create and Environment for Holistic Learning and Development ..................... 18
1.1 Holistic Outdoor Environments .............................................................. 19
1.2 Holistic Indoor Environments ................................................................ 19
1.3 Holistic Social Environments .................................................................. 20
1.4 Holistic Temporal (Time) Environments ............................................. 21
HOLISTIC PHYSICAL ENVIRONMENTS.................................................... 22
Spaces and furniture ........................................................................................ 22
Responsive teaching/learning strategies ....................................................
22
Resources ............................................................................................................ 23
Responsive teaching/learning strategies .................................................... 23
Aesthetic and sensory....................................................................................... 23
Responsive teaching/learning strategies .................................................... 23
Partnerships
24
.......................................................................................................
Responsive teaching/learning strategies ....................................................
24
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Diversity
24
...............................................................................................................
Responsive teaching/learning strategies ....................................................
24
Transitions
25
..........................................................................................................
Responsive teaching/learning strategies .................................................... 25
Expectations ....................................................................................................... 25
Responsive teaching/learning strategies ....................................................
25
Routines
25
...............................................................................................................
Responsive teaching/learning strategies .................................................... 25
Learning
26
...............................................................................................................
Responsive teaching/learning strategies ....................................................
26
Time Planning .................................................................................................... 26
Responsive teaching/learning strategies ....................................................
26
2. Creating Contexts for Holistic Learning and Development ............................ 27
HOLISTIC LEARNING CONTEXTS ...............................................................
28
Multiple Contexts .............................................................................................. 28
Responsive teaching/learning strategies ....................................................
28
3. Inquiry-Based Learning ................................................................................... 29
4. Collaboratively Planning with Children .......................................................... 31
Scaffolding Interactions .................................................................................. 32
5. Families’ Contributions to the Learning Community ..................................... 34
6. Early Years Learning Framework (EYLF) ....................................................... 36
7. My Time, Our Place (MTOP) ........................................................................... 36
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CHILD
DEVELOPMENT ................................................................ 41
1.
Critical Child Development Periods ................................................................
42
2.
A Brain in Progress ..........................................................................................
44
3.
Critical Periods of Brain Development ............................................................
48
4.
Impacts of Positive and Negative Early Childhood Experiences ....................
50
5.
Child Development Theories ...........................................................................
52
6.
Domains of Development ................................................................................
53
7.
Development
Patterns
Growth ....................................................60
8.
Maturation and Learning .................................................................................
61
9.
Vulnerability of Infants ....................................................................................
62
10.
Fostering and Supporting the Development of Physical Skills .......................
70
11.
Social Development .........................................................................................
78
12.
Educators Role in Social Development ...........................................................
81
13.
Experiences that support and foster development .........................................
81
14.
Emotional and Psychological Development ....................................................
87
15.
Self-concept and Self-esteem ...........................................................................
91
16.
Creating Positive Environments ......................................................................
93
17.
Realistic Expectations of Children’s Behaviours .............................................
96
18.
Cognitive Development ..................................................................................
104
Influencing
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19.
Zone of Proximal Development .....................................................................
108
20.
Supporting Cognitive Development ........................................................... 109
21.
Language Development ..................................................................................
119
22.
Language Theories ..........................................................................................
121
23.
Methods for Language Skill Development ....................................................
122
24.
Communicating Positively with Children ......................................................
123
25.
Creative Development ....................................................................................
130
26.
Other Important Theories for Early Childhood Development......................
133
27.
Multiple Intelligence Theory .........................................................................
138
28.
Aspects of Poor Early Childhood Development ......................................... 140
29.
Influence of Parenting on Child Development ..............................................
140
30.
Risks
to
Aboriginal
and
Torres
Strait
Islander
Children ........................... 145
I.
EARLY CHILDHOOD EDUCATION AND PLAY.............. 146
1.
What is Play? .................................................................................................. 148
2.
Play and the Early Years Learning Framework ............................................. 150
3.
Theories of Play ............................................................................................... 151
4.
Types of Play .................................................................................................. 160
5.
Manipulative Play .......................................................................................... 180
6.
Construction ................................................................................................... 181
7.
Art
183
8.
Dramatic/Imaginative Play ........................................................................... 187
9.
Sensory Play ................................................................................................... 188
10.
Language and Literacy ................................................................................... 189
...................................................................................................................
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11.
Science
and
Technology ................................................................................. 192 12. Music
and Movement .................................................................................... 193
II. CREATING PLAY ENVIRONMENTS .............................. 196
1.
Technology as a Learning Tool ...................................................................... 207
2.
Resource Materials ....................................................................................... 209
III. CREATING LEARNING EXPERIENCES ....................... 213
1.
Creating Enjoyable Experiences .................................................................... 213
2.
Creating Age Appropriate Experiences ......................................................... 213
3.
Supervision: Staff to Child Ratios .................................................................. 217
4.
Children's Interests, Strengths, Needs, and Skills ....................................... 220
5.
Cleaning up .................................................................................................... 227
6.
Cooperating with Children Regarding Their Interests .................................. 228
7.
Creating Learning Centres ............................................................................. 229
8.
OSHC Environments .....................................................................................230
9.
Safety Considerations for Indoor and Outdoor Play Spaces ......................... 233
10.
Outdoor Play Spaces ...................................................................................... 234
11.
Sun
236
12.
Managing Risk in Your Environment ............................................................ 237
13.
Risk Reduction ............................................................................................... 237
14.
Safety Checklist .............................................................................................. 239
15.
Keeping Your Ideas for Creating Experiences .............................................. 240
16.
The Educator’s Role in Play ........................................................................... 243
17.
Supervising and Supporting Experiences...................................................... 243
Safety
.......................................................................................................
18. Safety and Supervision...................................................................................
246
IV. USE INFORMATION ABOUT CHILDREN TO INFORM
PRACTICE ...........................................................................
248
1.
How the National Quality Framework Links to Programming and Planning
252
2.
Contributing to the Planning Process ............................................................ 262
3.
Gather Information about the Child through Observation ........................... 264
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4.
Learning Stories ............................................................................................. 276
5.
Developmental Checklists ............................................................................. 280
6.
Reflective Practice ......................................................................................... 304
7. Summarising the Child’s Learning ...............................................................
309
SUPPORT BEHAVIOUR OF CHILDREN AND YOUNG PEOPLE ................
318
1.
Guiding Children’s Behaviour ....................................................................... 321
2.
Behaviour Policies and Procedures ............................................................... 322
3.
Limits and Guidelines .................................................................................... 324
4.
Supporting Safe Appropriate Behaviours ......................................................330
BEHAVIOUR MANAGEMENT ......................................................
335
1.
Identify Contributing Environmental Factors .............................................. 342
2.
Family Values and Expectations .................................................................... 346
3.
Social Structure and Culture .......................................................................... 346
4.
Events and Life Experiences .......................................................................... 349
5.
Developmental Challenges or Mental Health Issues that Impact on Behaviour
350
6.
Behaviour is a Form of Communication ........................................................ 352
7.
Positive Behaviour Support Strategies .......................................................... 358
8. Creating a Behaviour Management Plan .......................................................
367
REFERENCES .........................................................................
385
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LEARNER GUIDE
Description
CHCECE006 Support behaviour of children and young people
This unit describes the skills and knowledge to apply strategies to guide the
responsible behaviour of children and young people in a safe and supportive
environment.
Click here for more details
CHCECE007 Develop positive and respectful relationships with children
This unit describes the skills and knowledge required by educators working with
children to ensure they can develop and maintain effective relationships and promote
positive behaviour.
Click here for more details
CHCECE010 Support the holistic development of children in early
childhood
This unit describes the skills and knowledge to support and recognise the
interrelationship
between
the
physical,
social,
emotional,
cognitive
and communication development of children from birth to 6 years of
age. Click here for more details
CHCECE011 Provide experiences to support children’s play and learning
This unit describes the skills and knowledge required to support children’s play and
learning.
Click here for more details
CHCECE013 Use information about children to inform practice
This unit describes the skills and knowledge required to gather information about
children through observation and other sources as a basis to inform programplanning cycles and to share with children and their families.
Click here for more details
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About this Unit of Study Introduction
As a worker, a trainee, or a future worker you want to enjoy your work and become
known as a valuable team member. This unit of competency will help you acquire the
knowledge and skills to work effectively as an individual and in groups. It will give you
the basis to contribute to the goals of the organisation which employs you.
It is essential that you begin your training by becoming familiar with the industry
standards to which organisations must conform.
These units of competency introduce you to some of the key issues and responsibilities
of workers and organisations in this area. The units also provide you with
opportunities to develop the competencies necessary for employees to operate as team
members.
This Learner Guide Covers
Play and Development
I.
Chapter 1 – Support Holistic Development
II.
Chapter 2 – Child Development
III.
Chapter 3 – Early Childhood Education and Play
IV.
Chapter 4 – Creating Play Environments
V.
Chapter 5 – Creating Learning Experiences
VI.
Chapter 6 – Use Information about Children to Inform Practice
VII.
Chapter 7 – Support Behaviour of Children and Young People VIII. Chapter
9 – Behaviour Management
Learning Program
As you progress through this unit of study, you will develop skills in locating and
understanding an organisation’s policies and procedures. You will build up a sound
knowledge of the industry standards within which organisations must operate. You
will become more aware of the effect that your own skills in dealing with people have
on your success or otherwise in the workplace. Knowledge of your skills and
capabilities will help you make informed choices about your further study and career
options.
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Additional Learning Support
To obtain the additional support, you may:
 Search for other resources. You may find books, journals, videos and other
materials which provide additional information about topics in this unit.
 Search for other resources in your local library. Most libraries keep information
about government departments and other organisations, services and
programs. The librarian should be able to help you locate such resources.
 Contact information services such as Info link, Equal Opportunity Commission,
Commissioner of Workplace Agreements, Union organisations, and public
relations and information services provided by various government
departments. Many of these services are listed in the telephone directory.
 Contact your facilitator.
Facilitation
Your training organisation will provide you with a facilitator. Your facilitator will play
an active role in supporting your learning. Your facilitator will help you anytime
during working hours to assist with:
 How and when to make contact,
 what you need to do to complete this unit of study, and  what support will be
provided?
Here are some of the things your facilitator may do to make your studies easier:
 Give you a clear visual timetable of events for the semester or term in which
you are enrolled, including any deadlines for assessments.
 Provide you with online webinar times and availability.
 Use ‘action sheets’ to remind you about tasks you need to complete, and
updates on websites.
 Make themselves available by telephone for support discussion and provide
you with industry updates by e-mail where applicable.
 Keep in touch with you during your studies.
Flexible Learning
Studying to become a competent worker is an interesting and exciting thing to do. You
will learn about current issues in this area. You will establish relationships with other
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students, fellow workers, and clients. You will learn about your ideas, attitudes, and
values. You will also have fun. (Most of the time!)
At other times, studying can seem overwhelming and impossibly demanding,
particularly when you have the assignment to do and you aren’t sure how to tackle it,
your family and friends want you to spend time with them, or a movie you want to see
is on television.
Sometimes being a student can be hard.
Here are some ideas to help you through the hard times. To study effectively, you need
space, resources, and time.
Space
Try to set up a place at home or work where:
1. You can keep your study materials,
2. you can be reasonably quiet and free from interruptions, and
3. you can be reasonably comfortable, with good lighting, seating, and a flat
surface for writing.
If it is impossible for you to set up a study space, perhaps you could use your local
library. You will not be able to store your study materials there, but you will have quiet,
a desk and chair, and easy access to the other facilities.
Study Resources
The most basic resources you will need are:
1. A chair
2. A desk or table
3. A computer with Internet access
4. A reading lamp or good light
5. A folder or file to keep your notes and study materials together
6. Materials to record information (pen and paper or notebooks, or a computer
and printer)
7. Reference materials, including a dictionary
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Time
It is important to plan your study time. Work out a time that suits you and plan around
it. Most people find that studying, in short, concentrated blocks of time (an hour or
two) at regular intervals (daily, every second day, once a week) is more effective than
trying to cram a lot of learning into a whole day. You need time to ‘digest’ the
information in one section before you move on to the next, and everyone needs regular
breaks from study to avoid overload. Be realistic in allocating time for study. Look at
what is required for the unit and look at your other commitments.
Make up a study timetable and stick to it. Build in ‘deadlines’ and set yourself goals
for completing study tasks. Allow time for reading and completing activities.
Remember that it is the quality of the time you spend studying rather than the
quantity that is important.
Study Strategies
Different people have different learning styles.
Some people learn best by listening or repeating
things out loud. Some learn best by doing, some
by reading and making notes. Assess your
learning style, and try to identify any barriers to
learning which might affect you. Are you easily
distracted? Are you afraid you will fail? Are you
taking study too seriously? Not seriously enough?
Do you have supportive friends and family? Here
are some ideas for effective study strategies:
Make notes. This often helps you to remember new or unfamiliar information. Do
not worry about spelling or neatness, as long as you can read your notes. Keep your
notes with the rest of your study materials and add to them as you go. Use pictures
and diagrams if this helps.
Underline key words when you are reading the materials in this Learner Guide.
(Do not underline things in other people’s books.) This also helps you to remember
important points.
Talk to other people (fellow workers, fellow students, friends, family, or your
facilitator) about what you are learning. As well as help you clarify and understand
new ideas; talking also gives you a chance to find out extra information and to get
fresh ideas and different points of view.
Using this Learner Guide
A Learner Guide is just that, a guide to help you learn. A Learner Guide is not a text
book. Your Learner Guide will:
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1. Describe the skills you need to demonstrate to achieve competency for this unit.
2. Provide information and knowledge to help you develop your skills.
3. Provide you with structured learning activities to help you absorb knowledge
and information and practice your skills.
4. Direct you to other sources of additional knowledge and information about
topics for this unit.
How to Get the Most Out of Your Learner Guide
Read through the information in the Learner Guide carefully.
understand the material.
Make sure you
Some sections are quite long and cover complex ideas and information. If you come
across anything you do not understand:
1. Talk to your facilitator.
2. Research the area using the books and materials listed under the References
section.
3. Discuss the issue with other people (your workplace supervisor, fellow workers,
fellow students).
4. Try to relate the information presented in this Learner Guide to your own
experience and to what you already know.
5. Ask yourself questions as you go. For example, ‘Have I seen this happening
anywhere?’ ‘Could this apply to me?’ ‘What if...’ This will help you to ‘make
sense’ of new material, and to build on your existing knowledge.
6. Talk to people about your study.
7. Talking is a great way to reinforce what you are learning.
8. Make notes.
9. Work through the activities.
Even if you are tempted to skip some activities, do them anyway. They are there for a
reason, and even if you already have the knowledge or skills relating to a particular
activity, doing them will help to reinforce what you already know. If you do not
understand an activity, think carefully about the way the questions or instructions are
phrased. Read the section again to see if you can make sense of it. If you are still
confused, contact your facilitator or discuss the activity with other students, fellow
workers or with your workplace supervisor.
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Additional Research, Reading, and Note-Taking
If you are using the additional references and resources suggested in the Learner
Guide to take your knowledge a step further, there are a few simple things to keep in
mind to make this kind of research easier.
Always make a note of the author’s name, the title of the book or article, the edition,
when it was published, where it was published, and the name of the publisher. This
includes online articles. If you are taking notes about specific ideas or information,
you will need to put the page number as well. This is called the reference information.
You will need this for some assessment tasks, and it will help you to find the book
again if you need to.
Keep your notes short and to the point. Relate your notes to the material in your
Learner Guide. Put things into your own words. This will give you a better
understanding of the material.
Start off with a question you want to be answered when you are exploring additional
resource materials. This will structure your reading and save you time.
Important Reminder
Before commencing this learner guide, please ensure you have access to:
 An appropriate workplace and simulation of realistic workplace setting where
assessment can take place
 Relevant organisation policy, protocols and procedures
For students who are not currently working in the Early Childhood Education and
Care sector, a virtual workplace is available for you.
The Sparkling Stars Education and Care Centre site contains policies,
procedures, standards and codes of practice, scenarios, forms and templates and
sample client records that will assist you in learning how staff in this sector carry out
their duties.
These resources can be accessed via the Internet by following the link below:
Sparkling Stars Childcare
(Username: Educare
Password: EducareTraining@123)
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INTRODUCTION
During the first three years of life, children are experiencing the world in a more direct
way than children of any other age. The child’s brain is undergoing rapid development
and sensing the external world through the pristine senses of sight, smell, hearing,
touch and taste.
The social, emotional, cognitive, physical and language development are subjected to
pronounced stimulation during multisensory experiences in babies and toddlers, so it
is extremely important they are given the full opportunity to participate in a world
filled with stimulating sights, sounds and experiences.
This Learner Guide contains nine (9) chapters that focus on:
 Support Holistic Development
 Child Development and Growth
 Play and Development
 Observation and Practice
 Support Child Behaviours
The next section explores the skills and knowledge that staff need as an Early
Childhood Education and Care Educator to interact with children of varying ages to
provide learning experiences and environments to holistically support the different
areas of children’s development, including a combination of physical, creative, social,
emotional, language and cognitive learning.
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To complete these skills, staff will also need to learn how to access the National Quality
Framework, the National Quality Standards and the relevant approved learning
framework in your centre (EYLF, FSAC, or other approved framework).
As you will be working within these frameworks, you also need to learn how to navigate
through any standards, policies and procedures and framework documents to find
areas relevant to this unit of competency.
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SUPPORT HOLISTIC DEVELOPMENT AND LEARNING
“Children’s learning is dynamic, complex and holistic. Physical, social,
emotional, personal, spiritual, creative, cognitive and linguistic aspects of
learning are all intricately interwoven and interrelated.”
(Belonging, Being, Becoming)
An Early Childhood Education and Care curriculum should reflect the holistic way
children learn and grow by integrating cognitive, social, cultural, physical,
emotional, and spiritual dimensions of human into the centre's program.
‘The term educator is used to refer to practitioners whose primary function in
Australian school-age care settings is to plan and implement programs that
support children’s well-being, development and learning.’
(The Framework, p. 4)
An Early Childhood Education and Care curriculum needs to reflect a model of
learning that integrates blended experiences and meaning rather than emphasising
that children acquire discrete skills. The child’s identity, the physical surroundings,
emotional wellbeing, relationships with others, and the child’s immediate needs and
interests at any moment will affect and modify how a particular experience contributes
to the child’s development.
This integrated view of learning sees the child as a person who wants to learn, sees the
task as a meaningful whole, and sees the whole as greater than the sum of its tasks or
experiences.
Learning and development should be integrated into:
 tasks, activities, and experiences that have to mean for the child, including
practices and activities not always associated with the word “curriculum”, such
as care routines, mealtimes, and child management strategies;
 opportunities for open-ended exploration and play;
 consistent, warm relationships that connect everything;
 recognition of the spiritual dimension of children’s lives in culturally, socially,
and individually appropriate ways;
 recognition of the significance and contribution of previous generations to the
child’s concept of self.
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All staff working in Early Childhood Education and Care centres should have
knowledge and understanding of child development and a clear understanding of the
context in which they are working.
1. Create and Environment for Holistic Learning and Development
Holistic learning environments should be purposefully constructed to be flexible,
welcoming, comfortable, safe, accessible and responsive to children, their families and
local community members. They should provide engaging, stimulating and
challenging experiences to aid children’s holistic development.
When designing a holistic learning environment, educators need to consider:
 promoting learning through interactions with others within the learning
environments
 enabling children to actively engage in their learning, both socially and
intellectually
 supporting learning through five learning contexts
- play,
- social and cultural interactions
- real-life situations,
- routines and transitions,
- investigations,
- knowledge-based learning, and
- child-focused learning
 facilitating the integration of learning experiences across the developmental
domains
 promoting artistic awareness by providing children with opportunities to take
part in sensory experiences, including visual, auditory and bodily kinaesthetic
activities.
Holistic learning environments are flexible in the way educators use time, space,
resources, materials, objects and interactions to promote active collaborative learning.
By involving children in the planning and use of the learning environments, educators
also need to consider the flow of movement and flexibility in the use of both indoor
and outdoor spaces.
“Indoor and outdoor environments support all aspects of children’s learning and invite
conversations between children, early childhood educators, families and the broader
community. They promote opportunities for sustained shared thinking and
collaborative learning.”
(Belonging, Being, Becoming) Page 16
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1.1 Holistic Outdoor Environments
In outdoor environments, educators should arrange both fixed and moveable items to
extend children’s learning to promote engagement in:
 real-life experiences,  physical activities,
 games, construction,
 investigations,
 dramatic play,
 sand and water play, and
 artistic or creative experiences.
“Outdoor learning spaces are a feature of Australian learning environments. They
offer a vast array of possibilities not available indoors. Playspaces in natural
environments include plants, trees, edible gardens, sand, rocks, mud, water and
other elements from nature. These spaces invite open-ended interactions,
spontaneity, risk-taking, exploration, discovery and connection with nature. They
foster an appreciation of the natural environment, develop environmental
awareness and provide a platform for ongoing environmental education.”
(Belonging, Being, Becoming) Pages 5-6
1.2 Holistic Indoor Environments
Indoor learning experiences can provide holistic learning experiences by providing
children with opportunities to work on self-chosen and negotiated activities involving:
 oral language activities,
 literacy activities,  texts,
 artistic materials,
 information technology,
 manipulative and construction materials,
 dramatic play and
 a variety of real-life experiences.
Indoor environments should also cater for quiet and active learning routines such as
mealtimes, and small-group experiences with guided interactions, and have open
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Learner Guide V1.7 OCT 2020
carpeted spaces, available for larger construction tasks, games, movement activities
and whole-group learning experiences.
1.3 Holistic Social Environments
“Fundamental to the Framework is a view of children’s lives as characterised by
belonging, being and becoming. From before birth children are connected to family,
community, culture and place. Their earliest development and learning takes place
through these relationships, particularly within families, who are children’s first
and most influential educators. As children participate in everyday life, they develop
interests and construct their own identities and understandings of the world.”
(Belonging, Being, Becoming) Page 7
Holistic learning environments need to be social by basing relationships on mutual
respect.
The EYLF recommends educators follow five (5) principles that reflect contemporary
theories and research evidence relating to children’s learning and early childhood
pedagogy.
Secure, respectful and reciprocal relationships
Educators use a widening network of secure relationships, to assist children to
develop confidence and feel respected and valued. Educators increasingly become
able to recognise and respect the feelings of others and to interact positively with
them.
Partnerships
Educators recognise that ‘Learning Outcomes’ are most likely to be achieved when
working in partnership with families, and that families are children’s first and most
influential teachers.
High expectations and equity
Educators that continually develop their professional knowledge and skills, and
work in partnership with children, families, communities, other services and
agencies, strive to find equitable and effective ways to ensure that all children have
opportunities to achieve learning outcomes.
Respect for Diversity
Children are born belonging to a culture, which is not only influenced by traditional
practices, heritage and ancestral knowledge, but also by the experiences, values
and beliefs of individual families and communities.
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Ongoing learning and reflective practice
Educators become co-learners with children, families and community, and value
the continuity and richness of local knowledge shared by community members,
including Aboriginal and Torres Strait Islander Elders.
The EYLF also suggests that Educators draw on a rich repertoire of pedagogical
practices to promote children’s learning.
When children play with other children they create social groups (Learning
through play), when we bring children together for an activity we create social
groups (Intentional teaching), when we communicate one to one and are
responsive to all children’s strengths, abilities and interests with children we create
social groups (Responsiveness to children).
Educators “recognise the connections between children, families and communities
and the importance of reciprocal relationships and partnerships for learning. They
see learning as a social activity and value collaborative learning and community
participation.”
(Belonging, Being, Becoming) Page 14
The centre is a learning community in which children, families, educators and the
wider community share ownership and responsibility.
Social Development and associated theories will be discussed further later in this
Learner Guide.
Educators become co-learners with children, families and community, and value the
continuity and richness of local knowledge shared by community members, including
Aboriginal and Torres Strait Islander Elders [Ongoing learning and reflective
practice].
1.4 Holistic Temporal (Time) Environments
The temporal environment refers to the way time can be used in the centre to support
learning. Young children need a predictable sequence of events, routines and
experiences in their day; they also need adequate opportunities for nutrition, rest, and
relaxation.
“When children participate collaboratively in everyday routines, events and
experiences and have opportunities to contribute to decisions, they learn to live
interdependently.”
(Belonging, Being, Becoming) Page 25
The planned daily activities need to be flexible enough to allow for unplanned learning
opportunities or scaffolding extensions that arise. The children will also need extended
periods of time to engage in sustained investigations, extended play and creative
experiences. The organisation of time needs to give children a sense of continuity from
one day to the next.
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“Educators can encourage children and families to contribute ideas, interests and
questions to the learning environment. They can support engagement by allowing time
for meaningful interactions, by providing a range of opportunities for individual and
shared experiences, and by finding opportunities for children to go into and contribute
to their local community.”
(Belonging, Being, Becoming) Page 16
Characteristics of Holistic Learning Environments
HOLISTIC PHYSICAL ENVIRONMENTS
Spaces and furniture
Responsive teaching/learning strategies
 Comfortable and functional
furniture for children and adults
that considers aspects of
inclusivity.
 Planning and creating spaces outdoors and indoors
for the group and independent experiences.
 Grouping of materials for
accessibility.
 Considering how resources, spaces and events
enhance or hinder monitoring learning and
assessment in a range of contexts.
 Predictable, yet dynamic spaces.
 Collaboratively designed spaces
for groups and individuals.
 Attractive and functional display
spaces that are accessible to
children.
 Supervising and promoting safe use of physical
environments.
 Providing resources that cater to diversity, e.g.
gender, race, culture, lifestyles,
abilities/disabilities.
 Ensuring equitable access for all children in the
preparatory program.
 Purpose-built outdoor and
indoor storage and shelving.
 Encouraging diverse ways of using resources to
challenge biases and stereotypes.
 Spaces for quiet reflection/
activities.
 Collaborating with children to create a diverse
range of outdoor/indoor learning environments
that cater to their abilities, needs and interests
while challenging and extending thinking,
understandings, capabilities and dispositions, e.g.
Sensory trail/garden and dramatic play spaces, e.g.
TV studio.
 Ease of access to objects, materials and tools to
encourage children to make independent choices
about their learning.
 Encouraging children to take responsibility for the
learning environment.
 Sharing physical spaces with other groups of
children in appropriate ways.
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Resources
Responsive teaching/learning strategies
 Changing the range of resources,
materials, objects and spaces in
outdoor and indoor settings.
 Open-ended materials and
objects for inquiry-based
learning.
 Providing easy access to objects, materials and
tools to encourage children to make independent
choices about their learning.
 The balance between a range of
closed and open spaces and
materials.
 Integrating learning meaningfully across all learning
areas.
 Supporting learning across a range of contexts —
play, real-life situations, investigations, routines
and transitions, and focused learning and teaching.
 Encouraging problem solving that involves
relationships between events, objects and people.
 Investigating alternative possibilities through
longer-term project work with children.
 Providing a “literature-rich” environment that
scaffolds the development of oral language and
early literacy, including environmental print, pin
board displays, signs and shared books.
 Investigating a range of literacies, including the use
of technologies.
 Providing stimulating learning experiences that
foster deeper engagement and higher-order
thinking by children.
 Fostering diverse ways of thinking, knowing and
doing.
Aesthetic and sensory
 Diverse and changing range of
sensory objects, materials,
spaces and experiences.
 Placement of objects and
materials that promotes
aesthetic appeal.
 Display of children’s and other
partners’ collections of objects.
Responsive teaching/learning strategies
 Promoting aesthetic qualities of outdoor and
indoor environments.
 Using language that explicitly describes aesthetic
qualities.
 Exploring artistic styles, forms, and techniques with
children.
 Engaging children actively in contributing to
displays.
 Examining and comparing others’ artworks in a
range of contexts including school, community, art
gallery, and museum.
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Partnerships
 Responsive and reciprocal
relationships with partners based
on mutual respect.
 Active involvement by adults
and children in extended,
highquality conversations.
 Communication with all partners
about key components of the
centre’s curriculum.
Responsive teaching/learning strategies
 Welcoming, respecting and valuing children,
parents/carers, centre staff, community members
and Elders.
 Identifying potential barriers that may inhibit
partnerships and put solutions in place.
 Establishing rapport and warmth within
relationships.
 Recognising the value of informal communication
for building partnerships.
 Supporting and using a range of communication
processes with partners.
 Encouraging participation of partners in aspects of
curriculum decision making.
 Promoting a sense of learning community by
advocating ownership and responsibility by all
partners.
 Having high expectations for all children.
Minimising disruptions and conflicts and assisting
children to develop capabilities in conflict
resolution.
Diversity

Opportunities for children to
notice and talk about diversity
(e.g. gender, race, culture,
lifestyles, abilities/ disabilities).

Provision of choice and
negotiation with children about
aspects of learning.

Educators, children, and others
scaffold learning for others to aid
co-construction of meaning.
Transitions
Responsive teaching/learning strategies
 Respecting and valuing social and cultural diversity.
 Encouraging children to share their understandings
and abilities with others.
 Collaboratively planning learning experiences.
 Exploring social and cultural issues with children.
 Supporting children to analyse and reconsider
understandings, expectations and non-dominant
views.
 Supporting families and local communities.
Responsive teaching/learning strategies
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 Smooth transitions from
care/educational settings into
school.
 Smooth and negotiated
transitions from one learning
experience to another.
 Shared understandings with
children about managing change
in situations.
Expectations
 Consistency in expectations,
rules and routines.
 Rules and expectations, which
are clear too, and respectful of,
children.
 Explicit links between familiar
interactions
and
expectations and
those associated
with classroom
experiences.
 Including children, families and communities in
decision making about transitions.
 Promoting a positive approach to transitions from
care/educational settings into School.
 Encouraging children to express their ideas,
thoughts and feelings about how a change to
routines and situations affect them.
 Modelling with children how to manage changes.
 Encouraging children to generate and share ideas
about ways to manage changes in situations.
Responsive teaching/learning strategies
 Collaborating to create shared understandings
about rules and expectations with children.
 Communicating rules and expectations clearly to
parents/carers.
 Collaborating about and explaining changes in
expectations, rules and routines with partners.
Routines
Responsive teaching/learning strategies
 Time used consistently but
flexibly.
 Consistency in interactions and
learning as staff change, e.g.
during meal breaks or
noncontact time.
 Flexibility to change the planned
use of time.
 Building a sense of security by establishing
predictable routines such as greetings and
farewells, toileting, meals and relaxation or quiet
times.
 Using routines and transitions for meaningful
learning.
 Including children in discussions about varying
routines.
 Providing time for unexpected teachable
moments.
 Smooth management of transitions.
Learning
Responsive teaching/learning strategies
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 Viewing children as individual,
unique people who require
different amounts of time to
acquire understandings,
capabilities and dispositions
towards learning.
 Balanced time for child-initiated
exploration as well as teacher
scaffolded interaction within
play, real-life situations and
investigations.
 Inquiry-based learning through
investigation of real-life issues
and problems.
 A project approach that stems
from children’s interests and
needs.
 Collaboratively planning with children to
incorporate their interests.
 Providing time for collaborative planning and
reflecting with children.
 Allocating time to learning involving school or
community events.
 Building on children’s learning using extended time
for conversations and scaffolding.
 Maximising opportunities to talk with children
about how and what they are learning to facilitate
the active construction of knowledge.
 Providing blocks/extended periods of time for
children to sustain interest in the investigation of
topics.
 Meeting children’s needs by increasing or
decreasing time allocated to an activity, changing
the balance of time spent in child- and
teacherinitiated experiences or changing
sequences of time.
Time Planning
Responsive teaching/learning strategies
 Availability of teachers each day
for informal conversations with
parents/carers or visitors.
 Regular meetings of team
members (Nominated
Supervisor, educators, educator
assistants, specialists, others) to
discuss, compare notes and
reflect on their work of teaching.
 Being available regularly to talk with parents about
their child’s day and learning.
 Using a variety of time management techniques to
ensure time is allocated to communicate
informally, and occasionally formally, with all
partners in the learning community, e.g. timetable,
roster, diary entries, communication book,
displaying plans.
 Regularly reflecting on children about what was
learned, and how they learned it, and documenting
this for sharing.
 Using a variety of communication techniques to
keep parents/carers and families informed of the
learning program, e.g. print and electronic
newsletters, email, telephone contact and
home/centre communication information
notebooks.
Adapted from: Early Years Curriculum Guidelines
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2. Creating Contexts for Holistic Learning and Development
Within holistic learning environments, educators purposefully use a range of
pedagogical principles and practices to create multiple contexts for learning and
development:
These contexts encompass all the interactions, experiences, routines and events,
planned and unplanned, that occurs in an environment designed to foster children’s
learning and development.
The contexts for learning and development create opportunities to actively engage
children, parents, educators and educator assistants as partners and co-learners.
Together, these partners reflect question plan, and act on new ways to make sense of
their world and relationships with others.
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A curriculum of multiple learning contexts provides opportunities for children to
participate in multiple contexts for learning regularly and a throughout a range of
contexts daily, ensuring that longer blocks of time for engaging in active learning
through play, real-life situations, social and cultural interactions, and investigations
are interspersed with meaningful routines and transitions, and short, appropriate,
knowledge-based and child-focused learning.
Children are also likely to shift between contexts as learning progresses. For example,
initial investigations using art materials may lead to play with materials and processes
and then shift towards real-life art-making.
HOLISTIC LEARNING CONTEXTS
Multiple Contexts

Responsive teaching/learning
strategies
 facilitate learning
 collaborate with co-learners










active emotional, social, physical and
intellectual engagement of all companions in
learning engagement in interactions involving
people, objects and representations learning
that invites attention, exploration,
manipulation, elaboration, experimentation
and imagination opportunities to learn
independently and with others negotiation
and opportunities to make choices a sense of
shared ownership of and responsibility for
learning and involvement of partners in
shared decision making flexibility to respond
to shifts and changes in children’s ideas and
interests opportunities to use multiple
sensory channels to learn and to use multiple
intelligences opportunities to extend oral
language development, engage with multiple
literacies and numeracy experiences in
meaningful and purposeful ways active
exploration of issues associated with diversity
and equity, and the inclusion of children and
families with diverse backgrounds and needs
a sense of connectedness with others and the
world
A safe, supportive and stimulating
environment.
 communicate about children’s learning and
progress
 make learning explicit
 build connections between prior learning and
new learning
 plan effectively for children’s current and
future learning
 determine the extent to which all children are
progressing toward realising learning
outcomes and if not, what might be impeding
their progress
 challenge children’s thinking to develop deep
understandings
 identify children who may need additional
support to achieve particular learning
outcomes, providing that support or assisting
families to access specialist help
 evaluate the effectiveness of learning
opportunities, environments and experiences
offered and the approaches taken to enable
children’s learning
 reflect on pedagogy that will suit this context
and these children.
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Children may engage in these learning contexts as individuals, in small groups or as a
whole class, both indoors and outdoors. Learning within these contexts may arise
spontaneously or be child / adult-initiated. It is essential that educators recognise that
learning is embedded within every learning context and use teachable moments to
make learning explicit, challenge children to consider new ideas, test current thinking
and develop deeper understandings.
At various times, children and adults share control over the direction of the learning,
and the ways partners interact within these contexts will shift as they work together to
decide:
 the degree of choice
 the focus of the learning
 the degree of a child- or adult-initiation or direction
 how, when and for how long they will interact in particular contexts  the
organisation and mix of learning contexts.
These decisions need to reflect children’s emerging and changing ideas, interests and
preferences, as well as their social and cultural backgrounds.
Given the diversity of children in Early Childhood Education and Care settings,
learning experiences in each of the five contexts might look different, but they will still
exhibit common characteristics.
3. Inquiry-Based Learning
Learning Outcome Four (4) of the EYLF specifically highlights the importance of
children is becoming confident and involved learners through the development of
“skills and processes such as problem solving, inquiry, experimentation, hypothesising,
researching and investigating”.
(Belonging, Being, Becoming) Page 35
The National Quality Standard (Revised National Quality Standard, 2018) addresses
this learning through:
Quality Area 1
Educational Program and Practice
 Each child’s current knowledge, ideas, culture, abilities and interests are the
foundation of the program (1.1.2)
 Educators respond to children’s ideas and play and use intentional teaching to
scaffold and extend each child’s learning (1.2.2)
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 Each child’s agency is promoted, enabling them to make choices and decisions and
influence events and their world (1.2.3)
Inquiry-based learning reflects a view that children construct their knowledge and
learning rather than being a receiver of someone else’s knowledge and learning. This
active view of the learning process supports the need for learning experiences that
allow children the chance to follow their interests and shape their learning.
The research of John Dewey (1859 – 1952), led to the first inquiry-based learning
methods in the United States, advocating child-centred learning based on real-world
experiences.
The inquiry is an essential tool for multiple-intelligences and both cooperative and
collaborative learning. Learning outcomes can be met with inquiry-based learning by
ensuring that they are incorporated early in the planning and guiding children to
question and reflect on what will help them learn and develop.
For young children, repeated opportunities to use materials and resources and to
develop understandings of new concepts and ideas leads to the most effective learning.
This is particularly true of the EYLF’s Learning Outcomes where none of the outcomes
can be ‘achieved’ through one individual experience but are a collection of
achievements experienced over time.
Inquiry-based approaches often lead to opportunities for ongoing investigation,
extending learning experiences beyond simple one-off activities, to repeatable,
recyclable and scaffolded activities that provide long-term participation and
encourage deep learning.
The ongoing nature of such experiences ensures that children’s engagement with them
becomes deeper and richer. When children reflect on what they have done previously;
plan for what they are going to do in the future; and have the opportunity to discuss,
rethink and change their plans as they go, their learning and thinking becomes far
more complex.
Project work
One example of inquiry-based learning is to provide opportunities for children to
participate in projects that require investigations, questioning and problem solving
overextended experiences.
Start the project with a particular question or area of interest, but allow it to develop
based on the children’s interests, ideas, questions and responses. As the children
integrate the original concept into their understanding, the project will develop
spontaneously becoming responsive, flexible and open-ended, and able to flow and
adapt with the children’s ideas and questions as they arise.
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“Active involvement in learning builds children’s understandings
of concepts and the creative thinking and inquiry processes that
are necessary for lifelong learning. They can challenge and extend
their thinking, and that of others, and create new knowledge in
collaborative interactions and negotiations. Children’s active
involvement changes what they know, can do, and value and
transforms their learning.”
(Belonging, Being, Becoming) Page 33
4. Collaboratively Planning with Children
Sharing ideas with children about what they have learnt, are learning and want to learn.
Engage children in sharing ideas about ways they would like to learn, and how learning
could be assessed.
Modifying and negotiating aspects of the physical, social or temporal environments.
Negotiating some contexts for learning, including play, social and cultural interactions,
real-life situations, investigations, routines and transitions, and focused learning and
teaching.
Helping to decide how to document or share learning with others.
Scaffolding Interactions
Interactions
Specific examples
Facilitating
 modelling and demonstrating techniques and strategies
 using teachable moments
 providing opportunities for choice
 supporting child-initiated explorations, investigations
and play
 providing supportive feedback on attempts and
approximations
 adjusting interactions to enable children to demonstrate
different outcomes within particular learning contexts
 breaking down tasks and prompting for the next step
 providing environments for independent and
collaborative learning
 involving partners in facilitating learning
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Collaborating with a
learning partner
 collaborating and working alongside children
 inquiring and investigating together
 involving other partners in the learning and decision
making
 celebrating successes together
 negotiating and collaboratively planning projects and
experiences
 listening to children and responding to their questions
and ideas
 co-constructing understandings
 communicating what children are learning to other
partners
Making learning explicit
 making language and thinking strategies explicit
 discussing and explaining meanings and ideas
 directing attention to important aspects of the situation
or task
 engaging with, using and responding to texts
 verbalising and modelling thinking and problem-solving
strategies
 teaching and instructing in child-responsive ways
Building connections

drawing on children’s prior knowledge and making links
to new experiences
 assisting children in making connections between
experiences
 drawing children’s attention to learning and everyday
situations in which learning is used
 identifying features, similarities and differences
 gathering information from other partners to help build
connections between home, communities and
classrooms
Extending children’s
thinking to develop deep
understandings

questioning to support children as they examine bias
and stereotyping challenging children to consider other
points of view and practices
 including diverse ideas, perspectives and alternatives
 extending children’s thinking through using a variety of
open-ended questions

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 assisting children to reflect and evaluate
 developing a language for talking about thinking and
how we know and understand the world
 questioning children to help them verbalise their
thinking or explain how they know
 assisting children to pose and solve problems
 engaging children in imagining and generating
possibilities
 engaging in substantive conversations with children
 involving other partners in building the intellectual
quality of learning experiences
(Early Years Curriculum Guidelines)
5. Families’ Contributions to the Learning Community
The National Quality Framework and the EYLF recommend that educators involve
parents in activities to form ‘respectful, supportive relationships’ with families and to
support them in their parenting role. (NQS, Standard 6.1)
The best experiences for children occur when there are strong relationships between
educators and the child’s family. These relationships should be based on the following:
 Mutual trust
 Open, respectful communication
 Empathy
 Openness to others’ views, values and perspectives
 Shared decision making
 Clarity about roles and responsibilities
 Appreciation of each other’s knowledge and experience
 Willingness to negotiate and compromise
 Commitment to resolve tensions and conflicts
 Shared aims or goals—what is best for the child.
Sharing information about long- and short-term plans, using a variety of methods that
are open-ended and invite parents and carers to comment, suggest alternatives, share
different perspectives, and make links to home and community experiences.
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Use displays to share group learning, or folios, work samples and photographs to share
individual children’s learning in ways that allow parents to add to and comment on
their child’s learning. Set up a ‘Home Corner’ where families can bring an object or
something from their home that reflects their culture, their contribution to the
surrounding diverse community. Use ‘Home Corner’ as a way of scaffolding learning
The centre's Policies, procedures and everyday practices should link directly to the
collaboration with families.
Some examples of practices that underpin partnerships include the following:
1. Build a sense of welcome and respect from the first introduction or conversation
you have with families. Let them know that you are interested to know what
they want for their child.
2. Ensure that enrolment and orientation procedures communicate messages
about partnership and collaboration.
3. Offer a variety of ways for families to be involved in and contribute to the service
if they choose to. Reflect on how those ways contribute to partnerships.
4. Using information from informal discussions with educator assistants to help
decide the direction of future planning or interactions.
5. Sharing longer-term plans to allow teacher aides to suggest alternatives
6. Collaboratively planning specialist lessons drawing on the five key components,
learning area overviews, as well as specialist teacher knowledge.
7. Sharing plans with administrators and other staff to promote continuity in
learning.
8. Negotiating ways to work with specialist advisory teachers, guidance officers
and therapists to build continuity for children.
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6. Early Years Learning Framework (EYLF)
The key principles of the Early Years Learning Framework direct the provision of
environments and the way we support and interact with children within those
environments to positively influence their development.
The Framework forms the foundation for ensuring that children in all early
childhood education and care settings experience quality teaching and learning.
It has a specific emphasis on play-based learning and recognises the
importance of communication and language (including early literacy and
numeracy) and social and emotional development. The Framework has been
designed for use by early childhood educators working in partnership with
families, children’s first and most influential educators.
(Belonging, Being, Becoming) Page 5
Important Links
The link to the Early Years Framework, can be found below:
Early Years Learning Framework
The link to the Educator’s Guide to the Early Years Framework can
be found below:
Educators’ Guide to the Early Years Learning Framework
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7. My Time, Our Place (MTOP)
The My Time, Our Place framework was developed to assist educators in providing
children with opportunities to make the most of their potential and to promote
achievement and success.
Important Links
The link to the My Time, Our Place Framework can be found
below:
My Time, Our Place
The link to the Educator’s Guide to the My Time, Our Place
Framework can be found below:
Educators’ Guide to the MTOP
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Quality Area 1 Educational Program and Practice
Standard 1.1 Program
The educational program enhances each child’s learning and development.
Element 1.1.1 Approved learning framework
Curriculum decision-making contributes to each child’s learning and
development outcomes about their identity, connection with community,
wellbeing, and confidence as learners and effectiveness as communicators.
Element 1.1.2 Child-centred
Each child’s current knowledge, strengths, ideas, culture, abilities and interests
are the foundation of the program.
Element 1.1.3 Program learning opportunities
All aspects of the program, including routines, are organised in ways that
maximise opportunities for each child’s learning.
Standard 1.2 Practice
Educators facilitate and extend each child’s learning and development.
Element 1.2.1 Intentional teaching
Educators are deliberate, purposeful, and thoughtful in their decisions and
actions.
Element 1.2.2 Responsive teaching and scaffolding
Educators respond to children’s ideas and play and extend children’s learning
through open-ended questions, interactions and feedback.
Element 1.2.3 Child-directed learning
Each child's agency is promoted, enabling them to make choices and decisions
that influence events and their world.
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Standard 1.3 Assessment and planning
Educators and co-ordinators take a planned and reflective approach to implementing
the program for each child.
Element 1.3.1 Assessment and planning cycle
Each child’s learning and development is assessed or evaluated as part of an ongoing
cycle of observation, analysing learning, documentation, planning, implementation
and reflection.
Element 1.3.2 Critical reflection
Critical reflection on children’s learning and development, both as individuals and in
groups, drives program planning and implementation.
Element 1.3.3 Information for families
Families are informed about the program and their child's progress.
(Revised National Quality Standard, 2018)
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The following table outlines the link between the National Quality Standards, the Early Years Learning Framework (EYLF) and the
Regulations.
National Quality Standard
Description
Use a learning framework such as EYLF,
brings together ideas, philosophies and
The educational program enhances each
approaches to guide their everyday
child’s learning and development
practice.
1.1
Links to EYLF
As children participate in everyday life,
they develop interests and construct
their own identities and understanding
of the world (Early Years Learning
Framework, page 7; Framework for
School Age Care, page 5).
Links to National Regulations
section
168
Offence relating
required programs
to
Working in partnership with families,
educators and coordinators use the
learning outcomes to guide their
planning for children’s learning (Early
Years Learning Framework, page 9).
1.1.1
Curriculum decision-making contributes
to
each
child’s
learning
and
development outcomes about their
identity, connection with community,
wellbeing, confidence as learners and
effectiveness as communicators.
Children learn best when the
experiences they have are meaningful to
them and are focused on the here and
now. Because children constantly learn
new skills and gain new insights into
their world, educators and coordinators
need to continuously assess and
evaluate teaching relevant to each child.
Children will be encouraged to work
collaboratively to develop the program
offering ideas, options and thought.
Children’s learning is ongoing, and each
child will progress towards outcomes in
different and equally meaningful ways.
Learning is not always predictable and
linear. Educators and co-ordinators plan
with each child and the outcomes in
mind (Early Years Learning Framework,
page 19).
section 323
framework
Approved
learning
regulation 75 Information about the
educational program to be kept
available
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1.1.2
Each child’s current knowledge, ideas,
culture, abilities and interests are the
foundation of the program
Educators observe, listen and talk with
the children for periods of play
interacting with the children.
Educators will demonstrate flexibility in
the program to incorporate children’s
ideas, cultures and interests.
1.1.3
All aspects of the program, including
routines, are organised in ways that
maximise opportunities for each
child’s learning.
The routine is predictable assisting
children in feeling safe and secure.
Children will have the opportunity to
develop their skills through active
participation during routine times.
Educators will interact with children
during routine times and undertake
intentional teaching and spontaneous
learning opportunities during these
times.
Viewing children as active participants
and decision makers opens up
possibilities for educators to move
beyond preconceived expectations
about what children can do and learn.
This requires educators to respect and
work with each child’s unique qualities
and abilities (Early Years Learning
Framework, page 9; Framework for
School Age Care, page 8).
The curriculum encompasses all the
interactions, experiences, routines and
events—planned and unplanned—that
occur in an environment designed to
foster
children’s
learning
and
development (Early Years Learning
Framework, page 9).
regulation 76 Information about the
educational program to be given to
parents
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CHILD DEVELOPMENT
Learning about children is an on-going challenge. Even educators who have worked
with young children for many years must be prepared to participate in on-going
professional development that enables them to gain a deeper understanding about
how children develop and keep informed about best practice in pedagogy for early
childhood education and care programs.
“Different theories about early childhood inform approaches to children’s learning and
development.
Early childhood educators draw upon a range of perspectives in their work which may
include:
 developmental theories that focus on describing and understanding the processes
of change in children’s learning and development over time
 socio-cultural theories that emphasise the central role that families and cultural
groups play in children’s learning and the importance of respectful relationships
and provide insight into social and cultural contexts of learning and development
 socio-behaviourist theories that focus on the role of experiences in shaping
children’s behaviour
 critical theories that invite early childhood educators to challenge assumptions
about curriculum, and consider how their decisions may affect children differently
 post-structuralist theories that offer insights into issues of power, equity and
social justice in early childhood settings.”
(Belonging, Being, Becoming) Page 11
For a child, the rate of development is most rapid in
the first seven years of life and gradually slows as the
child matures.
For an educator, understanding how a child
develops holistically during this time is critical to
planning the curriculum for early childhood
education programs. Integrating activities
that
build and nurture relationships and quality of
interactions between the child and their primary
carers are crucial to the healthy lifelong
development of children.
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Unfortunately, there is no single theory that completely explains all
aspects of childhood development. Therefore educators in an Early
Childhood Education and Care service will need to be familiar with several of the
recognised development theories.
1. Critical Child Development Periods
The human brain begins forming just three weeks
after conception, and the very same events that
shape the brain during development are also
responsible for storing new information, new
skills and new memories not just through the
initial stages of childhood development but
throughout a person’s entire life. The main
difference between the brains of an adult and a
child are that young children's brains are more
open to learning and enriching influences. Unfortunately, it also means that an
impoverished or un-nurturing environment will make the young children's brains
more vulnerable to developmental problems.
There is extensive evidence to show that adequate nutrition and high-quality early
childhood programs support brain development and enhance later school
performance. This evidence also points to the importance of the early years as an
optimal time to promote brain development.
A hundred billion brain cells develop in the nine months spent in a mother’s womb as
a foetus develops, making nutrition an important part of a child’s life before they’re
even born.
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(Research in Brain Function and Learning, n.d.)
At birth, these billions of brain cells, called neurons, continue to connect to help the
child build a useful and active brain. These connections are called synapses. The
number of synapses multiplies to form a “map” with increasingly more complex
connections.
Neuron Growth and Connections Over Time
Source: Corel, JL. The postnatal development of the human cerebral cortex. Cambridge, MA:
Harvard University Press; 1975
Synaptic development is at its most optimal when nutrition is provided, and
stimulation occurs. The first three years of life are the most critical for the
development of synapses. Research tells us that during these early years the brain
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makes more connections that are required for optimal functioning and
that these connections are thinned out over time.
The quality of this ‘synaptic map’ influences a child’s:
 ability to learn
 intellectual capacity,
 memory,
 problem-solving, and  language
2. A Brain in Progress
The following section is adapted and summarised from a great website called Zero to
Three.
Important Links
This website has developed a great interactive map of a baby’s brain
as it develops from birth to 24 months. Visit this website to find out
more about a baby’s brain development. http://www.zerotothree.org
New-born to two (2) months
Touch is the first sense to develop
prenatally, especially around the mouth,
palms, and soles of the feet. The skin is
extremely responsive to the slightest
stimulation.
A new-born can hear a variety of sounds;
evidence suggests infants can even hear
the rhythms and tones of a mother’s voice
before they are born. New-borns can not
only hear your voice but turn their head
and eyes in response.
Relationships are developing and responding to a crying child and providing
comfort through holding, snuggling, talking and singing helps the brain develop.
Children grow up more secure and confident when given loving attention.
Vision is the least mature of the senses at this stage. The eyes can track and follow
close movement (9-12 inches). Objects and people will look fuzzy at this age.
Peripheral vision is the most developed, movement and high-contrast patterns are
easily noticed. At about one month a child may get ‘visually stuck’ because they
cannot change focus, this may cause them to cry in response.
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Two (2) to six (6) months
Touch is an important source of
‘sensory nourishment’. Consistent and
responsive
touch will lead to
attachments. The infant is safe, secure
and loved.
The infant will start to hold their head
and chest up when lying on their
stomach. Gradually this will lead to
pushing up and arching their backs.
This will develop their gross motor skills
leading to them eventually rolling over,
sitting up and standing in an upright
position.
Vision develops to be able to scan, track and focus on objects. Infants can now see in
colour, perceive distances.
Mobiles, moving objects and the interaction of the caregivers face are extremely
important at this stage. Fast moving objects and TV shows that ‘cut’ from scene to
scene might upset.
Physical movement in a variety of directions is important to teach balance and assist
in body (gross motor) control.
Six (6) to twelve (12) months
Babies at this age will repeat ‘experiences’
with objects, such as dropping a spoon.
They
are
not
being annoyed
just inquisitive. They are learning that
if they drop something it falls (gravity)
and the equal and opposite reaction that
you pick it up and give them attention. In
this way, they are learning about both
Physical and Social environments.
Reasoning requires repetition to develop
the most effective neural pathways.
Language is developed by hearing it. At
birth, babies can perceive more speech
sounds than adults. The just haven't learnt
to be selective to organise these sounds into words. The more you talk to them in
their native speech the better they become focused.
Movement is extremely important, the more they practice, the more fine-tuned their
motor skills become.
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Social interaction is the most important form of stimulation a baby can
receive. Touching, holding, feeding, talking and looking at a baby provides
important input for their developing brains.
Twelve (12) to (18) months
The hippocampus has matured in the brain
(the seat of memory), toddlers can recall
actions and events that have occurred in
the past few hours or even possibly a day
earlier. “Deferred imitation” can occur
from 12-18months where a child can recall
and imitate an action performed by
another person. They can now start to learn
by seeing others do things. Demonstrate
how to use a particular toy, bang or strum
a musical instrument the child may not
repeat the action today but may display
similar action later in the day or week.
A toddler’s brain has become more focused in the way it responds to words by the
age of 13-20 months, allowing speech to be processed more rapidly and understand
what is being said to them. This is known as receptive language.
Toddlers can face frustration on a daily basis, still developing language skills,
inability to express their needs, desires, and emotions or even from being unable
to do something.
When they are tired, hungry or upset, it is difficult for them to control themselves
because they are just learning restraint and inhibition. Tantrums and outbursts are
important for a child to experience so they learn how to cope and get through
difficult situations.
At 12 to 18 months many children begin walking and graduate to becoming a
toddler. They are just beginning to learn the complex motor skills that will continue
into their second year.
Source: Adapted from (Zero to Three: Baby Brain Map, n.d.)
Further Reading
For further information and great resources on Early Childhood,
development visit this site and explore.
http://www.zerotothree.org
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Prenatal
Birth
1 Year
2 Years
3 Years
4 Years
5 years
6 years
MOTOR DEVELOPMENT
EMOTIONAL
VISION
SOCIAL ATTACHMENT
VOCABULARY
SECOND LANGUAGE
MATH/LOGIC
MUSIC
3. Critical Periods of Brain Development
Learning continues throughout life yet there are prime periods that exist when the brain
is capable of absorbing new information more easily than at other times.
Providing children with the best opportunity for learning and growth during the periods
when their minds are most ready to absorb new information is important.
Council for Early Child Development (Nash, 1997; Early Years Study, 1999, Shonkoff, 2000).
Visual and auditory development: birth to 4-5 years old
The optimal time for children to develop their sight and hearing is from birth to
4-5 years old. The visual and hearing senses are important for allowing children
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to learn about and interact with the world around them. Early sensory
experiences involving touch, sound and vision act as stimulants for the
brain.
For example: unless an infant sees the light during the first six months, the nerves
leading from the eye to the visual cortex of the brain that processes those signals
will degenerate and die.
Language development: birth to 5 years
The optimal time for language development, including verbal, nonverbal and
comprehension, is from birth to 12 years. From birth to 5 years is a major
development stage in language learning though the majority is in the 5-12 years
age group. For children to develop language, they need to hear language used
around them. This can be through talking, singing and reading to them or them
observing others within their environment. The amount that adults respond to
babies’ babbling and language efforts in the first year has a major influence on
children’s language and communication development in later years.
Physical development: 0-12 years.
The optimal time for physical development is from 0-12
years. The larger muscles and movements, such as rolling,
walking and running, develop first followed by the fine motor
muscles and skills, such as using crayons or pencils to scribble,
draw and write. Then as they move through to 12 years old,
their physical muscles and skills continue to be refined and
developed including speed, directional movement and agility.
Emotional and social development: birth to 12 years
The optimal time for social and emotional development is from birth to 12 years
although they already have developed set behaviours by the time they are 6-8 years
old. Various aspects of emotional and social development, such as awareness of
others, empathy and trust, are important at different times and start to be nurtured
through early experiences and relationships.
Example: Emotional attachment is developed is from birth to 18 months,
this is when babies and toddlers are forming attachments with parents and primary
caregivers. Whether these relationships are positive or negative can have
longlasting effects on children’s social and emotional development.
The part of the brain that regulates emotion is shaped early on by experience and
forms the brain's emotional wiring. Early nurturing is important to learning
empathy, happiness, hopefulness and resiliency.
Social development, including both self-awareness and the ability to interact with
others, occurs in stages.
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Example: Sharing toys is something that a two year old’s brain is not fully
developed to do well, so this social ability is more common and positive
with children who are 3-4 years or older.
An educator’s effort to positively nurture and guide a child will assist in laying healthy
foundations for social and emotional development.
Source: Sean Brotherson (2005) Bright Beginnings #4-Understanding Brain Development in
Young Children http://www.ag.ndsu.edu/pubs/yf/famsci/fs609w.htm
4. Impacts of Positive and Negative Early Childhood Experiences
Consistent positive experiences with caring adults strengthens the connections to
create the growth of a brain. The experiences a child has in the first few years to create
the connections between brain cells to develop the foundation for relationships,
development and learning.
(A Framework for Reconceptualizing Early Childhood Policies and Programs, 2010)
Consistent and repeated positive and fun
experiences with caring, supportive adults,
strengthen the connections to create the
growth of a brain. This makes the brain ready
to get along with others and eager for more
learning.
However,
constant
exposure
to
stress, limited stimulation, poor nutrition
and lack of a nurturing relationship all can
create a brain being “wired” in a way that
leads to emotional problems and difficulty
learning.
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A developing brain adapts to the environment it is exposed to. It will adapt
to a negative environment just as easily as it will adapt to a positive environment.
Prolonged exposure to a negative environment has the potential to result in long-term
impacts such as depression, anxiety, suicidal thoughts, aggression, impulsiveness and
risk-taking behaviours. Some environments and early childhood experiences can even
lead to criminality or substance abuse in later years. As an Early Childhood Educator,
it is essential that you respond appropriately if ever you have concerns that a child is
being exposed to a damaging environment.
A journal in the United States by the National Scientific Council on the Developing
Child and the National Forum on Early Childhood identifies the foundations of
health as three domains of influence that establish a context within which the early
roots of physical and mental well-being are either nourished or disrupted:
Foundations of Health
Stable, Responsive Relationships
Safe, Supportive Environments
Appropriate Nutrition
 A stable and responsive environment of relationships.
This domain underscores the ex-tent to which young children need consistent,
nurturing, and protective interactions with adults that enhance their learning
and behavioural self-regulation as well as help them develop adaptive capacities
that promote well-regulated stress response systems.
 Safe and supportive physical, chemical, and built environments.
This domain highlights the importance of physical and emotional spaces that
are free from toxins and fear, allow active exploration without significant risk
of harm, and provide supports for families raising young children.
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
Sound and appropriate nutrition.
This does main emphasises the foundational importance of health-promoting
food intake, beginning with the future mother’s pre-conception nutritional
status and continuing into the early years of the young child’s growth and
development
(A Framework for Reconceptualizing Early Childhood Policies and Programs, 2010)
Example:
When a baby is loved, cared for, played and interacted with in a positive early
childhood environment the connections in the brain are strengthened, and this sets
the child up for optimal learning and development.
If a baby is unhappy, stressed, not having their needs meet and has little
stimulation, the connections are not as strong, and this can lead to the baby’s future
development, growth and education to be negatively affected.
5. Child Development Theories
Many theorists have significantly influenced our understanding of child development
and the way in which we approach teaching children:
 Jean Piaget – Cognitive Development, Social Play
 Lev Vygotsky - Cognitive Development, Language Development, Social
Development
 Erik Erikson – Emotional and Psychological Development
 Urie Bronfenbrenner – Social Development
 Abraham Maslow – Social Theorist (developed Maslow’s Theory of Hierarchy)
 Carl Rogers – Humanistic Approach (Client-centered)
 Albert Bandura – Behaviourist Theories
 Howard Gardner – Multiple Intelligences
Theorists have long debated debate as to what has the most influence on child
development – nature (genetic makeup) or nurture (a child’s environment). It will
most likely turn out that a blending of multiple models is necessary to explain it
properly.
Child development theories are what we use to make decisions about the environments
and programs provided for children. They are also what we use in reflection, to
measure the effectiveness of those environments and programs and to devise
alternative strategies were necessary to support children’s development.
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6. Domains of Development
When we talk about the holistic development of a child we are talking about the whole
child. Unfortunately, it is hard to look at everything at once and understand it. It is
easier if we divide the developmental areas up in areas known as ‘domains’ to
understand each better.
Early Childhood Education and Care Educators will normally consider six (6) domains:
Physical
Development
Cognitive
Development
Social Development
Language
Development
Emotional
Development
Creative
Development
In the following section, we will look at each of the ‘domains’ of development and
supporting strategies you can use to incorporate this into everyday learning for the
child.
“When early childhood educators take a holistic approach they pay attention to
children’s physical, personal, social, emotional and spiritual wellbeing as well as
cognitive aspects of learning.”
(Belonging, Being, Becoming) Page 14
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Activity 1
Child
Development Milestones Chart
The Sparkling Stars Education and Care Centre have a
set of resources for Child Development that can assist staff
to carry out their duties. These resources can be accessed
via the Internet by
following the link below.
Follow the link for a chart of developmental milestones for
children aged 0-12 years.
Please become familiar with
ageappropriate development.
Developmental Milestones
(Username: Educare
Password: EducareTraining@123)
Physical Development
As a child grows and matures, parents eagerly await signs that their child is developing
‘normally’. Events such as learning how to roll over or crawl, run, catch or ride a bike
or even feed themselves are seen as important child development ‘milestones’ (a term
first introduced by Arnold Gesell). The maturation process typically follows an orderly
manner; that is, certain skills and abilities occur before other milestones are reached.
These are known as ‘norms’ of development.
For example most infants learn to crawl before they learn to walk. However, some
children learn to walk earlier than their same-age peers, while others may take a bit
longer. It is also important to realise that the rate at which these milestones are
reached can vary from child to child. Nearly all children begin to exhibit these motor
skills at a fairly consistent rate, children that do not develop at the same rate may
indicate that some type of disability is present. Intervention may be required.
We study children’s physical development for a variety of reasons:
 growth makes new behaviours possible;
 a child’s growth will determine their experience;
 a child’s growth will affect the response and interactions of others;  a child’s
growth effects their individual self-concept.
Arnold Gesell (1880-1961)
Arnold Gesell’s ‘Maturational Theory’ was based on assumptions of how children
undergo maturation. He believed that each child’s development unfolded according
to a genetic timetable. He identified the role of ‘nature’ or heredity in development,
stating that the genes in our bodies will determine what colour eyes we have and also
when we start crawling, walking, talking etc.
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Gesell developed a ‘timetable of developmental events’ which has since been
adapted into what we know as ‘milestones’ and is used to guide us as
educators today.
While Gesell’s approach identified that genes do influence a child’s physical growth
and development, modern theorists of Physical Development research argue that this
approach fails to consider the ‘nurture’ or environmental side of child development.
Providing adequate sustenance and nutrition is vital for the physical development of
children.
Nature or Nurture
Originally known as "Heredity and environment", many theorists saw nature and
nurture as separate and rival factors in child development. Some theorists believed
that biological factors are ultimately responsible for growth and that a person’s genes
would design the person regardless of other influences. Other theorists assumed that
children become whatever the environment shapes them to be. Increasingly today,
developmental theorists have come to realise that nature and nurture are both equally
important and that children.
Nature
Refers to the inherited (genetic) characteristics that influence development. Some
inherited characteristics are universal. For instance, almost all children can learn to
walk, understand language, imitate others, use simple tools, and draw inferences
about how other people view the world. Thus all children have a set of universal human
genes that, when coupled with a reasonable environment, permit them to develop as
reasonably capable members of the human species.
Nurture
Refers to a child’s experiences with the surrounding environment and that this
environment affects all aspects of their development, from the health of their bodies
to the curiosity of their minds.
Nurture affects a child’s development in multiple ways:
Physical
Development
•nutrition
•activity
•stress
Cognitive
Development
Social
Development
•Informal
experiences
•Formal instruction
•adult role models
•peer relationships
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With nourishing environmental support, children thrive. Unfortunately,
the conditions of nurture are not always nurturing, as children who grow
up in an abusive environment experience developmental problems in a wide range of
areas.
The recipe for optimal childhood development required for children to grow and
develop normally and maintain good physical wellbeing involves lots of ingredients
including but not limited to:
 adequate rest
 good nutrition
 a hygienic and safe environment
Nutrition and the physical act of eating play a big part in physical development. Not
only do children require nutritious food to grow and develop, but the jaw and mouth
muscles also need to be stimulated and developed. Weaning an infant off milk and
onto solid food at the right time is extremely important. Introduce pureed solids at
about six months, and gradually reduce the milk. From about nine months, provide
foods that are mostly mashed, chopped or diced to ensure the development of the jaw
and mouth muscles. It is believed that development of the jaw, mouth and throat
muscles at this time will also aid speech development.
Outcome 3
Children Have a Strong Sense of Wellbeing
“Learning about healthy lifestyles, including nutrition, personal hygiene, physical
fitness, emotions and social relationships is integral to wellbeing and selfconfidence.
Physical wellbeing contributes to children’s ability to concentrate, cooperate and
learn.”
(Belonging, Being, Becoming) Page 30
Physical Growth
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(WHO Child Growth Standards, n.d.)
A child's actual growth is referred to as Physical development; children undergo
substantial physical changes related to growth, maturation and development from
birth to age 12 years.
At birth, the head size is already close to their adult diameter in size, but the lower
parts of the body are proportionately smaller. In the course of development, the head
grows relatively little, compared to the growth of the torso and limbs.
•
In Australia, the average birth weight for most full-term infants is between
2.5 and 4.5 kg and 50cm in length.
•
Weight loss of ten percent in the first week of life is normal.
•
Birth weight is usually regained within 10-14 days.
Velocity of Growth in the First Two Years
The following graph is based on data collected by the World Health Organisation and
demonstrates how in the first two years children experience a dramatic increase in the
rate at which they gain weight gain just after birth, but then the rate steadily decreases
over the first two years.
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(WHO Child Growth Standards, n.d.)
Typically birth weight is doubled in the first four months, tripled by age 12 months,
but not quadrupled until 24 months. Growth then proceeds at a slow rate until shortly
before puberty (between about 9 and 15 years of age), when a period of rapid growth
occurs.
(Average weight gain from birth to five years of age, n.d.)
7. Development Patterns Influencing Growth
Many theorists have significantly influenced our understanding of child development
and the way in which we approach teaching children:
Influences affecting a child's growth typically have more than one factor involved:
 Genetic: short parents are more likely to have short children
 Environmental: general health and maternal age, parity, socio-economic status
and substances such as smoking affect birth weight and growth
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
Nutritional: breastfed infants have different growth in the first
year of life compared to non-breastfed babies.
 Biological: children who are large for gestational age at birth following exposure
to an intrauterine environment of either maternal diabetes or maternal obesity
are at increased risk of developing later obesity and metabolic syndrome.
Directions of Growth
The child’s pattern of growth is in a head-to-toe direction, or cephalocaudal, and in an
inward to the outward pattern (centre of the body to the peripheral) called
proximodistal.
Cephalocaudal
This principle describes the direction of growth and development. According to this
principle, the child gains control of the head first, then the arms, and then the legs.
 Birth – 2 months: Infants develop control of the head and face movements  2
– 6 months: able to lift themselves up by using their arms.
 6 – 12 months: gain leg control and may be able to crawl, stand, or walk.
- Coordination of arms always precedes coordination of legs.
Proximodistal
This means that the spinal cord develops before outer parts of the body. The child's
arms develop before the hands, and the hands and feet develop before the fingers
and toes. Finger and toe muscles (used in fine motor dexterity) are the last to
develop in physical development.
8. Maturation and Learning
A child’s body and mind will develop along sequential patterns of biological growth
and development, this is known as Maturation. As each biological change occurs in
sequential order, the child develops new abilities.
Educators need to be aware of these changes to program-relevant experiences and
activities to suit the interests, needs and abilities of each child.
Changes in the brain and nervous system are largely for responsible for maturation.
These changes help children to improve their thinking (cognitive) and motor (physical)
skills. Also, children must mature to a certain point before they can progress to new
skills (Readiness). E.g. a four-month-old cannot use language yet, because the infant's
brain has not developed the appropriate abilities, such as cognitive skills for language
or muscular control of the larynx to form the sounds. But in a two-year-old, the brain
has developed further and with help from educators, parents, families and other
children, through modelling, the child will develop the capacity to say (motor) and
understand (cognitive) words.
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Another example would be a child that can't write or draw until he has
developed the motor control to hold a pencil or crayon or the cognitive skills
to understand what the pencil is for.
It is believed that maturational patterns are innate, meaning they are genetically
programmed but need the right environment and learning experiences for the child to
reach optimal development. A stimulating environment and varied experiences give
children the opportunities to develop to their full potential.
“Physical, social, emotional, personal, spiritual, creative, cognitive and linguistic aspects
of learning are all intricately interwoven and interrelated.”
(Belonging, Being, Becoming) Page 9
9. Vulnerability of Infants
When babies are first born, their bones and muscles still have a lot of growing and
strengthening to do, and they particularly vulnerable to injuries caused by impact and
uncontrolled movements of their head. As children grow their proportions change
considerably.
The head, neck and spine
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The head is comparatively large and
heavy to the rest of a baby’s body and
accounts for about a quarter of its total length and
about a third of the baby’s full weight. Initially,
the neck muscles are weak, and the infant is
unable to lift or control the movement of the
head.
The bones in the infant spinal column are loosely
held together by weak ligaments, which are fairly
elastic, and able to stretch up to 5cm in length, but
the spinal cord can't stretch as much without snapping.
The skull
The skull bones are still forming and are separated by
membrane-filled spaces that slowly grow together but
are not fully fused until 18-24 months after birth.
This means that a baby’s skull is very flexible and
relatively low impacts can result in significant
deformation of the skull and brain. The smaller the
child, the lower the impact needed for injury.
The chest and pelvis
A baby’s rib cage is very flexible, too. Impact to the chest can result in the chest wall
squashing onto the heart and lungs. The rib cage is not very well developed and can't
protect some of the abdominal organs. The bones in the infant pelvis are not fused
together strongly like an adult’s. These things mean an infant's chest and pelvis can’t
absorb strain from a restraint without the risk of injury to the internal organs.
Physical development in children normally follows a directional pattern
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Large muscles develop before small muscles.
Muscles in the body's core, legs and arms develop before those in the fingers and hands.
Children learn how to perform gross (or large) motor skills such as walking before they learn
to perform fine (or small) motor skills such as drawing.
The center of the body develops before the outer regions.
Muscles located at the core of the body become stronger and develop sooner than those in
the feet and hands.
Development goes from the top down, from the head to the
toes.
This is why babies learn to hold their heads up before they learn how to crawl.
Physical Skills (Motor Development)
Physical development refers to physical changes in the body and can involve changes to:
 bone thickness,
 size,
 weight,
 gross motor skills,
 fine motor skills,
 vision,
 hearing, and
 perceptual development.
(http://artlog.liyeung.com/)
Growth is rapid during the first two years of life, with child's actual size, shape, senses,
and organs undergo dramatic changes.
As each physical change occurs, the child has the opportunity to gain new abilities.
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During the first year
Physical development involves the infant coordinating motor skills. Planning
experiences which get the infant to repeat motor actions serve to build physical
strength and motor coordination.
Further Reading
Check out this great blog by Lucci Lugee Liyeung, a paediatrician
from Hong Kong who has drawn up a great flip book called
“Developmental Milestones Pictorialized”.
Developmental Milestones Pictorialized
As a child grows, their nervous system becomes more mature; the child becomes more
and more capable of performing increasingly complex actions.
Nearly all children begin to exhibit motor skills at a fairly consistent rate, children that
do not develop at the same rate may indicate that some form of disability is present
and intervention may be required. If you have concerns discuss these observations
with your supervisor.
In motor development, the infant's first motor movements are very generalised,
undirected, and reflexive, such as: waving arms or kicking before being able to reach
or creep toward an object. An infant will be able to grasp an object with the whole hand
before learning the dexterity of using only the thumb and forefinger. Growth occurs
from large muscle movements to more refined (smaller) muscle movements.
Motor Sequence
Physical development of infants occurs in predictable sequence with the order of learning
new movements (the motor sequence) involving:
 Head and trunk control:
- in the first few months after birth, an infant can lift head and can watch a
moving object by moving the head from side to side
 Rolling Over:
- An infant can roll over turning from the stomach to the back first, then from
back to stomach at about four or five months of age.
 Sitting:
- An infant can sit upright in a high chair (requires the development of
strength in the back and neck muscles) from about four to six months of age.
The infant can gradually pull self into sitting positions.
 Crawling:
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- This occurs soon after the child learns to roll onto the stomach by pulling
with the arms and wiggling the stomach. Some infants push with the legs
instead.
 Hitching:
- An infant must be able to sit without support; from the sitting position, they
move their arms and legs, sliding the buttocks across the floor.
 Creeping:
- As the arms and legs gain more strength, the infant supports his weight on
hands and knees.
 Stand with help:
- Occurs as arms and legs become stronger.
 Stand while holding on to furniture.
 Walk with help:
- with better leg strength and coordination.
 Pull self-up in a standing position.
 Stand-alone without any support.
 Walk alone without any support or help.
Children’s learning and physical development are evident through their movement
patterns from physical dependence and reflex actions at birth, to the integration of
sensory, motor and cognitive systems for organised, controlled physical activity for
both purpose and enjoyment.
Motor Skills
There are two types of motor skills:
Gross (or large) motor skills involve the larger muscles including the neck, arms and
legs.
Actions requiring gross motor skills include
walking, running, balance and coordination.
When evaluating gross motor skills, the factors
that experts look at include strength, muscle tone,
movement quality and the range of movement.
As children's muscles develop, they will find more
and more uses for them. For example, as the
strength of a baby increases, they discover they can
crawl, then walk, then run.
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Fine (or small) motor skills involve the smaller muscles in the
fingers, toes, eyes and other areas. The actions that require fine motor
skills tend to be more intricate, such as drawing, writing, grasping
objects, throwing, waving and catching.
As the development of the child progresses, they learn greater control
over these muscles and can pick up smaller objects, and complete
tasks that require accuracy and precision.
Hand-eye coordination often accompanies this stage of development
and involves:
 visual coordination required to look at an
object,
 the cognitive skills to recognise the object and
its purpose, and
 the fine motor skills to manipulate the object to
use the object for its purpose.
Activity 2
Here is a list of equipment that can be used to encourage physical
development. Decide whether it is best suited to fine or gross motor
skill development.
Identify whether these items are useful in developing gross or
fine motor skills.
Baseball
Plasticine
bat
Crawl
Bucket and
Tunnel
Spade
Beads
Tricycle
Tennis ball
Glue Stick
Crayons
Lego Block
Finger
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Puppets
Reflex Development
Reflexes are involuntary movements or actions that a baby will make as it develops.
Some movements are spontaneous, occurring as part of the baby's usual activity;
others are responses to certain actions. Reflexes help identify normal brain and nerve
activity. Some reflexes occur only in specific periods of development.
The following are some of the normal reflexes seen in newborn babies:
 Root Reflex
This reflex begins when the corner of the baby's mouth is stroked or touched.
The baby will turn his/her head and open his/her mouth to follow and "root" in
the direction of the stroking. This helps the baby find the breast or bottle to
begin feeding.
 Suck Reflex
Rooting helps the baby become ready to suck. When the roof of the baby's
mouth is touched, the baby will begin to suck. This reflex does not begin until
about the 32nd week of pregnancy and is not fully developed until about 36
weeks. Premature babies may have a weak or immature sucking ability because
of this. Babies also have a hand-to-mouth reflex that goes with rooting and
sucking and may suck on fingers or hands.
 Moro Reflex
The Moro reflex is often called a startle reflex because it usually occurs when a
baby is startled by a loud sound or movement. In response to the sound, the
baby throws back his/her head, extends out the arms and legs, cries, then pulls
the arms and legs back in. A baby's own cry can startle him/her and begin this
reflex. This reflex lasts about five to six months.
 Tonic Neck Reflex
When a baby's head is turned to one side, the arm on that side stretches out,
and the opposite arm bends up at the elbow. This is often called the "fencing"
position. The tonic neck reflex lasts about six to seven months.
 Grasp Reflex
Stroking the palm of a baby's hand causes the baby to close his/her fingers in a
grasp. The grasp reflex lasts only a couple of months and is stronger in
premature babies.
 Babinski Reflex
When the sole of the foot is firmly stroked, the big toe bends back toward the
top of the foot, and the other toes fan out. This is a normal reflex up to about
two years of age.
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
Step Reflex
This reflex is also called the walking or dance reflex because a baby appears to
take steps or dance when held upright with his/her feet touching a solid
surface.
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10.
Fostering and Supporting the Development of Physical
Skills Infants: Birth – 12 months Educators need to:
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Provide a balanced, nutritious diet
Follow infant’s lead in exploring the physical environment
Offer appropriate encouragement
Provide a clean, safe and stimulating environment
Provide variety
Allow for repetition and mastery
Include music to stimulate movement
Monitor each child for a range of physical skills and note frustrations etc.
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Toddler: 12-18 months
Gross Motor
Educators need to provide a range of play equipment:
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Wooden tricycles
Trolleys
Stepping stones
Large balls
Bean bags
Small tunnels
Large cardboard boxes
Fine Motor
Educators need to provide a range of play equipment:
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Spoon and cup play in both dramatic play and the sandpit
Picking flowers
Appropriate sized buttons and zippers on clothing
Puzzles with large pieces
Large beads for threading
Thick paint brushes
Nesting cups
Water play
Pre-school years
Gross Motor
Educators can provide a range of play equipment ant experiences which could include:
 Opportunities to dig and to use large muscles to move and carry- digging patch,
gardening or sandpit.
 Opportunities to lift and carry - Big wooden children’s blocks or cardboard boxes
 Opportunities for running, rolling, crawling or ball games.
 Physically active games such as musical chairs, limbo, ‘Simon Says’, elastics and
‘What’s the time Mr Wolf’.
 Dancing- Play energising music which will encourage children to get up move.
 Provide props or encourage movement - Play charades – construct movement
charade cards with the children or hobby horses for galloping and cardboard
boxes that children can use as cars.
 Opportunities for kicking and throwing: provide a variety of balls for children to
explore and utilise in various ways.
 Opportunities for balancing: balance beams and games, an obstacle course or yoga
or tai chi exercises.
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Fine Motor
Educators can provide a range of play equipment ant experiences which could include:
 Using routine times to practice and refine self-help skills including dressing,
feeding, and toileting and taking care of their personal hygiene needs.
 Manipulating, sorting and using for collage – buttons, pompoms, rocks, sand,
shells seeds etc.
 Using tongs to sort objects or in dramatic play  Art and craft experiences.
 Nuts and bolts
 Drawing using a variety of tools- crayons, pencils, texts and charcoal.
 Threading and weaving- using paper or crepe paper strips or nature.
 Using scissor
During School Age (6-12 years)
Children develop, refine and find new ways to extend basic skills gained in early
childhood (running, balancing, hopping, and drawing)
Skill development can be observed through ball
play, bike riding, skipping, dancing, writing,
arts and crafts etc. There are a wide range of
individual differences related to individual
child’s
interests,
practice
and
inherited characteristics. Some children have a
greater interest and skill in the sport while
others are more creative.
Boys tend to be stronger than girls, but girls display more muscular flexibility.
All the above activities for pre-school age children can support fine and gross motor in
middle childhood though you may provide more intricate and skilful tools. For this age
group, you can have a lot more self-choice experiences where the equipment is
available and free for the children to use and pack away when they choose.
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DEVELOPMENTAL AREA: PHYSICAL
MILESTONES
Developmental milestones and the
EYLF/NQS Birth to 4 months
EXPECTATIONS
 Moves whole body
EXAMPLES OF LINKS TO EYLF/NQS
 Startle reflex when placed unwrapped on a flat
surface/when hears a loud noise
EYLF Outcome 1: Children have a strong sense of identity Children develop their emerging autonomy, interdependence,
resilience and sense of agency. E.g. “display delight,
encouragement and enthusiasm for children’s attempts.”
(p.22)
 Head turned to the side when cheek touched
NQS: Areas 1, 2, 3, 5, 6
 Squirms, arms wave, legs move up and down
 Eating and sleeping patterns
 Sucking motions with the mouth (seeking nipple)
 Responds to gentle touching, cuddling, rocking
 Shuts eyes tight in bright sunlight
 Able to lift head and chest when laying on stomach
 Begins to roll from side to side
 Starts reaching to swipe at dangling objects
 Able to grasp object put into hands
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Developmental milestones and the
EYLF/NQS 4 to 8 months
 Plays with feet and toes
 Makes an effort to sit alone, but needs hand support
 Raises head and chest when lying on stomach
 Makes crawling movements when lying on stomach
 Rolls from back to stomach
EYLF Outcome 4: Children are confident and involved
learners - Children develop dispositions for learning such as
….persistence… E.g. “Persevere and experience the satisfaction
of achievement.” (p.34)
NQS: Areas 1, 2, 3, 5, 6
 Reach’s for and grasp objects, using one hand to grasp
 Eyes smoothly follow object or person
 Crawling movements using both hands and feet
 Able to take weight on feet when standing
 Watch activities across the room - eyes move in unison
 Turns head to sound of voices
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Developmental milestones and the
EYLF/NQS 8 to 12 months
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Gross motor skills (body, arms, legs)
Pulls self to standing position when hands held
Raises self to sit position
Sits without support
Stands by pulling themselves up using furniture
Stepping movements around furniture
Crawls
Rolls the ball and crawls to retrieve
Mature crawling (quick and fluent)
May stand-alone momentarily
May attempt to crawl up stairs
Fine motor skills (hands, eye, fingers)
Successfully reach out and grasp a toy
Transfers objects from hand to hand
Picks up and pokes small objects with thumb and
finger
Picks up and throws small objects
Holds biscuit or bottle
Grasps spoon in the palm, but poor aim of food to
mouth
Uses hands to feed self
Alerts peripheral vision
EYLF Outcome 3: Children have a strong sense of wellbeing Children take increasing responsibility for their own health
and physical wellbeing. E.g. “engage in increasingly complex
sensory-motor skills and movement patterns.” (p.32)
NQS: Areas 1, 2, 3
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Developmental milestones and the
EYLF/NQS 1 to 2 years
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 Gross motor skills (body, arms, legs)
 Walks climbs and runs
Takes two to three steps without support, legs
 wide and hands up for balance Crawls up steps
 Dances in place to music
 Climbs onto chair
 Kicks and throws a ball
EYLF Outcome 1: Children have a strong sense of identity Children develop their emerging autonomy, interdependence,
resilience and sense of agency. E.g. “Be open to new
challenges and discoveries”, “Motivate and encourage
children to succeed when they are faced with challenges.”
(p.22)
NQS: Areas 1, 2, 3, 4, 5, 6
 Begins to run (hurried walk)
 Reverts to crawling if in a hurry
 Begins to walk alone in a ‘tottering way’, with frequent
falls
 Squats to pick up an object
 Fine motor skills (hands, eye, fingers)
 Scribbles with pencil or crayon held in fist
 Turns pages of book, two or three pages at a time
 Rolls large ball, using both hands and arms
 Finger feeds efficiently
 Feeds themselves
 Can drink from a cup
 Tries to use spoon/fork
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Developmental milestones and the
EYLF/NQS 2 to 3 years
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Walks, runs, climbs, kicks and jumps easily
Uses steps one at a time
Squats to play and rises without using hands
Catches ball rolled to him/her
Walks into a ball to kick it
Jumps from low step or over low objects
Attempts to balance on one foot
Avoids obstacles
Able to open doors
Stops readily
Moves about moving to music
Turns pages one at a time
Holds crayon with fingers
Uses a pencil to draw or scribble in circles and lines
Gets dressed with help
Self-feeds using utensils and a cup
EYLF Outcome 3: Children have a strong sense of wellbeing Children take increasing responsibility for their own health
and physical wellbeing. E.g. “show enthusiasm for
participating in physical play and negotiate play spaces to
ensure the safety and well-being of themselves and others.”
(p.32)
NQS: Areas 1, 2, 3, 5
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Developmental milestones and the
EYLF/NQS 3 to 5 years
Developmental milestones for 5 to 6
years and the FSAC/NQS
Developmental milestones for 6 to 8
years and the FSAC/NQS
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Dresses and undresses with little help
Hops jumps and runs with ease
Climbs steps with alternating feet
Gallops and skips by leading with one foot
Transfers weight forward to throw ball
Attempts to catch ball with hands
Climbs playground equipment with increasing agility
Holds crayon/pencil etc. Between thumb and first two
fingers
Exhibits hand preference
Imitates variety of shapes in drawing, e.g. Circles
Independently cuts paper with scissors
Toilet themselves
Feeds self with minimum spills
Dresses/undresses with minimal assistance
Walks and runs more smoothly
Enjoys learning simple rhythm and movement routines
Develops ability to toilet train at night
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Physical activity is an outlet
Sitting is difficult
Prefers free play
Enjoys new physical activities
Needs practice in gross motor and fine motor skills
 Physical development and coordination has become
quite good
 Enjoys roller skating, riding bikes, and jumping rope
 Enthusiastic about games
 Beginning to play team sports
 Fine motor skills are increasing
EYLF Outcome 3: Children have a strong sense of wellbeing Children take increasing responsibility for their own health
and physical wellbeing. E.g. “Promote continuity of children’s
personal health and hygiene by sharing ownership of
routines and schedules with children, families and the
community.” (p.32)
NQS: Areas 1, 2, 3, 5, 6
FSAC Outcome 3: Children have a strong sense of wellbeing
Children become strong in their social and emotional
wellbeing
NQS: Areas 1, 2, 3, 5, 6
FSAC Outcome 3: Children have a strong sense of wellbeing
Children become strong in their social and emotional
wellbeing
NQS: Areas 1, 2, 3, 5, 6
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 Devotes time to perfecting motor skills
 Experience slower growth rate of about 6cm and 3.5kg per
year
 Grow longer legs relative to their total height and begin
resembling adults in the proportion of legs to the body
 Develop less fat and grow more muscle than in earlier
years
 Increase in strength
 Lose their baby teeth and begin to grow adult teeth which
may appear too big for their face
 Use small and large motor skills in sports and other
activities
Note: the recommended links to the EYLF and the FSAC are limited examples. You will find many other examples in practice that meet these
developmental milestones
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11. Social Development
The manner in which children develop behaviours and their accompanying ability to
interact with other children and adults is the foundation of social development. This
can also include a child’s moral and spiritual development. This process begins at birth
and will continue throughout a person’s life as both individual and group experiences
shape our early lives and contribute to how we interact with others.
Some social development theories argue that it is through social development that we
also acquire both cognition and consciousness.
Developmental theorists such as Uri Bronfenbrenner and Albert Bandura researched
the progression of social development. They both theorised that development is
influenced by the environment and the relationships we experience in our
early years.
They differ in that Bronfenbrenner believed it is a combination of hereditary and
nature that influences development whereas Bandura focused solely on nature (the
environmental influences).
The environmental influences that will affect a child’s development are generally
through the cultural practices (or lack of practices) performed by the families and
communities that exist in the child’s surroundings.
In a childcare setting, children have the opportunity to learn how to interact with other
children and adults in socially acceptable ways. They begin to observe and then follow
what they see others doing.
Outcome 2
Children are connected with and contribute to their world
“Experiences of relationships and participation in communities contribute to
children’s belonging, being and becoming. From birth, children experience living and
learning with others in a range of communities; these might include families, local
communities or early childhood settings. Having a positive sense of identity and
experiencing respectful, responsive relationships strengthens children’s interest
and skills in being and becoming active contributors to their world.
As children move into early childhood settings, they broaden their experiences as
participants in different relationships and communities.”
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(Belonging, Being, Becoming) Page 25
Uri Bronfenbrenner (1917-2005)
Bronfenbrenner developed the ecological systems theory. He believed in a balance
between Nature (heredity) and Nurture (the environment). He set up his theory using
four systems that represent the different factors that influence the child.
In the illustration below you can see how the world around the child influences them
in many different ways.
Source: http://therapydogblog.blogspot.com/2011/01/ecological-approach-to-life-urie.html
 Microsystem: This represents the child’s immediate family and surroundings.
These include the child's family, peers, child care. It is in the microsystem that
the most direct contact takes place. Example: with parents, peers, and
educators.
 Mesosystem: This is the broader surroundings and influences on the child.
These include the child's family, peers, child care centre, and neighbourhood.
 Exosystem: This is a broader circle of people who indirectly influence the
child. Things in the exosystem include the parent’s workplace, family friends
and social groups, as well as community support services.
 Macrosystem: This is even broader describing the culture in which
individuals live. Cultural contexts include the customs, laws, values and
circumstances of the country in which they live, the socioeconomic status,
poverty, and ethnicity.
Albert Bandura
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Bandura is a behaviourist and believes that learning is gradual and
continuous. The key point of his theory is that the environment influences
a child’s development, not hereditary. Bandura’s theory focuses on the imitation of
behaviours by children, imitating educators, parents and peers, which helps the child
develop the knowledge about their surroundings and how they work.
Many modern “theories see newborns as innately predisposed to sociability, capable,
in the very first month, of expressing emotions and of responding to the moods,
emotions, and actions of others.”
(Berger, 1998, p.191).
Barabara Rogoff
Has developed many sociocultural theories based on the concept that learning is “a
community process of transformation and participation in sociocultural activities.”
(Barbara Rogoff, 1996)
Rogoff’s suggested ‘3 foci of Analysis’:
Apprenticeship involves active individuals participating with others in a
culturally organised activity that has as part of its purpose the development of
mature participation in the activity by the less experienced people.
Guided Participation refers to the processes and systems of involvement
between people as they communicate and coordinate efforts while participating in
the culturally valued activity.
Participatory Appropriation refers to how individuals change through their
involvement in one or another activity, in the process becoming prepared for
subsequent involvement in related activities.
(Rogoff, 2003)
Rogoff’s work on the ‘3 foci of Analysis’ suggests that a culture assists a child to develop
through being presented aspects of a culture by the community (parents, families,
educators, other children), the type of activities presented as options to the child, have
as part of their purpose, the development of participation in the activity where the
child becomes involved and interacts with the underlying cultural and social values
that are communicated through the interaction, allowing developmental change to
assist the child to handle later situation in ways prepared by their participation in
previous activities. This is a process of becoming.
12. Educators Role in Social Development
An educator’s role in the social development of children is to provide good learning
examples (role modelling) and learning opportunities (experiences and activities)
that encourage social skills, including the following.
 reinforcing cooperative rather than competitive behaviours
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helping children to learn about sharing
 helping children to develop empathy
o talking about how the other child may feel and perhaps role-playing this
with older children
 helping children to discover that being kind to others feels good
 encouraging children to realise the joys of friendship
 Enhancing children’s self-esteem by showing respect for each child’s
uniqueness.
 Role model positive relationships with others, including the children,
colleagues and families of the centre.
If children observe you communicating and interacting they may repeat the actions in
their social interactions with adults and peers.
13. Experiences that support and foster development
For all age groups, it is essential for you as an educator to be a positive role model.
Remember, one of the greatest ways that children learn is through observing others so
join in and be active in their play to model positive social interaction and skills.
Infants
 Talk and interact with baby during routine
times. E.g. Nappy change, feeding, sleep time
 Respond to noises and coos
 Tell the baby what you are doing
 Do baby massage: a great bond can be
developed through touch
 Look in the mirror: sit on the floor with one
baby at a time on your lap and talk about
his/her facial features.
 That’s me: ask parents to provide photos of their infants with their families.
Photocopy and enlarge the photos to display around the room at the children’s
level. Laminate them if possible.
Toddlers
 Provide opportunities to play near or close to other children. Toddlers are just
learning a little about being social.
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Provide dramatic play experiences to encourage interaction and
play with others- home corner, toy cars, dinosaurs etc.
 Provide opportunities for children to play games together - encourage two
children to hold hands together or join them and make a circle and sing songs,
e.g. “Ring a Rosie”, or “Row, row, row your boat” doing actions together.
 Learn songs that encourage friendship
The Friendship Song
Tune: Do You Know the Muffin Man?
Do you know you are my friend?
You are my friend; you are my friend?
Do you know you are my friend?
I like to play with you.
During transition, times encourage children to choose partners to move to the next
activity with (E.g. choose a friend to tip toe to the bathroom with).
Pre-schooler
 Provide opportunities for one to one, small and large group experiences and
experiences that encourage working together, interaction, sharing and
turntaking
 Opportunities to work on small group projects- following children’s interests
developing group collages/ painting, block construction, sandpit play, cooking
etc.
 Music and movement – dancing and moving together
 Group Games - Duck, duck, goose; Sandy Girl
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
Routine times - setting the table with a friend, conversations at
mealtimes
 Dramatic Play with props/ role play experiences - home corner, shops,
restaurants, doctors, cars and trucks, builders etc.
School Age
 Provide a variety of experiences where children can
negotiate, collaborate, share, take turns and develop
friendships.
 Provide one on one, small and large group opportunities
- following children’s interests developing group art
work, construction, gardening, cooking etc.
 Board/card gamesPictionary, Celebrity
Heads, Monopoly, UNO, snap etc.
 Team sports- soccer, basketball, netball etc.
When supporting social development educators need to consider children’s:
 Relationships
 Personality
 Play behaviour
 Self-help skills
 Feelings of worth
 Emotions
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SOCIAL DEVELOPMENTAL AREA:
MILESTONES
Developmental milestones and the
EYLF/NQS Birth to 4 months
Developmental milestones and the
EYLF/NQS 4 to 8 months
Developmental milestones and the
EYLF/NQS 8 to 12 months
EXPECTATIONS
EXAMPLES OF LINKS TO EYLF/NQS
 Smiles and laughs
 Makes eye contact when held with a face about 20cm
from the face of an adult looking at them
 May sleep most of the time
 Alert and preoccupied with faces
 Moves head to the sound of voices
EYLF Outcome 3: Children have a strong sense of wellbeing Children become strong in their social and emotional
wellbeing. E.g. “promote children’s sense of belonging,
connectedness and wellbeing.” (p.31)

EYLF Outcome 5: Children are effective communicators Children interact verbally and non-verbally with others for a
range of purposes. E.g. “are attuned and respond sensitively
to children’s efforts to communicate.” (p.40)
Reacts with arousal, attention or approach to the
presence of another baby or young child

Responds to own name

Smiles often and shows excitement when see
preparations being made for meals or bath

Recognises familiar people and stretches arms to be
picked up
 Shows definite anxiety or wariness at the appearance of
strangers
NQS: Areas 1, 4, 5, 6
NQS: Areas 1, 5
EYLF Outcome 3: Children have a strong sense of wellbeing Children become strong in their social and emotional
wellbeing. E.g. acknowledge children’s stage of emotional
development and support them to develop resilience.
NQS: Areas 1, 2, 5
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Developmental milestones and the
EYLF/NQS 1 to 2 years

Begins to cooperate when playing

May play alongside other toddlers, doing what they do
but without seeming to interact (parallel play)

Curious and energetic, but depends on adult presence
for reassurance
EYLF Outcome 1: Children have a strong sense of identity Children learn to interact about others with care, empathy
and respect. E.g. “organise learning environments in ways
that promote small group interactions and play experiences”
appropriate to children’s development. (p.24)
NQS: Areas 1, 3, 5
Developmental milestones and the
EYLF/NQS 2 to 3 years




Developmental milestones and the
EYLF/NQS 3 to 5 years

Enjoys playing with other children

May have a particular friend

Shares, smiles and cooperates with peers

Jointly manipulates objects with one or two other
peers

Develops independence and social skills they will use
for learning and getting on with others at preschool
and school
Plays with other children
Simple make-believe play
May prefer same-sex playmates and toys
Unlikely to share toys without protest
EYLF Outcome 2: Children are connected with and
contribute to their world - Children become aware of
fairness. E.g. “Engage children in discussions about respectful
and equal relations such as when a child dominates in the
use of resources.” (p.28) NQS: Areas 1, 5
EYLF Outcome 1: Children have a strong sense of identity Children learn to interact about others with care, empathy
and respect. E.g.” express a wide range of emotions,
thoughts and views constructively.” (p.24)
NQS: Areas 1, 5, 6
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Developmental milestones for 5 to 6
years and the FSAC/NQS







Developmental milestones for 6 to 8
years and the FSAC/NQS
FSAC Outcome 1: Children have a strong sense of identity
Prefers small groups
Leaving babyhood to identify with others
Individual friendships and loyalties are important
Concerned for others
Observes adults carefully and copies their behaviour
Friendly and affectionate beginning to understand
and appreciate humour silly and enjoys tricks and
jokes Difficult to laugh at themselves
 Forms close friendships
 Tends to become cliquish in groups of 3 to 8 members
 Shifts in/out of groups on again/off again.
Children develop knowledgeable and confident self-identities
NQS: Areas 1, 5, 6
FSAC Outcome 1: Children have a strong sense of identity
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 Sensitive to what other children and adults think of
them
Children learn to interact about others with care, empathy and
respect
 Wants to please
 Enjoys helping with chores
 Likes cleaning
NQS: Areas 1, 5, 6
 Plays in a socialised manner
 Adheres to game rules rigidly
 Able to solve arguments with peers
 Excessive tattling
 Prefer to socialise with their own gender almost
exclusively and maintain a fairly rigid separation
between males and females (they may tease someone
who acts in a way that does not adhere to pre-defined
gender roles.)
 Recognise the social stigmas and taboos surrounding
sexuality, especially if parents are nervous about the
subject, and will be less open about asking questions
 Understand more complex ideas about sexuality and
begin to understand intercourse apart from making a
baby
 Look to peers, media, and other sources for information
about sex
 Understand gender role stereotypes, if presented as
such
 May engage in same-gender sexual exploration
 Have a stronger self-concept regarding gender and body
image
Note: the recommended links to the EYLF and the FSAC are limited examples. You will find many other examples in practice that meet these
developmental milestones
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14. Emotional and Psychological Development
Throughout much of history, Child development that occurs from birth to adulthood
was largely ignored, children were often viewed as smaller versions of adults, and little
attention was paid to the different stages of development in cognitive abilities,
language usage, and physical growth that occurs during childhood and adolescence.
It wasn’t until the early 20th century that how a child develops gained interest,
unfortunately most of the research focused on abnormal behaviour. Today, however,
we have come to appreciate that understanding child development is essential because
it allows us to fully appreciate the cognitive, emotional, physical, social, and
educational growth that children go through from birth and into early adulthood,
especially in the Early Childhood Education and Care services.
Below are just some of the currently influential theorists who have worked on
understanding the Emotional and Psychological Development of Children:
Erik Erikson (1902-1994)
Erik Erikson identified eight different stages across the human lifespan, four of these
relate to early childhood. He believed that in each stage we face a crisis that needs to
be resolved for us to develop socially and emotionally. Each stage has a positive or
negative outcome, though we tend not to be at either end of the spectrum. The outcome
of the stage is determined by our environment, and the care giving strategies or
experiences to which we are exposed.
The first four stages of Erikson’s theory relate to autonomy and independence and
covers the age range from 0-12 years.
Stage
Trust vs Mistrust (HOPE)
0-18 months
Description
During the first or second year of life, the major emphasis is on
the parents and educators nurturing ability and care for a child,
especially regarding visual contact and touch. The child will
develop optimism, trust, confidence, and security if properly
cared for and handled. If a child does not experience trust, they
may develop insecurity, worthlessness, and general mistrust to
the world.
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Autonomy vs Shame
(WILL)
18 months – 3 years
At this point, the child has an opportunity to build self-esteem
and autonomy as they learn new skills and right from wrong. The
well-cared-for child is self-assured, carrying themselves with
pride rather than shame. Children tend to be vulnerable during
this stage, sometimes feeling shame and low self-esteem during
the challenging times as they develop new skills.
Children who have a positive outcome at this stage feel secure
and confident, while those who do not are left with a sense of
inadequacy and self-doubt.
Initiative vs Guilt
(PURPOSE)
3-5 years
In this stage, the child will either gain a sense of initiative by being
able to make decisions, plan activities and events and see them
carried through, or a feeling of guilt as they are continuously told
“No” or not have their ideas listened to or respected. Children
will make up stories during their play and by playing out roles as
they practice, trial and, experiment with the blueprint for what
they believe it means to be an adult. They also begin to use that
wonderful word for exploring the world—”WHY?”
Children who are successful at this stage feel capable and able to
lead others. Those who fail to acquire these skills are left with a
sense of guilt, self-doubt, and lack of initiative.
Children at this stage are capable of learning, creating and
accomplishing numerous new skills and knowledge, thus
developing a sense of industry. This is also a very social stage of
development, and if we experience unresolved feelings of
inadequacy and inferiority among our peers, we can have serious
problems regarding competence and self-esteem.
Industry vs Inferiority
(COMPETENCE) 6-12
years
Children who are reared in a positive, appropriate way will
navigate through this stage with positive outcomes. They will feel
good about themselves and their abilities. Children who are
receiving negative messages from the people around them will
feel inferior to those around them and thus will come through
this stage with negative thoughts.
Children who are encouraged and praised by parents and
educators develop a feeling of competence and belief in their
skills. Those who receive little or no encouragement or praise will
doubt their abilities and feel inferior to those around them.
John Bowlby (1907-1990)
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John Bowlby proposed one of the earliest theories of social development.
Bowlby believed that early relationships with caregivers play a major role
in child development and continue to influence social relationships throughout life.
Bowlby believed that early experiences in childhood have an important influence on
development and behaviour later in life. Our early attachment styles are established
in childhood through infant/caregiver relationships.
Bowlby believed that there are four distinguishing characteristics of attachment:
1. Proximity Maintenance
• The desire to be near the people we are attached to.
2. Safe Haven
• Returning to the attachment figure for comfort and safety in
the face of a fear or threat.
3. Secure Base
• The attachment figure acts as a base of security from which
the child can explore the surrounding environment.
4. Separation Distress
• Anxiety that occurs in the absence of the attachment figure.
Mary Ainsworth (1913-1999)
Mary Ainsworth built on Bowlby’s work as she developed an experiment to test the
quality of attachments between mothers and children. She proposed a procedure
called ‘the Strange Situation’ where the child is observed playing for 20 minutes while
a series of caregivers and strangers enter and leave the room, recreating the flow of the
familiar and unfamiliar presence in most children's lives. The situation varies in
stressfulness, and the child's responses are observed. Ainsworth believed that this
procedure would allow an observer to determine whether the infant is securely
attached, insecurely attached or avoidant of the parent.
Ainsworth described three major styles of attachment:
Secure attachment: A child who is securely attached to its mother will explore freely
while the mother is present, will engage with strangers, will be visibly upset when the
mother departs and happy to see the mother return. However, the child will not engage
with a stranger if their mother is not in the room.
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Ambivalent (insecure) attachment: A child with an anxiousresistant attachment style is anxious about exploration and of strangers,
even when the mother is present. When the mother departs, the child is extremely
distressed. The child will be ambivalent when she returns - seeking to remain close to
the mother but resentful, and also resistant when the mother initiates attention. When
reunited with the mother, the baby may also hit or push his mother when she
approaches and fail to cling to her when she picks him up.
Avoidant (insecure) attachment: A child with the anxious-avoidant insecure
attachment style will avoid or ignore the caregiver - showing little emotion when the
caregiver departs or returns. The child may run away from the caregiver when he/she
approaches and fail to cling to her/him when picked up. The child will not explore very
much regardless of who is there. Strangers will not be treated much differently from
the caregiver. There is not much emotional range regardless of who is in the room or
if it is empty.
A fourth category Disorganised/disoriented attachment was added by
Ainsworth's colleague Mary Main, and Ainsworth accepted the validity of this
modification
It can be characterised by a lack of a clear 'organised' behavioural strategy for dealing
with the stresses during the Strange Situation.
Changes in a child’s level of participation in social activities could
mean they are having some emotional difficulties.
Understanding Emotional and Psychological Development of children means
including their expression and management of feelings and emotions; such as
happiness, fear and anger, and character; the child’s self-esteem, confidence,
selfworth, trust and other significant attachments the child will have to parents and
primary caregivers. Educators must also consider the child's dependence on, and
reliance on, parents and primary caregivers to meet their needs.
Warm, loving and responsive environments
Providing a warm, loving and responsive environment is essential for a child's
emotional and psychological development. This includes the type of interactions a
child has with adults and other children close to them. Caring, supportive and positive
interactions will enable the child to develop a trusting and secure attachment to others,
they can then feel secure in both their environment and in the relationships they
establish.
Scenario: Ella, three years old, is making a collage choosing materials and glueing them
onto a piece of coloured paper.
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Activity: Think of ways that you could encourage her emotional and
psychological development, and boost her self-esteem and self-respect?
If you said similar to the following, you are correct!
Response: Give Ella positive encouragement about her effort.
Example: “Great work Ella! I like to way you have chosen so many colours to make
your collage.”
15. Self-concept and Self-esteem
Self-concept refers to the picture we have of ourselves.
Self-esteem is the value we place on those qualities, skills and attributes, in other
words, how positive we feel about those characteristics.
Toddlers who develop a sense of autonomy or some control over their lives are likely
to develop positive self-esteem. Much of this is dependent on the feedback they receive
from others. It is important that we have realistic expectations of children and match
this with the support and recognition we give them.
Self-concept is not only the picture we have of ourselves but
also whether we have a sense of being a competent learner.
Communication from adults that are caring and
constructive can support the development of a positive
self-concept in a child.
If adults are not responsive, are uncaring, or give mainly
insensitive feedback and criticism, a child may develop
poor self-esteem and a negative self-concept. If poor
selfesteem persists into adolescence or adulthood, there is
a greater risk of emotional problems and depression.
This links to the Early Years Learning Framework:
Outcome 1
Children have a strong sense of identity
“Belonging, being and becoming are integral parts of identity.”
(Belonging, Being, Becoming) Page 20
Children develop their emerging autonomy, inter-dependence, resilience and sense of
agency. Children who have a positive self-concept are more likely to be more
independent, confident in making decisions and have a positive view of themselves
and their skills.
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To support children’s development of emotional and
psychological skills and positive self-concept educators need
to:
 Observe children’s verbal and non-verbal signals and get to know them as
individuals.
 Respond in a caring and consistent way to children’s physical and emotional
needs.
 Keep expectations appropriate to the child’s abilities and stage of development.
 Provide opportunities for one to one time with each child giving them individual
attention and focus.
 Provide opportunities for alone time or quiet activity and for play with peers or
adults.
 Give children choices and opportunities for exploration, to promote their
autonomy.
 Respect and value cultural and personality differences and individual
preferences.
 Respect
and
connection
support
children’s
and communication.
early attempts
at
 Consistently model the behaviour and communication styles you want children
to use.
 Acknowledge children’s achievements and give praise for positive behaviour.
 Help children to recognise and label their emotions and to express their feelings.
 Use stories, art, dramatic play or other activities to explore feelings and
friendships.
 Encourage older children to take turns, to share resources and to share adults’
attention.
 Model pro-social skills and praise children for showing empathy and helping
others.
 Help children to solve problems and negotiate with peers when disputes come
up.
 Be aware that children may have difficulty using their skills when they are sick
or tired.
 Recognise that learning new skills requires time, practice and positive feedback.
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Source: Responsibility, (Department of Health and Aging), 2010, Building Social and
Emotional Skills.
16. Creating Positive Environments
As an educator, it is our role to support children’s emotional development by building
on their self-esteem. An important way to do this is to acknowledge a child's efforts by
providing positive reinforcement and encouragement to each child, by focusing on the
positive behaviours and attributes they are displaying. This will create an environment
where children are made aware of their strengths and feel valued; building a positive
self-concept.
Recognise effort
Show confidence
Demonstrate acceptance
Appreciate contributions
Encourage appreciation from others.
As an educator you can have a positive influence on the emotional and psychological
development of each child in your care through pedagogical practices:
 Develop a close relationship with the child
Spend some one-on-one time with them and taking a special interest in their
activities.
 Reduce frustration when possible
Assist when developmentally appropriate.
 Help the child to recognise and express their feelings
Learn to identify how each child is feeling through their behaviour and facial
expressions, and describing these feelings back to them as reflective practice.
(Accept these feelings even if you do not agree with them)
 Help the child to deal with stress and emotional upset
Acknowledge their feelings and offer comfort. For example; 'I know you’re
feeling upset. Mum will be back soon.'
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Identifying the need for additional emotional and psychological support
Be aware of children whose social or emotional development seems very different from
their peers, particularly if you observe the behaviour or issue persist over time, or even
several problems occurring together.
Signs of concern you may observe in a child might include:
 Attachment problems with parents or caregivers such as persistent difficulty in
separating.
 Not reaching developmental milestones.
 Poor quality play that seems limited and repetitive.
 Being anxious, withdrawn, and fearful or upset much of the time.
 Not talking or communicating appropriately (consider culture and language at
home).
 Difficulty with social interactions.
 Significant changes in feelings and behaviour.
 Behaviour that is out of step with peers at a similar age and stage.
 Difficulty in paying attention, following instructions and completing tasks.
 Difficulty managing anger and frustration, persistent temper tantrums or
aggression.
Source: Responsibility, (Department of Health and Aging), 2012, Social and Emotional Wellbeing A Guide for Children’s Services Educators. http://www.responseability.org
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What would you do?
As an educator, you play an important role in helping children to build key social and
emotional skills. As you spend time with children and get to know them, there will be
times you question if a child is meeting the appropriate developmental milestones. It
is part of your role to follow up and report these to your Group Leader or Director to
ensure the child is assisted if needed.
IMPORTANT:
If you are concerned about a child’s social and
emotional development, you should:
Observe the child during a few different activities, at
different times of the day. Write down specific examples of
your concern or the behaviour you see and date the
observation.
Write down any additional information about the child’s
health and family situation that you think may be important.
Report to your Group Leader or Nominated Supervisor
(Director).
If necessary, the Group Leader or Nominated Supervisor
(Director) can talk with the family to suggest assessment by
an appropriate health professional or early intervention
support service in your area.
17. Realistic Expectations of Children’s Behaviours
As educators, it is important to get to know each child and understand each child has
differing developmental abilities, past life and family experiences.
All families have their own developmental, and behavioural expectations that they feel
are acceptable. It is essential that you understand and respond to individual children’s
needs considering their:
age and developmental ability,
family values and expectations,
social structure and culture,
and context and setting (the environment).
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Educators who understand and consider these when responding to
children will be able to better support and guide children based on realistic
expectations.
Age and Developmentally Appropriate Behaviours
It's important to understand normal developmental behaviours in each age and stage
of childhood. Then as an educator, you can plan how to deal positively and in an
ageappropriate way.
How to manage developmentally appropriate behaviours in children
Considering developmental levels of children is important in implementing
ageappropriate responses from educators.
Infants
Infants cry to express their feelings and to have their needs met. An infant crying
is not a negative behaviour, and a crying child should always be attended to ensure
children develop a sense of trust in the educators and security in the environment.
Sometimes infants may touch objects or take objects off one another. This is the
infant exploring their environment. An educator should divert the child’s attention
and simply move them to another area or offer them another toy.
Toddlers
Limits and guidance show toddlers that the educators care about them. Since
toddlers are curious about them and the environment, they often challenge or test
the limits. This is developmentally appropriate, and educators should positively
remind them of what they should be doing.
Example:
If a child is jumping on the lounge in the book area, the educator would go over
to the child and say in a calm but firm voice, “We sit in the lounge. Would you
like me to sit with you and read a story?”
Toddlers are developmentally learning control and independence. They often show
this independence by saying “No” and refusing to follow instructions. In these
situations, it is good to offer them a choice.
Example:
If you have asked a child to join you for small group time and they refuse you
can offer them a choice. “Would you like to join your friends for group time or
would you like to sit in the book corner and read a story quietly by yourself?”
Pre-schoolers
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By this age, children are beginning to understand the limits and rules
though sharing and taking turns can still be difficult. Pre-school age
children need to be reminded of the acceptable behaviour and need educators
support and guidance to help them recognise and work through the problem.
Using questioning, discussion and offering possible solutions will give the child a
sense of agency and help them develop the strategies to use in the future.
Example:
If two children are arguing over who will use the large T-Rex in their block
jungle, it is important to get down to the children’s level and support them in
deciding how they can come up with a solution.
Firstly, listen to both children to show you respect them and their
feelings, then ask them what they think they could do to make both
children happy.
If they cannot come up with a solution, you could offer possible solutions
for them to choose.
“Maybe you can find another T-Rex so you can both play together or take
turns having five minutes each to play with the T-Rex.”
Early School Age children
Early school-aged children are eager to please. They want to do the "right" thing so
they will be noticed by those who are important to them (educators, peers and
parents). Some children for many reasons will misbehave or have altercations with
the other children at the centre.
Children in this age group often misbehave because they are bored or wanting the
attention of others. To help minimise this, it is important that school-age children
are provided with experiences and activities that are age-appropriate, interesting
and challenging. The best way to achieve this is to collaborate with the children and
planning following their interests.
When situations do arise, it is important to encourage and guide the children to
work out the problem with your support.
Educators who take the time to offer developmentally
appropriate verbal explanations and guidance can help children
gain confidence, competence, and problem-solving
skills.
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DEVELOPMENTAL AREA: EMOTIONAL
MILESTONES
Developmental milestones and the
EYLF/NQS Birth to 4 months
Developmental milestones and the
EYLF/NQS 4 to 8 months
EXPECTATIONS
 Bonding
 Cries (peaks about six to eight weeks) and levels off
about 12-14 weeks
 Cries when hungry or uncomfortable and usually stops
when held
 Shows excitement as parent prepared to feed
 Becoming more settled in eating and sleeping patterns
 Laughs, especially in social interactions
 May soothe self when tired or upset by sucking thumb
or dummy
 Begins to show wariness of strangers
 May fret when a parent leaves the room
 Happy to see faces they know
EXAMPLES OF LINKS TO EYLF/NQS
EYLF Outcome 4: Children are confident and involved
learners - Children resource their own learning through
connecting with people. E.g. “provide opportunities
and support for children to engage in meaningful
learning relationships.” (p.37) NQS: Areas 1, 5, 6
EYLF Outcome 1: Children have a strong sense of identity Children learn to interact about others with care, empathy
and respect. E.g. “initiate one-to-one interactions with
children, particularly babies and toddlers during daily
routines.” (p.24)
NQS: Areas 1, 4, 5, 6
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Developmental milestones and the
EYLF/NQS 8 to 12 months





Developmental milestones and the
EYLF/NQS 1 to 2 years
Developmental milestones and the
EYLF/NQS 2 to 3 years
Actively seeks to be next to a parent or principal
caregiver
Shows signs of anxiety or stress if a parent goes away
Offers toy to adult but does not release it
Shows signs of empathy to the distress of another (but
often soothes self)
Actively explores and plays when parent present,
returning now and then for assurance and interaction
EYLF Outcome 1: Children have a strong sense of identity Children develop their emerging autonomy, interdependence,
resilience and sense of agency. E.g.
“demonstrate an increasing capacity for self-regulation.”
(p.22)
NQS: Areas 1, 5, 6
 May show anxiety when separating from significant
people in their lives
 Seeks comfort when upset or afraid
EYLF Outcome 1: Children have a strong sense of identity Children feel safe, secure and supported. E.g. “acknowledge
and respond sensitively to children’s cues and signals.”(p.21)
 Takes a cue from a parent or principal carer regarding
the attitude to a stranger
 May ‘lose control’ of self when tired or frustrated
 Assists another in distress by patting, making
sympathetic noises or offering material objects
NQS: Areas 1, 3, 4, 5, 6
 Shows strong attachment to a parent (or main family
career)
 Shows distress and protest when they leave and wants
that person to do things for them
 Begins to show guilt or remorse for misdeeds
 May be less likely to willingly share toys with peers
 Demands adult attention
EYLF Outcome 3: Children have a strong sense of wellbeing Children become strong in their social and emotional
wellbeing. E.g. “Talk with children about their emotions and
responses to events to supporting their understandings of
emotional regulation and self-control.” (p.31)
NQS: Areas 1, 5, 6
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Developmental milestones and the
EYLF/NQS 3 to 5 years
Developmental milestones for 5 to 6
years and the FSAC/NQS
 Understands when someone is hurt and comforts
them
 Attains gender stability (sure she/he is a girl/boy)
 May show a stronger preference for same-sex
playmates
 May enforce gender-role norms with peers
 May show bouts of aggression with peers
 Likes to give and receive affection from parents
 May praise themselves and be boastful


Senses growing up and like it enjoys
responsibilities and privileges that they can

handle
Easily discouraged and has difficulty accepting

criticism

Seeks praise and encouragement responds readily to
affections, warmth and a sense of humour
EYLF Outcome 2: Children are connected with and contribute
to their world - Children respond to diversity with respect.
E.g. “plan experiences and provide resources that broaden
children’s perspectives and encourage appreciation of
diversity.” (p.27)
NQS: Areas 1, 2, 5, 6
FSAC Outcome 2: Children are connected with and contribute
to their world
Children become socially responsible and show respect for
the environment
NQS: Areas 1, 2, 5, 6
 Difficult to accept losing-consider games that are
noncompetitive
 Tends to dawdle and does not like to be hurried
 Shy needs encouragement to participate and
protection from aggressive children

the sense of safety and belonging is important
 Fearful of imaginary/ make-believe creatures/
characters
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Developmental milestones for 6 to 8
years and the FSAC/NQS

Struggles to become a competent and productive
member of society
 Eager to learn new skills, fix things, and create
worth and industry result based on efforts and
products recognised efforts must be praised
 Reacts poorly to being teased an ridiculed
 Difficulty accepting criticism.
 More argumentative and spirited
 Eager and capable of participating in rule making
 Enjoys competitive games, but keep within reasonable
limits with simple rules
 Become more modest and want privacy
 Develop relationships with and love people outside
the family as their emotional needs are met by peers
as well as family
 Develop less physically demonstrative relationships
and express love through sharing and talking. They
may be embarrassed by physical affection.
 Need love and support, but feel less willing to ask for it
 Understand more complex emotions, such as
confusion and excitement
 Want more emotional freedom and space from
parents
FSAC Outcome 2: Children are connected with and contribute
to their world
Children develop a sense of belonging to groups and
communities and an understanding of the reciprocal rights
and responsibilities necessary for active community
participation
NQS: Areas 1, 2, 5, 6
 Become better at controlling and concealing feelings
 Begin to form a broader self-concept and recognise
their own strengths and weaknesses, especially with
regard to social, academic, and athletic skills
 Have friends and sustained peer group interactions
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18. Cognitive Development
Cognitive Development theories are based on understanding the group of mental
processes that includes attention, memory, producing and understanding language,
learning, reasoning, problem-solving, and decision making.
Piaget, Vygotsky and Skinner have all developed theories based on cognitive
development research. Extensive work from subsequent proponents of their work has
led to various approaches to teaching and learning. ‘Behaviourism’, ‘information
processing’ and ‘constructivism’ theories are also based on cognitive development.
Jean Piaget (1896 - 1980)
Piaget has been and continues to be, an important influence on how we think about
thinking skills. He was important because he saw children as active participants in
their own learning.
Piaget’s theory of cognitive development believes children’s thinking pass through
four (4) stages, emphasising the importance of maturation and the provision of a
stimulating environment for children to explore.
Sensorimotor Stage
Preoperational Stage
0-2years
2-6years
Child beginning to
interact with the
environment.
The child begins to
represent the
world symbolically.
Concrete Operations
Formal Operations
7-11 years
11-12 years plus
Child begins to
conceptualise and
to create
sequences of
logical reasoning.
Able to now reason
hypothetically and
deductively and to
establish abstract
relationships.
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Piaget’s Four (4) Stages of Cognitive Development
Stage
Sensorimotor
Infancy
(Birth-2 years)
Key Characteristics
• • Differentiates self from objects
Recognises self as an agent of action and begins to act
intentionally: e.g. pulls a string to set mobile in motion or
• shakes a rattle to make a noise
Achieves ‘object permanence’: realises that things continue
to exist even when no longer present
•
Pre-operational
Toddler
(2-7 years)
•
•
•
Concrete operational
Early Adolescence
•
(7-12 years)
•
•
Formal operational
Adolescence
(12 years and up)
•
•
•
Uses senses to explore their world.
Learns to use language and to represent objects by images and
words (symbolic thinking)
Is egocentric has difficulty considering and taking the viewpoint
of others
Classifies objects using features: e.g. groups together all the red
blocks or all the square blocks
Can think logically about objects and events though they need
concrete materials to help them reach the correct
conclusions.
Achieves conservation of number, mass, and weight Classifies
objects according to several features and can order them in
series along a single dimension such as size.
Can think logically about abstract problems by testing
hypotheses systematically
Can deal with much more complex issues.
Becomes concerned with the hypothetical, the future, and
ideological problems
One of the key concepts introduced by Piaget’s theory was the use of ‘schemas’ which
he proposed are cognitive frameworks or concepts that help people organise and
interpret information. Schemas are often used in Early Childhood Education and Care
settings.
The use of schemas as an effective learning tool will be explored later in this learner
guide.
Lev Vygotsky (1896-1934)
Lev Vygotsky’s sociocultural theory relates to both cognitive and social development
primarily driven by language, social context and guidance from others. Vygotsky
emphasised the importance of relationships and interactions between children and
more knowledgeable peers and adults.
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He believed children built on prior knowledge with the assistance from
more skilled persons, this is known as ‘scaffolding’. When a skilled
person uses scaffolding on children, their cognitive understandings are enriched and
deepened.
Vygotsky’s Four Different Stages of Conceptual Development
Stage
Characteristics
 Preschool stage of development
 Beginnings of conceptual thought
1
Thinking in unordered heaps
 Children use trial and error
 Children use problems solving
techniques
 Three sub phases
2
Thinking in a complex stage
 Children begin to make connections
between objects, but not in a
consistent manner·
 Five sub phases
 Children can think in more abstract
concepts and make associations
3
Thinking in concepts stage
4
Thinking about true concepts
stage
 Cannot see two associations
simultaneously
 Mature thinking
 Manipulate some abstract concepts
Adapted from Nixon and Aldwinckle (2003)
For example, when you scaffold a building, you structurally support the exterior while
internal developments occur. (This is a common sight on building sites.)
We scaffold children’s development every day as we guide and
support them during play.
While Vygotsky did not believe in pushing children beyond their developmental
capabilities, he felt it was important for adults to work closely with children and
carefully plan and use ‘teachable moments’ to extend their learning beyond areas that
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they were independently capable. This is known as the Zone of Proximal
Development (ZPD).
“A developmental task is a task which is learned at a specific point and which
makes the achievement of succeeding tasks possible. When the timing is right,
the ability to learn a particular task will be possible. This is referred to as a
'teachable moment.' It is important to keep in mind that unless the time is right,
learning will not occur. Hence, it is important to repeat important points
whenever possible so that when a student's teachable moment occurs, s/he can
benefit from the knowledge.”
(Havinghurst, 1952)
19. Zone of Proximal Development
Learner cannot
do
Zone of proximal
development
(Learner can do
with guidance)
Learner can do
unaided
In the middle circle, representing the Zone of Proximal Development (ZPD), students
cannot complete tasks unaided but can complete them with guidance.
Source: http://en.wikipedia.org/wiki/Zone_of_proximal_development
Understanding how to apply the ‘Zone of Proximal Development’ to an Early
Childhood Education and Care setting is a vital skill.
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Example: Stephanie is completing an inset puzzle of animals. She is
having difficulty with the last couple of pieces. The educator comes over
and asks if she needs some help. Stephanie says “I can’t get the tiger in.” holding
up the tiger puzzle piece. The educator responded “Try turning the tiger, so its
legs are on the grass” Stephanie turned it around though it still did not fit. The
educator put her hand over Stephanie’s and guided her hand to turn the puzzle
piece saying, “Turn it like this.”
As a child’s learning progresses, the outer rings of their Zone of Proximal
Development will lessen until proficiency is obtained.
20.
Supporting Cognitive Development
Infants’ cognitive development
Infants are learning about their world through their senses. Infants learn about their
environments by seeing, touching, tasting and hearing what is happening around
them.
Infants are in Piaget’s “Sensorimotor” stage and believed that infants can:
 Differentiate the self from objects
 Recognise the self as an agent of action and begin to act intentionally: e.g. pull
a string to set mobile in motion or shake a rattle to make a noise
 Achieves object permanence: realises that things continue to exist even when
no longer present. Example: about 8-12 months infants develop the cognitive
ability to look for and retrieve a toy that is hidden under a blanket. The infant
will look for and retrieve the toy knowing, even though it is no longer in view,
the object is still there.
 Uses senses to explore their world.
To support infants’ cognitive development educators need to
 Provide a stimulating environment
 Provide experiences to stimulate all the senses
 Provide opportunities to solve problems play games such as “peek-a-boo.”
 Encourage infants to practice skills
 Interact with infants, talking about what you are doing
 Respond promptly and consistently to their cues
 Maintain routines
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
Ensure routines offer sensory stimulation
 Provide opportunities to perceive similarities and differences
 Encourage interactions with others
 Place infant in a position where they can see what is going on around them
 Provide experiences for concept development.
Toddlers’ cognitive development
As toddlers develop, they are gathering the knowledge and skills to begin to process
information and solve problems.
Piaget described a toddler’s thinking as “Preoperational” where children are:
 Beginning to think in a more sophisticated manner, (rather than primarily
using their senses)
 Thinking egocentrically (seeing things from their point of view only)
 Thinking differently to adults, not clearly logical
Toddlers tend to focus on a single aspect of a situation object at a time and may ignore
other aspects – this is known as centration. They display a limited attention span and
use recognition and recall memory (displaying deferred imitation in their play).
Toddlers can think about problems before they do something (for example get a chair
to reach a toy on a shelf). They also begin to have some understanding of a range of
concepts: such as size, colour, number, right, wrong, same and different.
To support toddler’s cognitive development educators need to:
 Provide a stimulating environment using hands-on, play-based experiences.
 Provide experiences to stimulate all the senses. Toddlers are still exploring
through touch and sight. They learn by doing!
 Provide a variety of sensory and motor experiences. Toddlers are very physical
and are learning that things have different textures, colours, shapes and sizes.
 Provide opportunities to solve problems. Puzzles and giving children the
opportunities to think of solutions by educators guiding their play.
 Encourage toddlers to practice skills
 Interact with toddlers and actively involve yourself in their play, talking about
what they are doing.
 Encourage interactions and communication with others
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
Provide experiences for concept development, such as size,
colour, same and different.
 Provide a lot of music experiences. Music also stimulates cognitive
development in children. Sing songs, use musical instruments and play music
for the children to dance and move.
Pre-schoolers cognitive development
Children’s cognitive development grows rapidly in the pre-school years. They are still
in Piaget’s “Pre-operational” stage, and the skills they have developed allow them to
solve problems using reflective thought. Even though pre-schoolers are starting to
develop the ability to problem solve they are still relying on their senses and the
environment to assist in solving problems.
Pre-schoolers thinking is still one dimensional. This means
that they can only consider one aspect of the problem at a
time. For example, if you ask children to sort flowers, they
will tend to sort using only one characteristic (by colour or
size, but not by both).
Pre-schoolers are still quite egocentric though are slowly
developing the ability to understand the perspective of
others.
Concept development in pre-schoolers
Colour
• Learn to recognise and correctly name colours
• Develop colour preferences
Shape
• Recognise and correctly label main geometric shapes
• Can describe objects as being round, flat or long
Size
• Understand “big” or “small” and uses “size” words to
describe objects
Space
• Gradually understand how much space an object takes
up (spatial awareness)
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Weight and mass
• Start to gain the concept of “heavy” and “light”
• Relate this to objects which “float” and “sink’
Matching
• Can tell if two items are the “same” or “different”
Classifying or sorting
• Learn to sort objects initially by one characteristic- colour,
size, shape, type etc.
Time
• Tend to give meaning to time by linking time to concrete
events
• Often refer to past events as having occurred “yesterday”
and things that will happen in the future as occurring
“tomorrow”.
To support pre-schooler’s cognitive development educators need to:
 Provide problem-solving activities including puzzles,
simple scientific experiments, quantifying and
counting games, play dough, blocks, and cooking.
 Provide dramatic/ role play areas using real props for
children to play out real-life experiences and take on
the role of others (e.g. Home corner, restaurants, post
office, doctor’s surgery, shops, fire station etc.)
 Ask open-ended questions and link them to
children’s interests and experiences.
 Use concrete play materials and experiences.
Preschool children are still learning by doing and
touching
 Be understanding of children’s fears and misconceptions. Pre-school children
still have difficulty separating real and fantasy.
 Provide opportunities to sort, classify and group objects (e.g. sort nature items
into groups- leaves, rocks, shells etc.)
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
Provide simple experiments to observe cause and effect. (E.g. in
the sandpit set up a ramp for the children to drive trucks (watch the effect
of varying slopes) or water play filling up different sized containers with water).
Observe and discuss what happened with the children. Hypothesise and
discuss what would happen if you...?
 Provide memory games.
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DEVELOPMENTAL AREA: COGNITIVE
MILESTONES
Developmental milestones and the
EYLF/NQS Birth to 4 months
EXPECTATIONS
EXAMPLES OF LINKS TO EYLF/NQS

 Smiles and laughs
 Looks toward the direction of the sound
 Eyes track slow-moving target for a brief period Looks
at edges, patterns with light/dark contrast and faces
 Imitates adult tongue movements when being
held/talked to
 Learns through sensory experiences
 Repeats actions but unaware of the ability to cause
actions
EYLF Outcome 4: Children are confident and involved
learners - Children transfer what they have learned from one
context to another. E.g. “Develop the ability to mirror, repeat
and practice the actions of others, either immediately or
later.” (p.36)
NQS: Areas 1, 3, 4, 5, 6
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Developmental milestones and the
EYLF/NQS 4 to 8 months











Developmental milestones and the
EYLF/NQS 8 to 12 months
Swipes at dangling objects
Shakes and stares at toy placed in the hand
Becomes bored if left alone for long periods of time
Repeats accidentally caused actions that are
interesting
Enjoys games such as peek-a-boo or pat-a-cake
Will search for a partly hidden object
Able to coordinate looking, hearing and touching
Enjoys toys, banging objects, scrunching paper
Explores objects by looking at and mouthing them
Develops preferences for foods
Explores objects with mouth
 Moves obstacle to get at the desired toy
 Bangs two objects held in hands together
 Responds to own name
EYLF Outcome 4: Children are confident and involved
learners - Children develop dispositions for learning such as
curiosity… E.g. explore and “express wonder and interest in
their environments”(p.34)
NQS: Areas 1, 2, 3
EYLF Outcome 4: Children are confident and involved
learners - Children develop a range of skills and processes
such as problem solving, enquiry, experimentation,
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Developmental milestones and the
EYLF/NQS 1 to 2 years
 Makes gestures to communicate and to symbolise
objects, e.g. Points to something they want
 Seems to understand some things a parent or familiar
adults say to them
 Drops toys to be retrieved handed back, then dropped
again/looks in the direction of dropped toy
 Smiles at the image in the mirror
 Likes playing with water
 Shows interest in picture books
 Understands gestures/responds to ‘bye bye.’
 Listens with pleasure to sound-making toys and music
 Notices difference and shows surprise
hypothesising, researching and investigating. E.g. “Provide
babies and toddlers with resources that offer challenge,
intrigue and surprise, support their investigations and share
their enjoyment.” (p.35)
 Repeats actions that lead to interesting/predictable
results, e.g. Bangs spoon on a saucepan
 Points to objects when named
 Knows some body parts
 Points to body parts in a game
 Recognises self in photo or mirror
 Mimics household activities, e.g. Bathing baby,
sweeping floor
 May signal when s/he has finished their toileting
 Spends a lot of time exploring and manipulating
objects, putting in the mouth, shaking and banging
them
 Stacks and knocks over items
 Selects games and puts them away
 Calls self by name, uses ‘i’, ‘mine’, ‘i do it myself.’
 Will search for hidden toys
EYLF Outcome 2: Children are connected with and contribute
to their world - Children develop a sense of belonging to
groups and communities and an understanding of the
reciprocal rights and responsibilities necessary for active
community participation. E.g. Broaden their understanding of
the world in which they live. (p.26)
NQS: Areas 1, 5, 6
NQS: Areas 1, 2, 3, 4, 5, 6
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Developmental milestones and the
EYLF/NQS 2 to 3 years
Developmental milestones and the
EYLF/NQS 3 to 5 years
 Builds a tower of five to seven objects
 Lines up objects in ‘train’ fashion
 Recognises and identifies common objects and
pictures by pointing
 Enjoys playing with sand, water, dough; explores what
these materials can do more than making things with
them
 Uses symbolic play, e.g. Use a block as a car
 Shows knowledge of gender-role stereotypes
 Identifies picture as a boy or girl
 Engages in making believe and pretend play
 Begins to count with numbers
 Recognises similarities and differences
 Imitates rhythms and animal movements
 Becoming aware of space through physical activity
 Can follow two or more directions
EYLF Outcome 5: Children are effective communicators Children engage in a range of texts and gain meaning from
these texts. E.g. “Take on roles of literacy and numeracy
users in their play.” (p.41)
 Understands opposites (e.g. Big/little) and positional
words (middle, end)
 Uses objects and materials to build or construct
things, e.g. Block tower, puzzle, clay, sand and water
 Builds tower eight to ten blocks
 Answers simple questions
 Counts five to ten things
 Has a longer attention span
 Talks to self during play - to help guide what he/she
does
 Follows simple instructions
 Follows simple rules and enjoys helping
 May write some numbers and letters
EYLF Outcome 5: Children are effective communicators Children express ideas and make meaning using a range of
media. E.g. “use language and engage in play to imagine and
create roles, scripts, and ideas.” (p.42)
NQS: Areas 1, 3, 5
NQS: Areas 1, 5
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 Engages in dramatic play, taking on pretend character
roles
 Recalls events correctly
 Counts by rote, having memorised numbers
 Touches object to count - starting to understand the
relationship between numbers and objects
 Can recount a recent story
 Copies letters and may write some unprompted
 Can match and name some colours
Developmental milestones for 5 to 6
years and the FSAC/NQS
 Beginning to recognise others’ perspectives, though
difficult to place self in other's shoes.
 Beginning to develop a more accurate recall and
perception of events.
 Understands the broader concepts of time and space
using concrete materials. ( I.e. Time on the clock
though tomorrow, yesterday still difficult)
 More effective use of problem-solving, self -control
and coping skills.
 Beginning to learn math and science concepts.
FSAC Outcome 5: Children are effective communicators
Children collaborate with others, express ideas and make
meaning using a range of media and communication
technologies
NQS: Areas 1, 5
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Developmental milestones for 6 to 8
years and the FSAC/NQS

Start logical thinking, which means that rather than
accepting what they see as true, they begin to apply
their personal knowledge and experience to a
 particular situation to determine whether it makes
sense or not.
 Temporal concepts greatly improve in this age range,
date and time as concepts as opposed to as numbers.
Develop the skills to process more abstract concepts
and complex ideas (e.g., pregnancy,
addition/subtraction, etc.)
FSAC Outcome 5: Children are effective communicators
Children interact verbally and non-verbally with others for a
range of purposes
Children engage with a range of texts and gain meaning from
these texts
Children collaborate with others, express ideas and make
meaning using a range of media and communication
technologies
NQS: Areas 1, 5
 Spend more time with the peer group and turn to
peers for information
 Need information sources outside of the family, and
other adults become important in their lives.
 Be able to focus on the past and future as well as the
present
 Develop an increased attention span
 Improve in self-control, being able to conform to adult
ideas of what is "proper" behaviour and to recognise
appropriateness in behaviour
 Understand the concepts of normality/abnormality,
feel concern with being normal and curiosity about
differences
 Begin to develop as an individual
 Think for themselves and develop individual opinions,
especially as they begin to read and to acquire
information through the media
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21. Language Development
Language is essential to childhood development and allows children to become
knowledgeable and confident self-identities by developing strong foundations in both
the culture and language/s of their family and the broader community.
The activities we plan for children in our
care should
provide
rich
language experiences
that share
foundational knowledge and provide an
avenue for discussions, e.g. cooking or
incursions. Educators should also offer
opportunities for one on one time with
the child where they can prepare their
thoughts and have a leisurely
conversation with an adult.
Children’s language development can be
divided into three areas:
1. Receptive: comprehension of words and sentences, involves a child's
understanding of what is being said. E.g. an adult says to the child: 'Would you
like your bottle now?' The child nods and makes sounds that indicate
understanding.
2. Expressive: babbling and making sounds, single words, two-word sentences
and detailed sentences. Expressive communication can also consist of nonverbal
signals (smiling, nodding, pointing, etc.)
3. Symbolic: symbol recognition and the ability to
recognise languages in their symbolic form. First, the
child begins to recognise symbols, then the letters of
the alphabet, beginning typically with the first letter
of their name. Educators can assist this process by
introducing a picture of the child and their name on
their placemat, coat rack or bed.
4. Non-verbal/body language: Children imitate
adults and other children as they mature, imitating
facial expressions, tones of voice, gestures and body
movements as forms of communication. The way
children display their emotions through their body
language will develop over time and vary between
individuals
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The development of language will develop a child’s ability to communicate and will
assist social, emotional and psychological development.
Symbolic Language
Signs (such as speech) and other symbol systems (such as writing and number
systems), and cultural tools (media such as books, television and so on) bring with
them an associated cultural heritage and history, and by learning to use these symbol
systems and tools, and the practices in which they are used, people integrate and draw
on the experiences of others (Luria, 1979, Vygotsky, 1987, 1997).
These symbolic language systems create a link between culture and individual mental
functioning, or as Davydov and Zinczenko (1993: 103) summarise it, ‘(f)or Vygotsky,
determination of individual consciousness follows this schema:
social
activity
Collective
culture
signs
individual
activity
individual
consciousness
Use of Home Languages
Quality Area 1
Educational Program and Practice
By actively supporting the maintenance of home language and cultures, educators can
promote learning, so children develop knowledgeable and confident self-identities as
they use their home language to construct meaning. By using home languages,
children develop strong foundations in both the culture and language/s of their family
and of the broader community without compromising their cultural identities.
22.
Language Theories
Language theories look at how children develop language. An infant is born with no
evident language yet by four months of age they can discern speech sounds and engage
in what we call ‘babbling’.
Existing theories are more about how we develop syntax that the ability to put
language together.
John Watson (1878-1958), Albert Bandura (Born 1925) and B.F.
Skinner (1904-1990).
Each of these researchers developed behaviourist or learning theories.
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Behaviourist theories have played an important role in our understanding
of language development. One main point of behaviourism is that if
behaviours are rewarded, they will be repeated, but behaviours that are ignored or
punished will decrease.
For example, when a child says “Da Da” we promptly get very excited and repeat
the sounds to the child, reinforcing the behaviour, so the child is more likely to try
to reproduce it. Behaviourists focus on the process of how language is acquired.
The emphasis is on environmental factors of imitation, learning and conditioning.
Noam Chomsky
Chomsky argued in his ‘Nativist Theory’ that humans are biologically programmed
to gain knowledge and are born with a language acquisition device allows children
to understand the rules of whatever language they are listening to.
Other relevant theories about language development include Piaget's theory of
cognitive development, which proposes that the development of language is a
continuation of general cognitive development and Vygotsky's social theories that
attribute the development of language to an individual's social interactions and
growth.
Modern Language Theories
Modern theories suggest that children are naturally sensitive to the patterns in
language that enables them to attainment it. The works of (Ambridge & Lieven,
2011; Pine, Conti-Ramsden, Joseph, Lieven & Serratrice, 2008; Theakson & Lieven,
2005) suggest that when a child hears a sufficient number of instances of the verbal
language they will detect patterns across the utterances they have heard. This
approach seems to support the Vygotsky's theory that an adult has a direct effect
on the development of language by use of scaffolding conversation with a child.
23.
Methods for Language Skill Development
Language skills can be supported and developed through many interactions, including:
 talking to babies and children
 repeating sounds back to babies
 pointing out and naming items
 asking open-ended questions
 making comments about what is happening
 participating in experiences and explaining, discussing and questioning
 looking at books, photographs, pictures
 telling stories, reading poems, singing songs
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 using puppets and finger-plays
 building ideas or stories on a felt board.
Early childhood educators who demonstrate language best practice approaches will:
 discuss, talk, listen, speak, ask open-ended questions and model good language
practices with the children
 provide a variety of oral language and phonological awareness activities based
on learner needs
 promote many modelled, scaffolded and supported opportunities for children
to practice their oral English, as well as their oral language skills
 cater for the variety of learners by offering opportunities for children to explore
oral, written and visual texts
 offer activities where children can express themselves, e.g. movement, dancing,
using instruments, painting using different media.
24.
Communicating Positively with Children
When adults use positive communication with children, this supports and promotes a
child’s language and communication skills as well as their social and emotional
wellbeing.
By providing positive, responsive communication that addresses a child’s physical and
emotional needs you are modelling and encouraging the child’s language skills. The
way that you use language and communication influences a child’s development.
Positive communication with children is also important because they learn about
social interactions and communication used in conversation by observing and
imitating others and receiving feedback. If adults model caring and respectful
communication, children are more likely to develop good language and
communication skills.
When communicating with children, it is essential that you follow the child’s interests
and at a level that is developmentally appropriate.
Modelling Language
When children are developing their language skills, you can encourage and assist them
by scaffolding their language. This involves modelling for the child the grammatically
correct way to use language while extending their understanding and vocabulary.
Modelling by repeating the information the child has given can give them clues of how
to use the language. This is evident in Lev Vygotsky’s theory stating that when adults
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use scaffolding to help guide children’s learning, their understandings and
skills are extended, enriched and deepened.
Language Scaffolding Examples:
Tommy (2 years): “We did sand today.”
Educator’s response: “Yes, we did play with the sand today. What did you make
with the sand?”
Charlie (18 months): “Charlie coat, your coat.”
Educator’s response: “Yes, that is Charlie's coat. You have a red coat. This is my
coat. Do you know what colour my coat is? ….Green”
Supporting Language Development
Children, depending on their level of language development, need different strategies
to support their development.
Supporting
Language
Development
Infants
School Age
(6 weeks 18 months)
(6-12 years)
Toddlers
Preschool
(18 months
- 3 years)
(3-5 years)
Infants:
 Frequently hold the infant and make eye contact
 Listen and respond to coos and gurgles using conversational turn taking
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 Imitate cooing sounds
 Talk in an expressive voice about what you are doing and what you both can see
 Use short sentences and exaggerated intonation patterns
 Use lullabies, gentle body and tickling games, nursery rhymes and books to
stimulate interest and vocalisations
 Position babies given other children where they can see what is happening
around them. Remember children learn through observation and imitation.
Toddlers
 Continue to use songs, action rhymes, books, finger plays and games. Use songs
from a variety of cultures and languages.
 Talk with toddlers about things and events in their immediate environment
 Combine speech and gestures to help toddlers understand meanings
 Avoid correcting speech, but model correct word forms and sentence structures.
 Use routines to stimulate and explore language
 Provide a language-rich environment, ensuring toddlers are exposed to written
as well as oral language, including shared reading experiences
 Provide toddlers with the opportunities to express themselves through drawing
and painting. Talk to the child about what they are doing and creating.
Toddlers
 Speak to your child in a clear, correct, and simple manner.
 Initiate conversations with the children in small groups and one to one
situations. Take time each day to listen to and talk each child.
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
When a child speaks to you, model good listening skills. For
example, get down to their level, give them your full attention and make
eye contact.
 Encourage children to use language (and not just gestures or actions) to express
ideas, observations, and feelings.
 Ask open-ended questions that require your child to offer a response.
 Try to extend your children’s vocabulary through providing a variety of
experiences and discussions.
 Provide activities and games that require listening and following directions.
 Read and sing nursery rhymes and songs with the children.
 Read and tell stories encouraging the love of literacy. Discuss the stories
together.
School Age:
 Ensure they hear language used in different types of ways – for discussion,
singing, poetry, drama, reading etc.
 Ensure they have plenty of opportunities to read and write the language (stories,
poems, letters, scripts of plays etc.)
 Set up group activities to encourage conversations (at afternoon tea time or
through group games, projects and puzzles etc.)
 Listen to and value what children say
 Be a good language model - ensure you use the correct pronunciation and
sentence structure. Use positive language with the children.
 Provide opportunities for children to explain, describe and tell stories by asking
open-ended questions
 Give children space and privacy to talk amongst themselves
 Offer the opportunity to discuss items of individual interest
 Provide opportunities for children to listen to stories and have individual
reading (quiet reading time, listening posts etc.)
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DEVELOPMENTAL AREA: LANGUAGE
MILESTONES
Developmental milestones and the
EYLF/NQS Birth to 4 months
EXPECTATIONS
EXAMPLES OF LINKS TO EYLF/NQS
 Expresses needs
 Cries
 When content makes small throaty noises
 Soothed by the sound of a voice or by low rhythmic
sounds
 Imitates adult tongue movements when being held and
talked to
EYLF Outcome 5: Children are effective communicators Children interact verbally and non-verbally for a range of
purposes. E.g. “engage in enjoyable interactions with babies
as they make and play with sounds.” (p.40)
NQS: Areas 1, 3, 5
 May start to copy sounds
 Coos and gurgles
Developmental milestones and the
EYLF/NQS 4 to 8 months
 Enjoys games such as peek-a-boo or pat-a-cake
 Babbles and repeat sounds
 Makes talking sounds in response to others talking
 Copies sounds
 Smiles and babbles at own image in the mirror
 Responds to own name
EYLF Outcome 5: Children are effective communicators Children interact verbally and non-verbally for a range of
purposes. E.g. “engage in enjoyable interactions using verbal
and non-verbal language.” (p.40)
NQS: Areas 1, 5
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 Responds to own name being called, family names and
familiar objects
 Babbles tunefully
Language Developmental milestones
and the EYLF/NQS 8 to 12 months
 Says words like ‘dada’ or ‘mama.’
 Waves goodbye
 Imitates hand clapping
 Imitates actions and sounds
EYLF Outcome 1: Children have a strong sense of identity Children develop knowledgeable and confident selfidentities.
E.g. “share children’s successes with families.” (p.23)
NQS: Areas 1, 5
 Enjoys finger-rhymes
 Shouts to attract attention
 Vocalises loudly using most vowels and consonants sounding like a conversation
Language Developmental milestones
and the EYLF/NQS 1 to 2 years
 Comprehends and follows simple
questions/commands
 Says the first name
 Says many words (mostly naming words)
 Begins to use one to two-word sentences, e.g. ”want
milk.”
 Reciprocal imitation of another toddler: will
imitate each other’s actions Enjoys rhymes and
 songs
EYLF Outcome 5: Children are effective communicators Children interact verbally and non-verbally for a range of
purposes. E.g. “model language and encourage children to
express themselves through language in a range of contexts
and for a range of purposes.” (p.40)
NQS: Areas 1, 4, 5, 6
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Language Developmental milestones
and the EYLF/NQS 2 to 3 years
Language Developmental milestones
and the EYLF/NQS 3 to 5 years
 Uses two or three words together, e.g. “go potty
now.”
 ‘explosion’ of vocabulary and use of correct
grammatical forms of language
 Refers to self by name and often says ‘mine.’
 Asks lots of questions
 Uses pronouns and prepositions, simple sentences and
phrases
 Labels own gender
 Copies words and actions
 Makes music, sing and dance
 Likes listening to stories and books




Speaks in sentences and use many different words
Answers simple questions
Asks many questions
Tells stories
 Talks constantly
 Enjoys talking and may like to experiment with new
words
 Uses adult forms of speech
 Takes part in conversations
 Enjoys jokes, rhymes and stories
 Will assert self with words
EYLF Outcome 1: Children have a strong sense of identity Children feel safe secure and supported. E.g. “children initiate
interactions and conversations with trusted educators.”
(p.21)
NQS: Areas 1, 3, 5, 6
EYLF Outcome 5: Children are effective communicators Children use information and communication technologies to
access information, investigate ideas and represent their
thinking. E.g. “Provide children with access to a range
of technologies.” (p.44) NQS: Areas 1, 5, 6, 7
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Language Milestones for 5 to 6 years
and the FSAC/NQS

Use language as a communication tool

Beginning to learn basic reading and writing skillsincluding sound and phonemic awareness.

Uses language and writing in play- discuss and label
art.
FSAC Outcome 5: Children are effective communicators
Children interact verbally and non-verbally with others for a
range of purposes
NQS: Areas 1, 5, 6, 7
FSAC Outcome 5: Children are effective communicators
Language Milestones for 6 to 8 years
and the FSAC/NQS






They can also copy adult speech patterns
Reading and writing skills developing at great speed.
Can discuss implied meanings in the books he reads
Can tell sophisticated stories about real and imagined
Can use language to collaborate with others
Can give talks to the class
Children interact verbally and non-verbally with others for a
range of purposes
Children collaborate with others, express ideas and make
meaning using a range of media and communication
technologies
NQS: Areas 1, 5, 6, 7
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25.
Creative Development
“Imagination is more important than knowledge. For knowledge
is limited to all we now know and understand, while imagination
embraces the entire world, and all there ever will be to know and
understand.”
Albert Einstein
Creativity is the ability to express existing knowledge and skills in new ways and create
something new from personal feelings and experiences.
Creativity includes:
 self-expression (verbal and non-verbal)
 sensory experiences (seeing, hearing, touching, tasting, smelling, moving through
space)
 play (exploration, manipulation, role playing etc.)
Young children are creative naturally, and if it is nurtured,
creativity will grow and expand as children refine their
skills, adding this to their life experience, and increasing
their understanding of the world.
Creativity is in every aspect of our life. It is the way we think,
enquires, creates, and do.
Many of us show our creativity when we express our
thoughts and feelings in a drawing, painting, writing in a
journal, by combining ingredients to create a meal, or by
developing strategies to resolve a problem. Being creative
involves nurturing our interests, expressing our ideas and
working towards coming up with solutions to everyday
problems.
The importance of creativity
A child's approach to life and their ability to deal with both positive and negative events
can be nurtured by developing their creativity. A child will use all of their senses to
develop their imagination, and in this way will also develop their creativity at the same
time.
Whether they are involved in dramatic play, story time, music and movement,
construction or art and craft, children are learning:
 To express feelings
 To develop motor skills
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 Problem-solving and thinking skills  To shed new light on existing situations,
 To find new ways of looking at things.
Creative development is an important part of the child’s growth and may involve all
areas of development. Educators should provide opportunities that encourage
children to take a creative approach to all of the experiences and activities that they
are involved with, not just activities like art and craft.
Strategies for encouraging and supporting creativity
Play provides children will have the opportunity to explore, investigate and
experiment. When educators provide children with opportunities to follow their
interests, use their imagination and explore materials, they will become more skilled
and creative.
Experiences that encourage children’s creativity include:
Music and movement
When children are given opportunities to explore and have a free expression with
music, instruments and dance they are more likely to play with sound and
movement and come up with their creative ways to express themselves. This
creates a more meaningful experience for child and greater opportunity for
development.
Literacy
Stories (story books, told stories, felt board
stories, writing stories, writing plays or creating
your books), puppetry (finger and hand puppets
etc.), drama.
Dramatic and Imaginative Play
Can include storytelling, drama and dramatic/
role play experiences (home corner, dress ups,
doctor’s, hairdressers, shops, mechanic workshop
etc.). As children plan and implement their
thoughts and ideas through their play, they are
expressing their emotions and feelings while
exploring new theories and possibilities.
Construction
Creating buildings or other constructions with blocks and supporting props (e.g.
dinosaurs, cars, people and signs, dolls house furniture, construction tools etc.).
You can do carpentry with the children or use large cardboard boxes and pieces
of material to create cubby houses.
Art and craft
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By providing open-ended materials that can
be used in a variety of ways you can engage
children in creative thought as they
experiment with texture, space and colours
in their artwork. Having a free choice area
with different natural and human-made
materials to use will encourage the ability to
plan, make decisions, learn and practice new
skills as well as develop their creativity. Open-ended materials include flowers,
leaves, pebbles, shells, feathers, cardboard boxes and cylinders, fabrics of
different textures, paddle pop sticks, pipe cleaners, play dough and clay etc.
Stimulating Creativity
Parents, educators and other adults need to provide both the resources and the
opportunities to interact with children to encourage, support and extend their
creativity.
Directing a child's creativity by asking them to draw a
particular object (e.g. a dog, frog), or to make a
particular object (e.g. a giraffe out of toilet rolls) is not
encouraging the child’s creative development and could
lead feelings of failure inadequacy or incompetence.
The environment that surrounds the children should be
filled with materials and stimuli such as pictures,
photographs, flowers, animals or real objects and
natural artefacts from the world around them. Then
you can encourage the children to interpret the
information around them, create the idea or concept
within themselves and to express what they see
outwardly for others to view and enjoy.
If a child only wants to paint one line of paint on a large piece of white paper, you
should avoid suggesting that they keep painting. That one line of paint may represent
something specific the child wanted to express, as part of his or her own creativity. You
need to respect the child's decision and remember it is the child's work and their way
of expressing themselves.
All children’s efforts or creative thoughts and ideas should be respected and encouraged
using positive language.
Recall your childhood. Did you ever have imaginary friends or makeup games using
your imagination such as having a shop, making a fort out of blankets or making
imaginary mud cakes?
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These games and experiences involving free time to create your own players are often
the most memorable!
26. Other Important Theories for Early Childhood Development Blooms
Taxonomy of Learning
Proposed in 1956 Blooms taxonomy of learning was developed to motivate educators to
focus on a holistic model of education.
“The ‘Taxonomy of educational objectives’ was proposed as a framework for classifying
statements of what we expect or intend students to learn as a result of instruction. The
framework was conceived as a means of facilitating the exchange of test items among
faculty at various universities to create banks of items, each measuring the same
educational objective.”
(Krathwohl, 2000)
Bloom's taxonomy of learning divided the objectives of education into three “domains”:
 Cognitive – Knowing (Head)
 Affective – Feeling (Heart)
 Psychomotor – Doing (Hands)
Bloom's taxonomy has for a long time been considered to be a foundational and
essential element within the education sector but was criticised for not being
systematic.
Cognitive Domain
Traditional education tends to emphasise the skills in this domain: knowledge,
comprehension, and critical thinking on a particular topic.
Analysis
Synthesis
Evaluation
Knowledge
Comprehension
Application
Affective Domain
Affective objectives are the awareness and growth of attitudes, emotion, and feelings.
The way people react emotionally and their ability to feel other living things' pain or
joy.
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Organising
Receiving
Characterising
Responding
Valuing
Psychomotor Domain
Psychomotor refers to objectives that focus on change and development in behaviour
and/or skills such as the ability to physically manipulate a tool or instrument like a
hand or a hammer.
Perception
Set
Guided
Response
Complex Overt
Response
Adaptation
Origination
In 200o Krathwohl argued that the taxonomy should be revised along more systematic
lines and presented a reworded structure of the Cognitive Domain.
Krathwohl’s Revised Blooms Taxonomy
6.0 Creating
5.0 Evaluating
4.0 Analysing
3.0 Applying
2.0 Understanding
1.0 Remembering
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1.0 Remember - Retrieving relevant knowledge from long-term memory.
1.1 Recognising
1.2 Recalling
2.0 Understand - Determining the meaning of instructional messages,
including oral, written, and graphic communication.
2.1 Interpreting
2.2 Exemplifying
2.3 Classifying
2.4 Summarising
2.5 Inferring
2.6 Comparing
2.7 Explaining
3.0 Apply - Carrying out or using a procedure in a given situation.
3.1 Executing
3.2 Implementing
4.0 Analyse - Breaking material into its constituent parts and detecting
how the parts relate to one another and an overall structure or purpose.
4.1 Differentiating
4.2 Organising
4.3 Attributing
5.0 Evaluate - Making judgments based on criteria and standards.
5.1 Checking
5.2 Critiquing
6.0 Create - Putting elements together to form a coherent whole or make an
original product.
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6.1 Generating
6.2 Planning
6.3 Producing
(Krathwohl, 2000)
This tool while not complete can certainly give important insights into delivering quality
learning experiences to children in Early Childhood Education and Care.
(Wikipedia: Bloom's taxonomy, n.d.)
Bloom's wheel, proposes to match verbs and assessment types. The verbs are intended
to be feasible and measurable.
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27.
Multiple Intelligence Theory
Howard Gardner (1943 - ) initially proposed seven intelligences, arguing that each
person has preferred ways of learning and therefore learns best in certain ways. In his
book, ‘Intelligence Reframed’, (1999), Gardner introduced two more intelligences,
Naturalist and Existential, so now there are currently nine intelligences in his theory.
According to Gardner:
 All human beings possess all nine intelligences in varying amounts.
 Each person has a different intellectual composition.
 We can improve education by addressing the multiple intelligences of our
students.
These intelligences are located in different areas of the brain and can either work
independently or together.
Verbal Linguistic - 'Word Smart'
• the use of words and language
Logical Mathematical - 'Number Smart'
• ability to use reason, logic and numbers
Bodily Kinesthic - 'Body Smart'
• body movement and handling physical objects
Visual Spatial - 'Picture Smart'
• think in pictures and create pictures in their mind
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Musical Rhythmical - 'Music Smart'
• produce music and sound
Interpersonal - 'People Smart'
• relate to and understand other people
Intrapersonal - 'Self Smart'
• sense of self and ability to understand and share their
inner thoughts and feelings
Naturalist - 'Nature Smart'
• recognition, appreciation and understanding of the
natural world around us
Existential intelligence - 'Wonder Smart'
• spirituality along with philosophical contemplation of
the nature of existence.
Adapted from Gardner’s Multiple Intelligence Theory (1999)
To paraphrase one of Gardner’s early quotes:
“Nine kinds of intelligence allow nine ways to teach a whole system of thinking.”
Multiple intelligences theory provides us with a tool for developing appropriate
learning experiences for children who do not fit the traditional mould or do not excel
in the ‘traditional’ math or linguistic areas. Educators can use intelligence types to be
responsive to child’s strengths, skills, interests and ideas.
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28.
Aspects of Poor Early Childhood Development
We have learnt so far that the immediate environment can have a great impact on early
childhood development depending on their age. The younger the child, the more
vulnerable their brain is to environmental influences. Adverse experiences in the early
childhood are particularly damaging, shaping the development of young children's
brains in ways that have long-lasting effects. Severe and sustained stress from sources
such as chronic abuse or trauma in the early years is toxic to the growing brain and
impairs its development.
The longer children are exposed to adverse environmental effects and risk factors, the
greater the likelihood of later negative consequences; and the more severe the adverse
experiences, the more damaging they are.
The cumulative impact of risk factors experienced by children can lead to a range of
social, emotional, cognitive and health problems.
Multiple exposures over a lifetime to negative environmental influences can have a
cumulative effect, for better or for worse, on development, health and well-being.
Exposure to environmental influences such as:
 Poor nutrition at one point in life, increases the chances of poor health and
wellbeing years or decades later, regardless of improved circumstances.
 poverty at one point in the life increases the chances of on-going exposure to
similar environments.
29.
Influence of Parenting on Child Development
Parenting provides an important method through which children learn about their
culture and heritage; this assists them to develop their own identities and
understandings of the world.
Parenting is a critical factor that impacts on many areas related to healthy child
development. There is abundant evidence that supports the idea that services should
provide opportunities for interventions and programs that enable appropriate
parenting practices to enhance the cognitive development and emotional wellbeing, as
well as an improved sense of security of young children.
Factors that influence the quality of parenting a child receives include:
 The number of time parents can spend with their children this may be influenced
by work or study pressures; employment conditions; access to transport and
commuting time; and managing multiple caring roles within the family, such as
looking after more than one child, a family member with an illness or disability,
or a frail-aged parent.
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 The types of interactions between parents and their children (e.g. children will
learn best when they have relationships with adults that are secure and trusting.)
 The amount of conflict between parents and relationship difficulties, including
breakdown.
 Whether there are parental drug use and mental health issues.
 The level of financial pressures.
 Quality of accommodation, including overcrowding and level of security.
Centre’s can present a range of activities to provide education and support for new
parents, in addition to providing extended parenting support and education to
vulnerable families. Poor Diet
Factors within the family that may affect child nutrition:
 availability and affordability of nutritious foods, including fresh fruit and
vegetables;
 access and quality of school lunches and breakfasts;
 the ability of a family to provide adequate meals and snacks each day; and 
knowledge of food and nutrition matters
Lack of Play
Physical activity can have an impact on child health and development and may be
affected by:
 access to local recreational facilities such as sporting clubs;

sufficient time for children to engage in physical activities; and
 positive parental and sporting role models.
Limited stimulation
Research shows that a child’s academic progress and level of engagement at school is
affected by:
 the learning environment provided at home;
 parents’ attitudes and values towards education; and
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 parents’ involvement in the child’s schooling; this can range from
participating in the work of the school (e.g. volunteering, coaching);
involvement in school events (e.g. parent-teacher meetings) and more formal
roles.
A family’s ability to provide a stimulating home learning environment and engage in
the educational process can be limited by:
 financial disadvantage;
 low parental educational attainment; and
 parental mental health problems.
Activities that can foster a stimulating home learning environment:
 reading to children and engaging in other learning activities;
 visiting libraries and other facilities such as museums
this may be impeded by location, lack of transport, language barriers and,
for people with a disability, physical barriers;
 involvement in sporting and physical activities; and
 access to a computer and books o goods such as computers and the internet
can be costly expenses; o may be hindered by the location of the family home;
and o may be made more difficult by language barriers.
The ability of parents to be involved in child development can be limited by:
 the division of labour within the family unit;
 working arrangements, including flexibility to accommodate absences;
 financial pressures and the ability to take unpaid leave from work;
 other time pressures, such as study or care for other children or adults;
 the availability of transport to get to school or work; and
 language and cultural barriers, and social expectations.
A family’s decisions about child care may be influenced by:
 types of care available;
 the location of care;
 parental working hours;
 family income;
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 parental study commitments;
 other caring roles or requirements within the family;
 access to transport;
 parental awareness about care benefits/drawbacks; and
 government supplements/supports.
Lack of Materials and Resources
Affordability, access and location of child, adolescent, and general health services
have a direct impact on health outcomes. Family knowledge about the range of
services available, and the appropriateness of these services may also influence
their use by families.
Educators should be able to provide information regarding suitable support services.
Trauma
When young children experience a traumatic event, they may become prone to
feelings of helplessness and an inability to understand scenarios of ongoing danger,
whether or not any real dangers exist. Fear and anxiety about this danger can carry
over into other parts of their lives and they may have trouble expressing it or
explaining their emotions.
Traumatic events can also lead to cases of developmental regression, where children
any experience a range of symptoms:
 lose the ability to fall asleep alone
 experience separation anxiety with parents or guardians,
 cannot participate in activities they previously enjoyed, such as not being able
to play alone in the yard.
Regression could also exhibit itself as loss of speech or toilet-training skills. They
may even experience serious sleep disturbances and fixate on the event by
recreating it consistently in their play.
School-age children are further along in their development, but can still be
impacted by traumatic events. Even though they may be able to better express
these effects verbally, it is not uncommon to witness a constant retelling of the
event including descriptions of feeling anxious or overwhelmed.
School-age children may experience persistent concern over their safety and the
safety of others, even when this concern is not appropriate.
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Developmental regression for school-age children can include:
 trouble learning or focusing on school
 sleep disturbances
 physically ill more easily
 engaging in
more aggressive,
uncharacteristic behaviours.
rage-filled
and
other previously
Maternal Health
Aspects of maternal health that might affect foetal and child health and development
include:
 the mother’s age;
 any risk-taking behaviour the mother engages in;
 exposure to diseases (including sexually transmitted diseases);
 access to and take-up of immunisation (both as a child and as an adult);
 drug and alcohol use, including tobacco;
 nutrition; and
 access to, and use of, antenatal care and health services and counselling.
Low Socioeconomic Status
Families with low socioeconomic status often lack the financial, social, and
educational supports that characterise families with high socioeconomic status.
Poor families also may have inadequate or limited access to community resources
that promote and support children’s development and school readiness.
Poor children are at greater risk than those from higher-income families for a range
of problems, including:
 detrimental effects on IQ
 poor academic achievement
 poor socio-emotional functioning
 developmental delays
 behavioural problems
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 poor nutrition
 low birth weight, and
 respiratory disease.
(Developmental Health and Wellbeing of Australia’s Children and Young People - revised 2010)
30.
Risks to Aboriginal and Torres Strait Islander Children
Aboriginal and Torres Strait Islander communities are among the most disadvantaged
in Australian society, and specific risk factors for impaired development and health for
Indigenous children must be viewed in the context of the history of dispossession and
intergenerational poverty.
Risk factors experienced by Aboriginal and Torres Strait Islanders include:
social disadvantage
unemployment
inadequate and
overcrowded
housing
geographic isolation
for those living in
remote locations
low socio-economic
status
poor access to
•services
•affordable healthy food.
We will explore Aboriginal and Torres Strait Islanders history of dispossession, racial
disadvantage and intergenerational poverty further in Learner Guide Six Culture and
Community.
Early Childhood Education and Care services can provide an avenue for other supports
to be provided (such as parenting, health or education services), and can also provide
respite for parents, particularly in the case of special needs children.
Research suggests that early childhood education programs are effective in improving
outcomes for young children, particularly those from disadvantaged backgrounds.
Benefits include improved cognitive and social development and better transitions to
primary school.
Early childhood education programs also have long-term benefits for children, such as
higher rates of school completion and employment, and reduced criminal activity and
welfare dependence.
Extremely long hours of care may pose a risk, but the quality of care is thought to be of
greater importance than quantity for children’s wellbeing and development.
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I. EARLY CHILDHOOD EDUCATION AND PLAY
Traditionally known as childcare or kindergarten, Early Childhood Education and
Care has been part of the Australian education system since the 19th century although with very different methodology to what we see today.
(Play Australia, n.d.)
In the 1970’s the early childhood revolution began as the government realised the
benefits of early childhood education. Community beliefs and the value of family
caring for children still had a strong influence on early childhood programs with most
preschool programs only offering ½ day programs once a week.
While community beliefs began to shift over time, perceptions that mothers are the
best people to care for children in the early years, and that group care can have a
negative impact on children’s development were still strong and it wasn’t until the
early 1980’s that supporters of Early Childhood Education started to be heard,
recognising the importance of providing high-quality care. Combined with the need
for many mothers to stay in the workforce, both communities and governments began
to commit to supporting the provision of quality early childhood education programs.
Pedagogy of Early Childhood Education
Pedagogy (the professional practice of educators including building and nurturing
relationships, curriculum decision making, teaching and learning) has also gone
through some major changes over time. Even though early childhood education has
been mainly playing and cares based, the programs changed from the structured
theme and teacher lead programs, in the 1970’s and 1980’s, to the present time where
a more child-centred approach is taken. Currently, best practice sees children being
regarded as active, capable learners – which underpins the National Quality
Framework and is especially important in implementing the Early Years Learning
Framework.
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Children’s learning is dynamic, complex and holistic.
Physical, social, emotional, personal, spiritual, creative, cognitive and linguistic aspects
of learning are all intricately interwoven and interrelated.
Play is a context for learning that:
 allows for the expression of personality and uniqueness
 enhances dispositions such as curiosity and creativity
 enables children to make connections between prior experiences and new
learning
 assists children to develop relationships and concepts
 stimulates a sense of wellbeing.
(Belonging, Being, Becoming) Page 9
“The Framework forms the foundation for ensuring that children in all early childhood
education and care settings experience quality teaching and learning. It has a specific
emphasis on play-based learning and recognises the importance of communication
and language (including early literacy and numeracy) and social and emotional
development.”
(Belonging, Being, Becoming) Page 5
1. What is Play?
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Play is the way children, make sense of their world as they
explore, experiment, role-play and hypothesise. Play is a
child’s ‘work’.
Through play, children try out new skills, explore their
imagination and creativity, and develop relationships with
other people in their lives. The wonderful thing about
children’s play is that the child is developing and learning
though the child just sees it as FUN!
Play provides children with the opportunity to be in
control and make their own choices, without constant
direction of adults.
The importance of play
Play is essential for a child’s healthy growth and development, how children learn
about their world and how they fit into it.
Play is an influential learning tool that provides children, opportunities to learn the
skills they need to develop as they grow up and continue to use throughout their
lives.
Learning through play is accepted by early childhood professionals and industry
experts as one of the most important ways that children learn and develop. Play is
also recognised by United Nations Convention on the Rights of the Child as a
fundamental right for children.
The Early Years Learning Framework (EYLF) reaffirms the long-held belief that
children learn through play.
In play children can:
 explore, create, improvise and imagine
 learn about friendships and how to negotiate with others in social situations
 learn, practise and master skills
 engage in problem-solving, test out ideas, ask questions and build new
understandings
 gain deep satisfaction and knowledge from following their interests
 exercise freedom, choice, decision making and agency
 create stories about their experiences and their identities.
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What is the educator’s role in play?
Play-based learning does not mean an ‘anything goes approach’ where educators
set up the environment but are not actively involved. Early childhood educators
take on many roles and use a range of strategies to support children learning
through play by:
 engaging in sustained shared conversations to extend children’s thinking as
they play
 providing a balance between child initiated and led learning and adult
initiated learning
 Creating indoor and outdoor learning environments that encourage children
to explore, solve problems, create and construct.
 allowing large blocks of uninterrupted time for play
 observing, documenting and assessing play as they analyse the learning
taking place
 intentionally teaching through encouraging, questioning, mediating,
sustaining, extending, and resourcing
 making decisions about when to be in or out of the play
Source: Play and the Learning Environment.
www.sagepub.com
“You can discover more about a person in an hour of play than in
a year of conversation.”
-
Plato
2. Play and the Early Years Learning Framework
The Early Years Learning Framework is part of the Council of Australian Government’s
reform agenda for early childhood education and care, and is a key component of the
Australian Government’s National Quality Framework for early childhood education
and care.
It focuses on viewing childhood as:
Belonging (being connected to family, culture, community, place)
When children have positive experiences, they develop an understanding of
themselves as significant and respected and feel a sense of belonging.
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Outcome 1: Children have a strong sense of identity
(Belonging, Being, Becoming)
Being (to be, to seek, and make meaning of the world)
Play provides opportunities for children to learn as they discover, create,
improvise and imagine.
When children play with other children, they create social groups, test out ideas,
challenge each other’s thinking and build new understandings. Play provides a
supportive environment where children can ask questions, solve problems and
engage in critical thinking. Play can expand children’s thinking and enhance
their desire to know and to learn. In these ways, play can promote positive
dispositions towards learning. Children’s immersion in their play illustrates
how play enables them to simply enjoy being.
Educator Practice: Learning through play
(Belonging, Being, Becoming) Page 15
Becoming
(shaping
new
understandings,
identities,
capacities
and
relationships).
Becoming includes children building and shaping their identity through
their evolving experiences and relationships which include change and
transitions.
Outcome 1: Children have a strong sense of identity
(Belonging, Being, Becoming)
3. Theories of Play
The way children play, changes, as they develop
yet particular age groups, engage in play in
particular ways. Certain forms of play begin at
birth and others only appear as the child reaches
later developmental stages.
Many theorists studied child’s play trying to
determine the why of children’s play.
Piaget saw play as the assimilation of new
resources into an existing cognitive framework,
noting three types of play:
Sensory motor play
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An infant up to two years of age will use various senses and motor skills to explore
objects and their environment.
Symbolic play
Symbols are much more evident. Children can pretend that one object is another,
the cubby house becomes a rocket. This type of play is usually seen during Piaget’s
pre-operational stage.
Games with rules
Children can follow ‘rules of games’, changing their understanding of the purpose
of rules as they get older. Children in the concrete operations stage are usually also
in this play stage.
(Nixon and Gould 1999).
Sara Smilansky (1968), Dodge and Colker (1992) and then Isenberg and Jalongo (2001)
based their research on Piaget’s and each progressively expanded these stages of play
to include:
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Play behaviour
Functional play
Characteristics
Infants explore objects using their
body
Begin to manipulate materials to
create objects and patterns.
Constructive play
Dramatic play
Here children imitate the world
around them through their role play.
Imitative role
The child assumes a make-believe
role of a person or object and
expresses it in imitation and
verbalisation
play
Examples
(Sucking and touching) And progress
to other physical activities such as
throwing.
Levels/ages
first two years of life
They may not be representational at
first but are the child’s attempts at
working with materials to produce
an effect an effect.
This leads to dramatic cooperative
play around agreed-upon themes
The child places doll over the
shoulder and pats the back
(burping)
Beginning: Role relates to the
familiar world (such as mummy,
daddy, Bubba)
Advanced: Role relates to the world
outside the family (such as a doctor,
teacher)
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Play behaviour
Make-believe about
objects
Verbal
makebelieve
about
actions and
situations
Characteristics
Examples
Levels/ages
Child substitutes movements, verbal Uses spoon as a phone. Places plastic
Beginning: Real objects or replicas
declarations, and materials or toys
plates and cups in swing and pushes
used (e.g. real toy car)
that are not replicas of the object
it back and forth
Advanced: Uses prop as part of play
itself or real objects.
scenario (e.g. uses a tea towel as a
wrap for the doll)
Child substitutes descriptions or
declarations for actions and
situations.
Uses blocks to build a house and
says this is where Mummy and
Bubba live.
Beginning:
Imitates
simple
Actions of adult (eg. takes a
kitchen sponge to wipe things)
Advanced: Actions are integral to
the play episode (e.g. I’m cleaning
so sissy can play
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Child stays within a role of play
theme for at least 10 minutes.
Persistence in role
play
Play behaviour
Interaction
At least two players
interact within the
context of a play
episode.
Plays the role of mother, father and
daughter within a family play theme
for 10 minutes.
Beginning: Short, sporadic
involvement (e.g. child enters the
area, picks up doll and leaves)
Advanced: Child stays involved in
the area and the theme for more
than 10 minutes.
Characteristics
At least two players interact within
the context of a play episode.
Examples
Levels/ages
Pre-schoolers are building a castle
from blocks and wooden people.
Beginning: Plays alone with no
obvious awareness of others nearby.
Sharing the equipment and
discussing where specific people
should be placed.
Advanced: Cooperative effort to
work together around a common
theme.
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Verbal
Communication
There is some verbal interaction
related to the play episode.
Older pre-schoolers discussing how
to redesign a bed and dolls cot for
the arrival of Nanny and Poppy.
Beginning: Simple dialogue
around the use of toys (e.g. there,
their sissy )
Advanced: Dialogue about the roles,
props, the plot of play scenario.
Source: adapted from work originally developed by Smilansky cited by (Isenberg Joan Packer, 2001)
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‘Functional play’ appears in infancy first, ‘games with rules’ appearing last around age
six or seven.
Piaget, along with socio-emotional theorists such as Erikson, believed that children
could use play to act out unpleasant experiences or experiences where they had very
little power.
Vygotsky, however, saw play as a much more significant role than Piaget, acting as a
major contributor to the development of the ‘zone of proximal development’, i.e. if
children can imagine themselves doing something, they are closer to doing it. The play
also fosters the separation of thoughts from actions and objects (symbolic function).
Vygotsky saw play (especially imaginative play) as crucial to learning in the preschool
period.
Mildred Parten
Mildred Parten developed her theory of children’s play by focusing on the different
types of social play, subsequently proposing that the ability to join groups of other
children, and the desire to do so begins, at an early age and progresses through a
developmental sequence. In her research Parten discovered that children of different
ages actually played together differently. They were capable of different levels of social
play. Her stages of play are still used today to help educators focus us on how social
play changes and develops at different stages of our lives.
Remember that the stages identified by Parten are not always followed in a linear
fashion by all children. A child may not progress directly from one stage to another or
they may engage in all different types of play depending on the type of play, the child’s
familiarity with the environment, setting or the peers around them or even their
temperament.
Parten’s Stages of Play
Solitary play (generally 0-18 months)
Children play on their own (usually seen during infancy.) Infants tend to play by
themselves totally unaware of others around them. They will move quite quickly
from one activity to another.
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Onlooker play (generally 18 months – 2 ½
years)
When the child watches others at play but does not
engage in it. Evidence of onlooker play is seen
when children are near a group of other children
and are often following the actions or copying what
is happening in the play.
Parallel play (generally 2-3 years)
Children play alongside another child, but without
interacting with them. This is usually seen during
toddlerhood. During parallel play toddlers will
play alongside each other and with similar
materials or toys but do not interact with each
other.
Associative play (generally 3-4 years)
Children play at the same experience. There is some interaction but if one child
moves elsewhere the other child can still continue with the activity. This is first
seen usually in the early preschool years. Children will begin to play and talk with
each other in dramatic play situations where roles may be taken on. However,
these roles are usually not sustained for any length of time. There doesn’t seem to
be a common purpose to the play.
Cooperative play (generally 3-6 years)
Children play together and interact with each other. Each child depends on the
other child/children’s cooperation for this type of play to continue. There is a
common goal and some social complexity. Cooperative play occurs in the later
preschool years. Children are able to take on roles and sustain them for the
duration of the play. The group of children have agreed upon goals and roles for
the play.
Competitive play (generally 6 + years)
Although it is not one of Parten’s stages, it has been noted that this type of play
generally appears about school age. In competitive play, children become focussed
on achieving an end product or competing to win. This type of play is inevitable
but can sometimes be destructive to peer relationships and children’s self-esteem
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so educators should try to encourage collaboration among peers rather than
competition.
There are numerous other theorists that have developed approaches to children’s play
and learning.
Rudolf Steiner (1861-1925) emphasised creativity, imagination and practical
experiences in children’s play. Reggio Emilia’s (1945- present) approach puts the
natural development of children, as well as the close relationships with their families
and their environment, at the centre of their philosophy.
Maria Montessori
Maria Montessori characterised an emphasis on independence, freedom within limits,
and respect for a child’s natural psychological, physical, and social development.
Montessori also observed periods of special sensitivity to particular stimuli during this
time which she called the "sensitive periods". She identified the following periods and
their durations:
 Acquisition of language: from birth to around six years old
 Order: from around one to three years old
 Sensory refinement: from birth to around four years old
 Interest in small objects: from around 18 months to three years old
 Social behaviour: from around two and a half to four years old
Jerome Singer
Jerome Singer described in his work that it is essential for a child’s developing abilities
in imagery, curiosity and experimentation that they engage in make-believe play. This
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‘practice’ in a play setting enhances the child’s ability to engage successfully in new
experiences.
Singer found that imagination was influenced by a range of environmental factors
including:
 the young child’s family situation
 exposure to stressful situations
 opportunity to role play and immerse themselves in make-believe and dramatic
play
 the development of a child’s cognitive skills
 the development of the physical skills
 the development of the social, emotional and moral skills
 the play environment
 opportunities for different types of play and play experiences  the human
environment such as the adults.
Play in children’s development
All aspects of development and learning are related in play, particularly the affective
and cognitive domains. When children have time to play, their play grows in
complexity and becomes more cognitively and socially demanding.
Through play, children:
 explore materials and discover their properties
 use their knowledge of materials to play imaginatively
 express their emotions and reveal their inner feelings
 come to terms with traumatic experiences
 maintain emotional balance, physical and mental health, and well-being
 struggle with issues such as birth and death, good and evil, and power and
powerlessness
 develop a sense of who they are, their value and that of others
 deal with conflict and learn to negotiate
 solve problems, moving from support to independence
 develop communication and language skills
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 repeat patterns that reflect their prevailing interests and concerns
 use symbols as forms of representation – the use of symbols are crucial in the
development of learning through the senses to the development of abstract
thought
 practice, develop and master skills in all aspects of development and learning.
(Goodall, 2007)
Children have fewer opportunities today to play outdoors. Outside of an Early
Childhood Education and Care setting, environments for outdoor play are generally
underutilised, and the role of the adult in this is frequently passive. In play, children
seek out risks because through these they develop their self-esteem and confidence.
They need physically challenging experiences. The risk is intelligent behaviour. Adult
caution and fear reduce children’s opportunities to set themselves challenges and take
risks.
Educators who take the time to offer developmentally
appropriate verbal explanations and guidance can help
children gain confidence, competence, and problem-solving
skills.
children gain confidence,
4. Types of Play
There are many different forms of play that educators provide for children within an
Early Childhood Education and Care program to support their development and
growth.
“Play and leisure activities provide opportunities for children to learn as they
discover, create, improvise and imagine.”
(The Framework, p.14)
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Sensory
Language and Literacy
Arts and Craft
Construction
Manipulative
Physically Active
Music and Movement
Science
Dramatic/ Imaginative
Physically Active Play
Children explore gross motor movements and ways to combine movements —
running and ball games, jumping, riding bikes, climbing, dancing, and moving
over, under across and through an obstacle course.
Manipulative Play
Children manipulate and explore objects, parts and materials — threading, puzzles,
using construction sets such as interlocking train tracks and roads.
Construction
Construction involves using objects to build and create such as blocks, carpentry
and interconnection toys that children use to build or construct. Construction
encompasses the concepts of learning about gravity, spatial awareness,
connecting things, using fine and gross motor skills, physics (i.e. forces and
matter), and design skills also!
Art and Craft
Arts and Crafts expand a child’s ability to interact with the world around them and
provide a new set of skills for self-expression and communication. Arts and crafts
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skills include using tools, such as paintbrushes, sponges, and even children’s
bodies to create using glue and paint on many different media.
Dramatic/ Imaginative Play
Children take on roles within pretend games about familiar experiences — going
on a family fishing trip, sharing a family celebration. Children create props and
use these as they engage in fantasy adventures — creating an ocean floor using
sheets for water and baskets for rocks in an underwater adventure.
Sensory Play
Children explore the properties and functions of materials, equipment and
objects. They use their senses touch, hearing, sight or taste to explore and learn
about their surroundings.
Language and Literacy
Language and literacy-based activities can be
communication, talking and listening. These
experiences can be one to one, small or large
group of children.
Science and technology
Children explore, experiment and investigate to solve problems and learn about
the world. Science activities provide hands-on activities to question, test and
investigate ideas and concepts. Science activities include floating and sinking,
balloons and bubble (how gravity works), the human body and plants, nature and
animals (biology), and how things work (physics).
Technology is an integral part of our developing society, and there are ways to
incorporate the use of technology in positive ways into a child care setting.
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Music and Movement
Children use music and movement to express their feelings and ideas in free
creative expression. Musical activities include singing, musical instruments,
dancing, listening to music, free movement and musical drama and yoga.
Physical Play
Although children engage in many different types of play, physical play is one of the
most important.
The ‘National Physical Activity Recommendations for Children 0-5 Years’ and the
‘Get-up and Grow: Healthy eating and Physical activity for early childhood’ developed
by The Australia Government Department of Health and Aging, together provide
guidelines to support children’s health, particularly their physical growth and
development.
The benefits of physically active play for children
Being physically active every day is fun and can:
 help achieve and maintain a healthy weight.
 Build strong bones and muscles.
 Improve balance, movement and co-ordination skills.
 Promote social skills through interactions with people.
 Support brain development.
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 Encourage self-confidence and independence.
Whatever their level of ability, children need to be active.
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Key points and recommendations from Get-up and Grow: Healthy eating and Physical activity for early childhood 2009.
Age
Requirement
For healthy development in infants, physical
activity – particularly supervised floor-based
play in safe environments – should be
encouraged from birth.
Infants (0- 1 year)
Before infants begin to crawl, physical activity
includes reaching and grasping, pulling and
pushing, moving their head, body and limbs
during daily routines, and supervised floor
play, including tummy time.
Ideas to encourage movement
 Encourage them to reach and grasp by
placing toys just out of reach.
 Play push and pull games with balls and
soft toys.
 Play music to encourage playful
movements.
 Encourage movement and play during
bath time.
Once your infant is mobile, encourage them
to be as active as possible in a safe,
supervised and nurturing play environment.
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Toddlers (1 to 3 years) &
Preschoolers (3 to 5 years)
Toddlers and pre-schoolers should be
physically active every day for at least three
hours, spread throughout the day. You’d be
surprised by how many opportunities there
are throughout the day for toddlers and
pre-schoolers to be active. Remember that
kids don’t need to do their three hours of
physical activity all at once. It can be
accumulated throughout the day and can
include a light activity like standing up,
moving around and playing.
 Play with different sized balls.
 Twirl and run with streamers. Play
 with balloons – punch, kick or
throw them to keep them off the
ground.
 Blow bubbles and chase them through
the air.
 Play games – try hide-and-seek, obstacle
courses, follow the leader, stuck in the
mud, or tip/tag games.
 Move to music or try action songs like
‘Ring-A-Ring-A-Rosie’ or ‘HeadShouldersKnees and Toes’.
 Walk barefoot on different surfaces – try
grass, carpet, concrete or sand.
 Pretend to move like different animals.
 Play dress ups and act out different
roles.
 Walk to places rather than driving or
using the stroller.
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Children younger than two years of age
should not spend any time watching
television or using other electronic media
(DVDs, computer and other electronic games).
Infants (0-2 years)
A variety of TV programs have been created
for children under two years, and the
temptation to let children watch these
programs is understandable. However this is
discouraged. TV watching has been associated
with delays in language and cognitive
development, and also intentional problems
during childhood. While the educational
benefit of the TV for children under 2 is
questionable, the benefits of interactions
between children and their parents are
undeniable.
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For children 2 to 5 years of age, sitting and
watching television and the use of other
electronic media (DVDs, computer and other
electronic games) should be limited to less
than one hour per day.
Children aged 2 to 5 years
 Reducing screen time for all children
 Make mealtime your family time and
turn off the TV.
 Turn the TV off after the program has
finished.
 Set limits and have rules around screen
time.
 Make your kids’ bedrooms TV and
computer free.
 Play music or stories on CDs instead.
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Infants, toddlers and pre-schoolers should not
be sedentary, restrained, or kept inactive, for
more than one hour at a time, except sleeping.
All children (Birth to 5 years)
‘Sedentary behaviour’ refers to time spent
being physically inactive. All children need
some ‘down time’, but they are not naturally
inactive for long periods of time.
Sitting in strollers, highchairs and car seats
(being restrained) for long periods isn’t good
for children’s health and development and
goes against their natural tendency to be
active and play.
The use of baby jumpers and baby walkers is
also discouraged. The evidence shows they can
restrict the muscle development required for
independent walking and may cause injuries.
 Take breaks on long car trips – stop at a
park or rest area.
 Give kids a break from the stroller and
let them walk for some of the journeys.
 Try walking, pedalling or using a scooter
for short trips.
Source: http://www.health.gov.au/internet/main/publishing.nsf/Content/npra-0-5yrsbrochure
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Physical Activity Recommendations for 5-12-year-olds
A combination of moderate and vigorous
activities for at least 60 minutes a day is
recommended. The environment should be set up
in interesting, creative ways, using a range of
natural and commercial equipment, to both
engage and challenge the children. You can
provide gross motor, active experiences both
indoors and outdoors.
Examples of moderate activities are a brisk walk,
a bike ride or any sort of active play.
Activities that are more vigorous will make kids
“huff and puff” and include organised sports
such as football and netball, ballet, running and
swimming laps.
Children participate in an activity with intermittent bursts ranging from a few seconds
to several minutes, so any sort of active play will usually include some vigorous activity.
Most importantly, kids need the opportunity to participate in a variety of activities
that are fun and suit their interests, skills and abilities. Variety will also offer the
children a range of health benefits, experiences and challenges.
Children should not spend more than two hours a day using electronic media for
entertainment (e.g. computer games, TV, internet), particularly during daylight hours.
Further Reading
For further information follow the link to the Australian Government,
Department and Aging website.
National Physical Activity Recommendations for Children 0-5 years.
Australia’s Physical Activity Recommendations for 5-12yearolds
Rough and Tumble Play
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The importance of Rough and Tumble play in animals and humans, has been shown
to be necessary for the development and maintenance of social awareness,
cooperation, fairness and selflessness. Its nature and importance are often
unacknowledged by Early Childhood Educators, who often see normal rough and
tumble play behaviour such as hitting, diving, wrestling, (all done with a smile,
between friends who stay friends), not as a state of play, but one of anarchy that must
be controlled.
‘Rough and tumble play is what children do naturally with each other and with
cooperative adults. It is viewed by many as play wrestling and is often referred to as
horsing around. Boys are much more likely than girls to engage in this type of play,
and men are more much more likely to engage children in rough and tumble play than
women are. Men are also more likely to view it as appropriate play as women are.’
(Bisback & Kopf-Johnson, 2010, p.147)
Many Early Childhood and Education centres are removing ‘super hero’ play from
their programs, due to its robustness. A lack of experience with this pattern of play
hampers the normal give and take necessary for social mastery, and has been linked
to poor control of violent impulses in later life.
Simple, fun ways to get young children active in physical play each day!
Ideas to encourage catching, throwing and kicking skills
Have a variety of balls
different sizes, shapes, textures and weights - such as foam,
available for children to rubber, tennis, plastic balls, etc. Balls can also be made from
explore and utilise in various wool or scrunched paper. Play simple passing, throwing, catching
ways.
and kicking games.
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Small, light scarves can be
thrown up into the air and
caught using hands or other
parts of the body.
Alternatively, throw balloons up and catch them. See how long
children can keep a balloon in the air before it touches the
ground!
Use a softball tied safely at
the end of a stocking
Play in a space big enough for children to practice hitting the ball
with their hands or with a soft bat.
Quoits
Practice target kicking
great for aim and direction throwing.
setting up a soccer goal net or witches hats.
Attach targets to walls
outside or draw targets with children can throw a ball against.
chalk
Use plastic containers of for children to practice underarm or overarm throwing using a
various sizes as targets
softball. Try varying the distances!
plastic, rolled newspaper and foam (foam bats can be made from
A variety of bats a pool noodle cut in half) for children to practice hitting.
Lawn bowls can be played by
target (or an empty 2-litre plastic milk container half filled
using several balls of similar
with sand).
size and a larger ball as a
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Place a marker (chalk or
masking tape) on the ground
to mark the spot where
players must roll the balls from and place the target a distance
away. Each player rolls a ball using underarm movement in an
attempt to get as close as possible to the target.
Skittles can be played using plastic
bowling pins or
Roll the ball underarm to see how many skittles can be knocked
recycled 2-litre plastic milk over.
containers half-filled with sand
as targets.
Scoops or catching devices for can be made from household items such as recycled plastic milk balls
containers cut in half.
Ideas to encourage balance skills
used for stepping and balancing on or jumping off, as they are
Big wooden blocks low to the ground.
Simple yoga or tai chi can encourage children to balance in a variety of ways.
exercises
Hoops and carpet squares can
Ask children to balance with half their body inside the object
and be used with challenges.
half outside.
String, tape, chalk lines or can be used as a line for children to practice walking along. Try rope
placing them on the ground in different patterns.
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Ideas to encourage jumping, leaping and hopping skills
Mark out some squares or a
‘Hopscotch’ game with chalk
or masking tape
Hoops, carpet squares and
foam square ‘puzzle’ mats
A trampoline
encourage the practice of hopping, jumping and throwing skills.
great for children to spread out and create ‘ to step stone’ paths
for jumping, hopping and leaping on and off.
great fun for jumping – ensure safety first.
Place streamers up high
encourage children to jump up and touch or grab.
Two skipping ropes set apart used for distance jumping and leaping over slowly increase the on
the ground
gap size.
Challenge children by asking,’ How far can you jump
Mark out a set distance with horizontally?’ or ‘How high can you jump vertically’? Children
a tape measure, chalk or can dramatise the movements of animals such as leaping like a
masking tape. lion, jumping like a frog or crawling like a crab.
Other ideas to encourage children gross motor development:
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A digging patch
allows children to use equipment such as child-sized shovels and
rakes, buckets and wheelbarrows - increasing their strength and
coordination.
Big wooden children’s blocks or encourage building. Lifting and carrying these blocks and boxes is
cardboard boxes
great to work for children’s muscles and joints.
Grassed areas
allow for running, rolling, crawling or ball games. Sloped areas
are great for rolling or running up and down.
Children love physically active
such as musical chairs, limbo, ‘Simon Says’, elastics and
‘What’s games
the time Mr Wolf’.
for example, action songs, circle games, moving to musical
Encourage movement instruments, dancing to jazz, classical, rap, and popular children’s
through the use of music songs.
Play energising music
Play rhythmical partner
games
encourage children to get up and get moving and grooving.
such as ‘See-saw Marjorie Daw’ or ‘Row, row, row your boat.’
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Play charades
Use props such as scarves,
streamers or ribbons
construct movement charade cards with the children
encourage children’s movement.
Parachute play (a bed sheet
or large piece of material can
substitute for a parachute)
can be used to encourage children to use different travelling
actions as they pass under and around the parachute (e.g. crawl,
walk, hop, gallop, and tiptoe).
Kite flying is lots of fun
Encourage children to experiment by walking, then running with
their kites.
can be used for partner games like trying to catch the partner’s
Streamers streamer.
Play games such as ‘I can see.
., what can you see?’
e.g., ‘I can see a plane flying high and low’, ‘I can see a tree
swaying in the breeze’, ‘I can see a little boat on big waves’. The
children perform the movement the adult calls out. The children
can also take turns calling out ‘I can see ....’
Play mirroring games
where children mirror the movement made by an adult, or by
their partner.
Provide dramatic play props
encourage active play - such as hobby horses for galloping and
cardboard boxes that children can use as cars.
Active gardening experiences
e.g., digging, planting, watering.
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Adapted from NSW Government, Department of Health, Munch and Move Fact Sheet- “Simple, fun
ways to get young children active each day.”
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Presenting opportunities to engage in fundamental movement skills
Fundamental movement skills are presented as part of the New South Wales K6
curriculum which states that the best time for developing fundamental movement
skills is the early years of schooling.
As these skills are not a natural part of a child’s development, a small number of these
skills should be modelled every year to children in Early Childhood Education and
Care services. The learning through play experiences we plan should present
opportunities where they can practice one or two of these skills at a time.
Some skills such as the static balance they may not learn fully until after they complete year
3.
Fundamental movement skills are the building blocks for movement. They are the
skills which children need to participate successfully in all types of games, physical
activities and sports. Examples of these skills can frequently be seen in popular games
and activities played by children in the school playground.
(Get
Skilled:
Get
Active,
2000)
Fundamental movement skills are typically categorised under three headings:
Locomotor skills
•e.g. run, jump, hop, skip, gallop, leap, and dodge
Non-locomotor skills
•e.g. the static balance, bend, sway, twist, and turn
Manipulative skills
•e.g. catch, throw, and kick
The ‘Get Skilled: Get Active’ resource considers the development of these skills to be ‘an
important step towards ensuring lifelong involvement in physical activity’.
Presented at the basis for all physical activity that we perform in sports, dance,
gymnastics and other physical recreational activities, gaining proficiency in these
skills ensures that children are more likely to continue to be involved in physical
activity in later life.
The twelve (12) fundamental movement skills are:
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the static balance
the sprint run
the vertical jump
the catch
the hop
the side gallop
the skip
the overarm throw
the leap
the kick
the two-hand strike
the dodge.
Below is an example of what you might see a child learning as they progress with the
fundamental movement skills:
Early Stage One: Kindergarten
 participate in a regular physical activity through creative play and minor games
 learn and practise fundamental movement skills such as hopping and jumping
Stage One: Years One and Two
 learn and practise fundamental movement skills including hop, skip, kick,
overarm throw
 link movement skills together in simple sequences, e.g. jump-hop-run
Stage Two: Years Three and Four
 practise fundamental movement skills in different physical activities, e.g.
playing with a racquet or bat
 learn the rules and play a range of team sports in class and school teams
 participate in a range of physical activities and learn how they contribute to a
healthy and active lifestyle
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Stage Three: Years Five and Six
 explain the benefits of personal lifestyle choices, e.g. eating healthy food,
participating in physical activity
 demonstrate teamwork, tactics and precision when performing in a range of
physical activities
 consider their physical activity levels and participate in physical activities that
enhance health
As educators in an Early Childhood Educations and Care setting, we need to provide
activities that will support the development of these fundamental movement skills, by
establishing interesting and engaging environments where children get the
opportunity to practice them.
The diagram on the next page is from the Get Skilled: Get Active Planning Guide and
demonstrates how Fundamental Movement Skills should be progressively
implemented from Kindergarten through to Year 6.
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(Get skilled: Get active planning guide)
5. Manipulative Play
Manipulative play consists of the skilful use of the hands. During manipulative play,
the hands, eyes and brain are being trained to co-ordinate, i.e. to work together
smoothly. Babies become increasingly skilful with their hands as they play with toys
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and other objects. As they get older, they then benefit from playing with
such things as play dough and clay to strengthen muscles and develop fine
motor skills.
The value of manipulative play
 Develop control and strength in fingers and hands,
 Develops eye-hand coordination
 Manipulative toys can also aid in the development of other areas such as cognitive skills
(maths and problem-solving skills. For example, puzzles.)
Ideas for manipulative play
Using puzzles
lifting, turning, flipping and placing puzzle pieces
Tearing materials
strips of paper, card, newspaper, thin card, tissue paper, fabric
Cutting with scissors
straws, paper, wool, magazines, pictures, thin card, fabric
Using play dough or clay using utensils and cutters, rolling, pressing and poking
Building things
pressing, pulling apart and rotating Duplo, Lego or other construction
equipment, or striking nails to join objects such as bottle tops to
softwood.
Using tongs in play
home corner, sorting objects, selecting pieces for collage.
Dressing dolls
doing clips, buttons
Dress up’s
zips, buttons, opening purses, putting on shoes
Threading
beads, thread pasta, straws, paper clips, paper (with a hole punched
through) onto string or wool.
Weaving
tie and twist wool, paper pieces, fabric, string or feathers through
mesh or branches.
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Self-help activities
pouring own drinks from the jug, serving self -using tongs, feeding self
using utensils, dressing self, caring for own personal hygiene (brushing
hair, brushing teeth etc.)
Objects and tools
Learning to manipulate objects and tools with control requires regular
opportunities to practise and refine these skills.
6. Construction
Constructive play involves building and making things. As young children use
construction toys, such as blocks, they fiddle with, move, sort, and arrange materials
to develop their ideas and their imagination begin to flow.
Construction play develops:
 Gross and fine motor skills and muscles.
 Spatial awareness
 Problem-solving skills
 Mathematical concepts, such as size, shape, measurement, weight, number.
 Cognitive ability to planning and follow through ideas  Creative thinking skills.
 Opportunities to develops social and language skills due to construction usually
involving play, interact and collaborate with other children.
Ideas for Construction Play:
Variety of different shapes and size made from different materials, e.g. wooden, plastic, blocks
(hollow and solid)
material, cardboard etc.
Add little people, animals, and
In this area children often re-enact family and vehicles to
inspire small world play in
community events such as building a house. They create the
construction area.
an environment with blocks and use small figures as the
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actors, demonstrating their observation of people,
places, and the environment they live in.
Provide clipboards, paper, pencils,
markers, measuring tape, etc.
encourage planning and link literacy is a natural part of
children’s play.
Put up pictures of different buildings E.g. Eiffel tower, the pyramids of Egypt, skyscrapers, on the
walls to inspire!
different types of houses, or different types of people to role play!
Developmental stages of play
STAGE 1: Carrying Blocks
• Children carry blocks or pile them in a truck. They learn about how
heavy they are, what they feel like and how to move them.
STAGE 2: Piling Blocks and Laying Blocks on the Floor
• Children begin to pile blocks on top of each other to learn about the
characteristics of blocks including similarities and differences.
Children may place flat rows of blocks and call them a road and then
use cars and trucks to drive on them.
STAGE 3: Connecting Blocks to Create Structures.
• Children become comfortable building roads and then begin to build
towers that they may link with roads. This is where children begin to
experiment and use problem solving skills. This generally occurs with
3-4 year olds. Typical creations may be- enclosures for farm or zoo
animals, car parks etc., bridges etc.
This type of building enhances mathematical discovery involving area
and geometry.
STAGE 4: Making Elaborate Constructions
• This usually occurs with 4-6 year olds. They begin to put blocks
together carefully using curved structures and building above and
around obstacles. At this stage children need a variety of blocks.
Children in this stage also begin to label their constructions.
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7. Art
Art and crafts are seen by the children as the opportunity
to have fun, create, and get messy and the joyful
expression of being a KID!
Art is important for children, especially during their early
development. Research shows that art activities aid in
brain development in early childhood. Art and crafts
engage children’s senses in open-ended play and develop
cognitive, social-emotional and sensory skills. As children
progress to school age and beyond, art continues to
provide opportunities for brain development, mastery,
self-esteem and creativity.
The three stages of development in the art are:
1. Manipulative – Exploring and handling material.
2. Symbolic – Children can name specific parts of drawing, but the symbol may not
be recognisable.
3. Recognisable – The resemblance of object or person is more predominant.
These stages can be seen in children’s drawing, painting, collage and sculpture
The value of art
 Development of self-expression - Creating art allows children to work through
feelings and emotions, and by discussing their artwork helps a child verbalise
their feelings, fears and thoughts in a meaningful way.
 Develops creativity - Rather than being told what to do, art is child focused on
answers and directions come from the child. Art is an experience that requires
freethinking, experimentation, and problem solving -- all part of creativity.
 Develop Fine and gross motor skills- Holding and
using a paintbrush so that it will make the desired
marks, snipping paper with scissors, drawing with a
crayon, or squeezing glue from a bottle in a controlled
manner.
 Develops
problem-solving
skills- Art
provides opportunities for children to try new ideas,
to experiment, to solve problems. They explore ideas,
test possibilities and work through problems to come
up with solutions. E.g. this tape isn't holding -- what
should I try instead? How did I make brown -- I
thought I was making orange?
 Develop social, emotional and psychological skills- Through art, children
practice sharing, taking turns and co-operation skills, as well as appreciating one
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another's efforts. Art fosters positive mental wellbeing by allowing a child
to show individual uniqueness as well as success and accomplishment, all
part of a positive self-concept.
 Develops language and communication skills- Children will talk about their art
with the children and educators around them, describing what they have created
and point out important aspects of their work. Communication in the art also
moves beyond the spoken word they are communicating through pictures. When
a child draws a picture, paints a portrait, or pastes buttons on a collage, that
child is beginning to communicate visually.
It is important, however, to separate the notion of "talent" from "creativity" -- a child
does not have to create a masterpiece to have meaningful artistic experience. Art is a
process, not a product. Art is the process of creating, exploring, discovering, and
experimenting, and this is what has the greatest value for children’s development.
Through self-expression and creativity, children's skills will develop naturally!
Ideas for art experiences
There are unlimited ways we can present children with art and craft experiences to develop
their creativity.
Finger
Brush
Paint
Painting
Collage
Sponging
painting/ printing
Printing
Marbling
Tearing
Pasting
Cutting
Mosaics
Origami
Box
Collage/Construc
tion
Art materials
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The art materials that are used as a medium to express these feelings, emotions
and creativity include the following.
Drawing materials
Crayons, (introduce black crayons first for the children to
discover line, then primary and secondary colours), pastels,
pencils, textas, chalk, charcoal.
Painting materials
 Finger paint, mixed coloured paint, powder paint,
Edicol dye paint, fluorescent paint, thick brushes
(for two year olds; increase to finer brushes for
children five years and older).
 introduce primary colours first: red, blue and
yellow. Then secondary colours: green, orange
and purple. Finally, add black: hues and white:
shades of colours
 Avoid cotton buds, toothbrush painting, string
and marbling until the child has explored different-sized brushes and learnt hand-eye
coordination for manipulating the materials.
Modelling materials

Clay, play dough, plasticine, plaster of Paris.

Offer each material on its own and only add tools when
the children have first manipulated, explored, experimented
and mastered the material with their hands.
Fibre materials

A wide selection of material and wool scraps, string,
rope fibres

use in collage as well as to weave/knit/sew.

tie knots
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Construction and collage
 Small, empty cardboard boxes, recycled paper
or cardboard containers, material, newspapers and
magazines. All are items that can be used for
construction and collage.
 Newspaper and paper can be glued together as
papier mâchè for puppets and masks. Sticky tape,
masking tape, string, wallpaper paste, PVA glue,
and staples: these will assist the child in the process
of construction.
8. Dramatic/Imaginative Play
Dramatic Play is play when children use objects, take on role plays and invents
scenarios to make meaning of who they are, where they come from, how to learn about
others, the world they live in and their place in it. Dramatic and imaginative play helps
children develop an awareness of their culture and community.
A child can be a parent, teacher, Fire Fighter, Police Officer, Chef, Doctor, vet, truck
driver, shop attendant or princess. The list is endless as the dramatic world can reflect
anywhere their imagination takes them.
Materials you may use in dramatic play
Real / Man made materials
Dress ups
Doll Play
•Home corner- Spoons, plastic plates, cups,
teapots, mixing bowl, wooden spoons, pots
and pans, aprons.
• Clothes from a variety of cultures- Hats,
coats, dresses, bathers, shirts, shoes.
•Furniture for doll house made from
cardboard boxes and painted. Prams, cots,
beds, blankets, pillows, sheets, baby bottles
etc... for doll play
Recycled materials
Cubby building
•Restaurant, home corner or shops- Food
containers from various cultures, small
cardboard boxes.
•From pieces of material, large cardboard
boxes, outdoor blocks. Native American
teepees.
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The value of dramatic/imaginative play
Develops social skills – interaction skills such as sharing, turn-taking and cooperation as
they work with other children to plan and carry out plans in their play.
Develops emotional and psychological skills – Children learn to put themselves
into another’s role, and they develop empathy because of their experience. They also
develop the skills they need to learn to control their impulses as they explore their
feelings and emotions.
Develops physical skills (fine and gross motor) – E.g. fire fighters climb, and parents
dress their babies.
Develops physical skills (fine and gross motor) – they make use of pictures
they have created in their minds to recreate past experiences, and by setting the table
for a meal, counting out change as a cashier, dialling a telephone, and setting the clock
to promote the use of math skills. Dramatic play also helps children learn how to share
ideas, and solve problems together.
Develops language and literacy skills – As children work together they use
language to explain what they are doing, they learn to ask and answer questions and
use words that fit the role they are playing. By adding such things as magazines, road
signs, food boxes and cans, paper and pencils to the materials included in the area, we
help children develop literacy skills.
9. Sensory Play
Sensory Play simply means play involving the senses. Sensory stimulation is important
for children of all ages and abilities.
As an educator, your aim is to provide opportunities that allow children to develop
their skills and development by interacting with their environment. They do this by
using their senses.
For babies, this may mean reaching for interesting objects within his grasp that he may
touch, shake, taste etc. Older children may finger-paint, smell scented play dough,
grow plants, and listen to a variety of music etc.
It is important to think about the senses when planning for sensory play:
Sight: Viewing of a wide range of stimuli in the world around the child: colour,
shape, size, movement, patterns. E.g. Interesting items that shimmer, reflect, are
transparent or opaque, have different textures, photos or pictures of families and
children doing different things.
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Sound: Listening to language, music, and sounds of the world around the
child, tone, pitch and volume. E.g. music, different languages and accents,
loud and soft sounds, rattling sounds, fast and slow rhythms.
Touch: Touching, feeling and manipulating a range of different textures. E.g., Soft
and coarse fabric, play dough, finger paint, goop, slime, water with ice cubes,
sandpaper glued on blocks, wood grain, soap bubbles, skin, hair, feathers, sponges,
stones, petals, water, wet and dry sand.
Smell: Pleasant or unpleasant smells in the environment. E.g. cooking food, spices,
fresh earth, flowers, perfume, aromatherapy oils, and sensory walks through the
garden.
Taste: Taste of flavours (sweet and sour), textures (smooth, lumpy, course, grainy),
hot and cold in the food offered. E.g. eating herbs from the garden, trying a variety
of food from various cultures, have a variety of textured food.
Kinaesthetic: Movement of the child's body through space about the objects around
them: under, over, between, around, on top, besides.
Value of sensory play
Develops physical skills (fine and gross motor) - improve their fine/gross motor skills
through the manipulation of sensory materials – pouring, moulding, lifting, carrying, sifting,
sorting, etc.
Develops creativity- child to experiment with a large variety of materials in new and creative
ways. Children enjoy the process and have no concern for the end product.
Develops self –esteem and self –concept- The children will have a positive experience
and sense of self as they have the feeling of accomplishment and joy to be messy and
have fun!
Develops cognitive skills - children observe, experiment, and problem solve as they are
manipulating the sensory materials. They develop maths concepts such as number,
measurement, classification and patterning as they count, group, sequence, construct,
measure sensory materials.
10.
Language and Literacy
The growth of literacy skills is a vital part of your child’s overall development. It’s
central to her future success at school and later in the workplace. But before your child
learns to read and write, she needs to develop the foundations for literacy – the ability
to speak, listen and understand.
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Language is a means by which children learn about the world and
communicate with their peers and practitioners. It is crucial in enhancing
their cognitive development and in the way they go about solving problems and
forming relationships.
Language, Literacy and Communication Skills consists of the progressive development
of children’s skills in:
 Speaking
 Listening
 Reading
 Writing
 Communicating
Children need to be immersed in a language-rich environment. Language skills
develop through talking, signing/communicating and listening. They should be
encouraged to communicate their needs, feelings and thoughts, retell experiences and
discuss individual and group play.
The value
experiences
of
language
and
literacy
 Extend vocabulary.
 Develops the understanding of how to use
language
for
communication
–
sentence structure and conversational turntaking.

Increases
comprehension
and
understanding,  Develops a love of reading
and
literature.
 Develops awareness and connection between language and written print.
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Play word games
What does the cow
say?' ... 'moo' , JokesWhy did the chicken
cross the road?',
'Knock, knock’ jokes,
Rhyme games.
Puppets
Hand and
finger
puppets.
Have children create their
own books and stories
display for all the children
to read in the book area.
Photo and picture
discussion
Provide writing tools for drawing
and pre-writing skill development
i.e. Imitating writing/ print, letter
formation and writing of names as
children show interest.
Felt board stories
IDEAS FOR LANGUAGE AND LITERACY ACTIVITIES
Chants and
Rhymes
Listening games
Transfer children’s
thoughts into words
Writing stories on their art
work, adding written text
to photo’s stating children’s
thoughts and stories.
Add literacy and print material to
other play areas
E.g. magazines, phone books in
home corner, note pads and menus
for a restaurant, appointment book,
magazines in Doctor Surgery and
using written recipes for cooking
Shadow
stories
Drama
Dramatising
familiar
stories and
songs.
Story Telling
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11. Science and Technology
Science provides opportunities for children to observe, classify, experiment,
investigate, predict, solve problems and come to conclusions, and communicating
ideas.
Science skills for young children are part of every day,
hands-on activities. The skills they learn allow them
to make sense of the world around them and how they
fit into their environment. Scientific skills develop
slowly. Their curiosity to explore their environment
and search for knowledge and answers to the “why?”
questions are the first steps in developing scientific
skills.
Scientific Concepts for Children
There are many wonderful resources on the internet with fantastic experiments and
science activities for children. One resource is “Play-Based Science activities for early
learners” published by Questacon made available through funding from the Australian
Government, Department of Innovation, Industry, Science and Research. Open the
following link to view this resource.
Play-Based Science Activities
Technology is an integral part of our developing society. Adults who work with
children need to learn about how to use a range of equipment so they can provide
children with the opportunity to use technology. Consider the following.
 Televisions
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Needs to be used in the program only (not as a 'child-minder'!) Videos Show
occasionally for a specific purpose (e.g. nature videos).
 DVDs
Not a babysitting option or to be used while the adult is cleaning or performing
other duties away from the children. Children need an educator to sit with them,
participate and answer any questions that arise. No child should be forced to
watch the television, video or DVD programs.
 Radio
Should be left off, unless the selected music is appropriate to settle children
during rest/sleep times. Radios playing current pop chart music, often with a
discussion of adult issues, are not appropriate for young children. Having a radio
in the background tends to increase the play noise of the children, as they
compete with the background sounds.
Other media that may form the basis of a programmed activity include CDROMs,
computer-based programs (such as the Internet), listening posts, cameras (digital and
analogue), video cameras, audio cassettes.
12. Music and Movement
Children naturally love music! Whether it’s soft and soothing or loud and lively, children feel
it both physically and emotionally.
The value of music and movement
 Music and sound appreciation
 Musical concepts – beat rhythm, pitch,
tempo.
and
 Participating and interacting
with others in a group situation.
 Social skills- interacting, turn taking,
operating.
co-
 Awareness and expression of emotion.
 Enhance self‐concept by sharing music
and dance of each other’s culture
 Refine listening skills‐noticing changes in tempo or pitch, or absence of sound.
 Awareness of movement and body positions.
 Creativity and imagination
 Develops language- Learn new words and concepts
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
Explore cause and effect
 Develop large motor skills
 Improve balance, coordination, and rhythm through dance and movement activities
 Improve small motor skills‐learning finger plays and playing musical instruments.
Music is an integral part of our lives. The radio, CDs, television advertisements, as well
as the songs we sing to celebrate birthdays or special occasions, such as festivals or
Australia Day. Music can create a mood – happiness, sadness, excitement, etc.
Music experiences for children can include:
singing songs
action sings
multicultural songs
from a variety of
cultural groups
finger plays
chants
lullabies and
relaxation music
peek-a-boo game
Incorporating movement
Movement is a normal function of our bodies. We move our legs and arms, fingers,
head, even our facial muscles, when we are happy or sad, in response to the world
around us.
Just observe a young baby lying on its stomach and using its body to creep forward, to
reach out and grasp a brightly coloured toy. You will be able to gauge the success of
the baby's effort by observing the facial expression that appears when the task has been
achieved.
You can encourage a child's sense of its body's movement in space by providing gross
motor experiences such as climbing, rolling, running, riding a bike, crawling, and
walking.
Incorporating dance
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materials
Dance provides further opportunity for moving through space, and you can
encourage this experience by
providing
the
following
and equipment as accompaniments to the dance process:
 music
 sounds
 scarves
 streamers
 ribbons
 balloons
 bubbles
 soft pieces of material
 leaves
 feathers.
Think about movement and dance activities that
children can imitate or represent – move like an
animal, a snake sliding through the grass, a giraffe
extending its neck to eat leaves, a tiger moving
through the jungle.
Vary the speed of the movement – quickly, slowly, gently,
in constant motion, balancing, etc.
II.
CREATING PLAY ENVIRONMENTS
How can you create an environment that is aesthetically pleasing, both visually
and experientially?
Planning experiences involves more than you may think. Some of the things you will need
to consider include:
 Getting to know the children;
 Designing experiences that are appropriate and interesting to them; 
Deciding how to provide those experiences.
A well-designed environment encourages children to feel happy and confident to
participate in experiences provided within it. This makes it easier for children to
achieve the desired objectives from the experiences.
Whether the environment is indoors or outdoors, the materials and experiences you
provide need to be arranged invitingly. Each environment should also include various
places for children to undertake different types of play.
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Environment layout
While planning an environment, you will need to consider how the various play areas
will work together. Children need a selection of both quiet and active play areas. Quiet
areas allow the children to relax, create their own experiences and have some alone
time. This could include a book corner for example. An active area should provide the
children with a place to be noisier, move around more and engage in more lively play.
It is important to consider how these different areas will interact with each other to create an
ideal environment.
Consider the following scenario:
Sam, Joel and Agnes have been having a great time constructing a race track for
the toy cars. They have been making lots of car-racing noises and are enjoying
themselves! Their racetrack has grown quite big and has gone across into the
reading corner.
Mackenzie is reading her favourite book in the reading corner and has asked the
race track crew to be quieter several times. However, they have been enjoying
themselves so much that they quickly get back to their former noise-level.
Mackenzie eventually becomes frustrated, throws the book down and kicks the
corner of the racetrack out of the reading corner on her way outside.
By placing the quiet reading corner further from the active toy area, this situation could have
been avoided altogether.
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Creating an attractive learning environment
An attractive or aesthetically pleasing environment will offer choices, space, time, variety and
ownership, (soft spaces, comfortable spaces, quiet places).
Consider how you can make the most of each area in the centre:
Playroom
•plants and flowers
•displays of interesting pictures,
photographs and artwork
•general interest books
•places of ownership
•private spaces
•'hiding' spaces
•group spaces
•different textures
•natural materials
•open materials
•flexibility
•elevation and height.
Outdoors
•wind chimes
•both hard and soft surfaces
•plants and flowers
•natural materials.
Bathroom / Toilet / Nappy
Change Area
•soft music
•mobiles
•photographs
•pictures
•wind chimes
If materials are just dumped on the floor or in the sandpit, this does not show a caring,
thought-out plan. Instead, you could arrange buckets and spades so that they are ready
for use; or display and set up the trains on their tracks. You should also re-set these
play experiences during the day for other children.
Creating a positive environment
A well-planned activity room will be set up ready for the children to use and incorporate
appropriate equipment, toys, materials and furniture.
First and foremost, the room should be
geared towards the children and take their
needs into consideration. Have space where
the children can store their personal belongs,
provide child-sized and child-friendly
furniture and equipment, and provide
equipment that all children can use
regardless of ability and without the
help
of
an
adult. Other considerations
include:
1. Installing and using low shelves so children can access equipment and toys on their
own.
2. Maintaining neat and tidy storage spaces so children can see what is there.
3. Arrange equipment in logical ways (e.g. Storing shovels with pails).
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4.
Label shelves with images so children can easily put items away
themselves.
5. Display children's artwork where they can appreciate it.
6. Include photos and pictures relating to all different cultures and social backgrounds,
especially those of the children within the group.
7. Provide equipment that the children can move and personalise to create their custom
environments.
8. Hang mirrors and photographs of the children and their families to support and
promote children’s self-esteem.
Decorating the environment
The environment you provide the children in your care will be the shell for all of the
experiences you provide. Treat the environment not only as your own but as also
belonging to all who inhabit it. This includes the other staff members that use the room,
as well as the children. Everyone involved should have a say as to how it is decorated,
how it smells, sounds and looks.
The environment, appearance and atmosphere of the centre are a substantial part of
the program. Aspects of this will include the floors, ceilings, walls, smells and
sounds.
Decorate the room with a mixture of children’s and purchased artwork. Include lots of
photos of people, events, and the children themselves. Use aesthetically pleasing
colour schemes that everyone can enjoy. Incorporate a range of natural, manufactured
and recyclable materials. Don’t forget about hanging things from the ceiling and
sticking things to the floors to make things more immersive and interesting!
Ultimate, you will also need to ensure that the environment is safe, hygienic,
presentable, inviting, challenging, stimulating, and inclusive and of course supportive
of children’s strengths, needs and interests.
Include a range of areas and experiences
Like adults, children prefer to have the choice about what activities they wish to
participate in and which equipment they can use. It is important to provide the
children with both a choice and a range of different experiences. Keep that choice in
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mind throughout the day so that if the children miss out on something
earlier, they can choose it later on. Tailor it to the needs, abilities and
interests of the children to provide the best possible experience.
Some areas remain a part of the environment, although their contents and experiences
might change. You might also move these areas themselves around the room to new
locations. These might include the ‘house’ area, block area, reading corner, art and
craft section, musical space and nature zone.
Within these general areas, you can create a wide range of experiences. For example, in
the art and craft section you could provide the following at different times:
 Paper and glue crafts
 Paint
 Crayons or other drawing tools
 Popsicle sticks and other craft ideas
 Fabric and scraps of material
 Clay
 Play dough and plasticine
There are many choices that aren’t listed and can enhance opportunities for play.
Experiences with overlapping developmental areas
All play areas link together and support each other to assist the overall development of
children all at the same time.
Examples include:
 Constantly providing both individual and group opportunities to encourage social
development across all play areas.
 Challenging the children, so their sense of individual expands, and their cognitive and
emotional development is promoted.
Be creative in encouraging children’s development to design environments that assist with
the overlapping aspect provided by play areas.
Active/passive play
Think about how you feel over the day. Are there times when you're full of energy and
wanting to be involved in an exciting activity? Are there other times when you just
want to relax and rest and have some quiet time? Children are just the same. They
need an environment in which they can feel comfortable whatever their mood.
When educators are planning both the inside and outside spaces play areas they take into
account a variety of play styles.
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Playspaces should be divided into:
 Active areas, where the play will involve movement (such as blocks, cars, home corner,
bikes, and swings)
 Passive Areas, where play involve little movement (such as books, listening to soft music,
looking at photographs, puppets, nature table/ interest table, sand and water play).
In this way, the play spaces will complement the type of play rather than be in opposition to
each other.
Individual or group spaces
There also need to be placed for children to participate in either individual or group
work, areas that are alive with the hustle and bustle of activity, and of course, areas
where children can go to relax simply.
Avoid overcrowding
When planning
an
area, you need to
avoid overcrowding. You also need to think about
including different types of areas including active,
passive, indoor and outdoor. This way a child can
choose what suits them at a particular time.
To avoid conflicts when children are playing, make
sure you use the space available to separate active
experiences (climbing, running, building with blocks,
riding bicycles, etc.) from passive experiences (reading
books, playing with puppets, drawing etc.).
This will involve some planning, based on the number of children registered each day
in your room. You need to plan to avoid overcrowding and competition for space and
materials, which can result in conflicts.
Extended periods of play
It is important for you as an educator, to think about how you organise your time and
space, including spaces for routines. Routines are important in an Early Childhood
Education and Care to set to ensure a smooth running and predictable environment
for children, though as children get older, their needs will change to include continuity
of play.
During play time child are often interrupted to stop their play so routine tasks can be
completed.
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Transitioning play time
It is important for children to be given warning before they are asked to stop their play.
Many centres give a 5-minute warning. This can be achieved by the ringing of a bell,
playing the tambourine, a verbal instruction or playing a certain piece of music letting
the children know that the transition from free play to a routine time is about to
happen.
It is important throughout our routines to find ways to allow children, especially the
older children, continuity of play. This may include children’s work or constructions
being placed on shelves for continued creation after the routine time has finished or
to show to their parents at the end of the day.
Continuity of play encourages the children not only to participate in the program but
fully invest in the experience as they know they will not have their work destroyed or
packed away. If their work and efforts are not valued, next time they may choose not
to create such a wonderful construction, as they feel it is not seen as worthwhile.
Example: If a group of children have spent the whole morning creating a city out of
blocks it would be very disappointing for them to see this knocked down and packed
away. The children may not be finished with this experience and may like to finish
their vision to feel fulfilled.
A positive outcome to this situation would be for the children to be able to leave their
construction set up and work routines around this area. For example, if beds need to
be set up can they be placed in other areas of the room or if you normally use this area
for group time could you have group time outside under a tree for the day?
Artwork displays
Children put a lot of effort into their artwork, so consider how you can best display the
artwork. Effective displays will be aesthetically pleasing, communicate a child’s
development to parents and families and provide the child with a sense of
participation and belonging to the centre. Use the following tips:
 Display artwork on the wall, rather than windows. It is important to allow natural light
to filter inside!
 Mount the artwork on coloured paper to produce a colourful frame.
 Replace the artwork often so the children can see their new creations displayed.
 Displaying laminated items at a child’s level will help artwork and photos to stay clean
and intact while enabling the children to enjoy the display
Indoors and outdoors areas
The interior space of the centre must be aesthetically pleasing, include a variety of
areas for the children to experience and provide a variety of opportunities for children
to play.
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Tablecloths at mealtimes will help to soak up any liquid spills and
accidents, and can also be used to reduce loud noises from any blocks and
puzzle pieces being used during play. Flowers on the table during mealtime can be
appreciated by everyone.
Arrange an area with series of planter boxes with flowers and herbs with a pleasant
colour or aroma and arrange them in pots (inside and outside) for the children to enjoy,
or if your centre does not have a grassed area for children to play, then plant some in
large pots and arrange them so children can sit on, feel, and smell, the experience of
the grass.
During the colder months or on rainy days, you might consider bringing some of the
outside equipment and materials inside. When children are spending a lot more time
outside, bring some of the inside materials out for them to enjoy. Variations in their
experience and expectations provide enrichment to the program by allowing the
children to explore in new ways and enhancing all areas of development.
Bring the outside in
 bring in a small A-frame and plank
 set up tires and a pl ank for children to practice
their balance skills
 set up a small obstacle course indoors
 provide activities to extend and practice gross
motor skills
Take the inside out
 create a reading corner under a tree
 set up a small 'theatre' for dolls or puppets
 open the dress-up trunk in a shady spot
 take musical instruments outside
If there are enough staff members, set up experiences and play both indoors and outdoors, so
the children have more room and are subject to less pressure and stress.
Outdoor Spaces
Outdoor spaces are an important part of creating interesting play and learning
experiences. The benefit of outdoor spaces is that many of the things that make it a fun
and interesting place to play are all natural and already exist within these spaces. You
don’t always have to rely on factory-made toys to create an exciting space. Think about
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the fun and learning experiences children can have just by using different
plants, veggie patches and herb gardens, ground cover (such as earth for
digging, pea gravel, woodchips, leaves for jumping and tossing around, mud), worm
farms, stepping stones, etc.
You can also enhance outdoor areas by including things such as water buckets, wind
chimes, musical instruments, toy scooters and race tracks, A-frames, planks, old tires,
obstacle courses, drama areas, construction and building areas, etc. The only limit is
your imagination!
Clear pathways
Always ensure that there are clear pathways for the children to move about freely
through the room without bumping into furniture or other children. In an emergency,
this is especially important as you will need ease of access to all areas.
Private spaces
Children experience very limited times where they can be on their own in a group care
setting. Many of the activities and experiences involve being social with others, and
this can be very tiring for both children and adults after a long day. Even toilets are
set-up to be very open and public, but this is necessary for the safety and supervision
of the children, where the adult always needs to see where children are.
Educators need to plan both inside and outside planned play spaces, to include opportunities
for one child to participate in the play experience on their own.
Children need to have comfy, private and secluded areas. Having secluded corners or
quiet places, where children can go to be alone or where, in ones or twos, children can
play quietly and allows opportunities to maintain their individuality and break away
from the group when they need to get away from the busy and stimulating room. If
quiet spaces are a part of your indoor and outdoor play environments, children will
naturally seek these out to calm down or have some time out.
Jim Greenman in "Caring Spaces, Learning Places" observes that in our homes there
are loads of private spaces for children to go when they are feeling little, tired, unhappy
or out of control. Under tables, behind furniture, beds, closets, windows and doors to
look out of. Thinking of children in their 'natural habitat' can help to give us a wealth
of ideas that go beyond the single book corner. Source: Greenman, J. (1988). Caring
spaces, learning places: Children's environments that work.
Dividing play spaces with the hanging material can create a feeling of privacy, as can
large cardboard boxes for individual children to sit in and play with a toy or look at a
book. Tables set up with one chair with water or sand play experience can also provide
opportunities for children to be on their own
Soft, cosy and comfortable spaces
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Providing soft spaces will allow children to relax and escape the energetic
play around them. These spaces are effective in quieter/more passive areas
and can be created using cushions, pillows, blankets, and child-sized chairs and
couches. Soft spaces also add some textures for children to explore – so consider
having a range of different fabrics in these areas.
Places of Elevation
Provide children opportunities to climb and challenge themselves. Set up materials at
different levels such as; raised decks, steps, stairs, ladders, boxes, stepping-stones and
stilts allow children to get higher off the ground; or tables, floors, blocks, shelves or
platforms where children can sit, this will create a variety of interests, dimensions and
perspectives on the environment.
Music
Music can be incorporated into children’s play in many
interesting ways.
Play various types of classical music to facilitate a group
of children moving to the music.
Make noises and sounds in productive, creative ways
with both commercial and home-made instruments,
drumming on boxes and pipes, using their voices to
sing and experiment with animal sounds and different
tones.
Use everyday items to make percussion and wind instruments including:
 Pots and pans
 Shakers made from bottles
 Wind chimes
 Pipes from a variety of materials including copper, PVC, bamboo  Metal bowls and
old utensils and cutlery
Some services have a noise level sign or traffic lights to visually set the noise level in
the room at different times of the day. You could set it at a high level for indoor play
times and at a low level for rest times.
Movement
Set up areas where children can explore gravity, speed, pendulum motion and trajectories,
and other forms of motion.
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Provide balls of different sizes, pipes, tubes, scarves, beanbags and allow children
to explore by throwing and dropping.
Action and Reaction/Cause and effect
Children can explore ‘Action and Reaction’/‘Cause and Effect’ experiences with:
 fabrics, papers, leaves, plants, timbers and different textures  sand, dirt, flour, water
both inside and outdoors.
 scented play dough, mint and herbs
 ropes and pulleys
 balance scales
 tubes and pipes
 balls
 dough, cooking and baking
 water and ice painting
 bouncy surfaces  loose parts
1. Technology as a Learning Tool
Today’s generation of children are now faced with a myriad of technology and
communication tools, and early childhood research now supports fostering early
adaption of these technologies, believing that it will lead to better outcomes for
children.
The ‘My Time Our Place’ learning framework states that school-age children should be
provided with access to digital technologies which can enable children to locate global
connections and resources, and encourage new ways of thinking.
Incorporating digital media in an Early Childhood Education and Care service opens
children’s learning up to a whole world of information and people, breaking down
barriers of distance and culture and allows children to creatively and more easily
explore their learning interests. Children can engage in the learning through a wide
range of tools, such as cameras, internet, music, recorded sounds, video etc.
They can record and summarise their learning in ways that reinforce the construction
of their theories, allow them to share their learning with others and take pride in a
visually engaging production either by themselves or with guided assistance from their
teachers.
The social aspect of digital exploration also cannot be understated, teachers, parents,
children can now open themselves up to local, regional or even international
communities in amazing new ways, everyone can get involved in the learning that is
occurring!
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Take photos or allow children to take their photos of what interests them,
what they see and what they are learning. You may be surprised when you
sit back and see what has occurred.
Allow these photos to inspire the children, teachers, families and others, learning to
think of new ideas, discussions and ways to further extend the child’s understanding.
Have a go at writing a learning story. Print up the child’s photos and display them with
their artwork!
Issues with technology as a learning tool
Children will sometimes behave unnaturally in front of a camera or video recorder, posing or
play up to the camera. They may even act shy and discontinue an activity.
So try to be very discrete when using these devices. It may even be worth planning a
warm-up activity or experience, so the children get used to the cameras, before your
actual learning experience.
Further Reading
Some great free activity websites:
http://www.bbc.co.uk/cbeebies
http://www.funbrain.com
http://www.natgeokids.com/au/
https://wonderopolis.org/
http://www.scholastic.com/parents/play/
Some amazing information websites:
http://www.nationalgeographic.com
2. Resource Materials
Materials enhance learning when they reflect what is natural and familiar, and also
introduce novelty to provoke interest and more complex and increasingly abstract
thinking.
(Belonging, Being, Becoming) Page 16
When we provide art and craft materials for children, we provide them with the opportunities
to make and use materials in their own special and creative way.
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Providing colouring books, stencils or dot-to-dot drawings, ready-made
cut-outs of birds, butterflies and animals, or traced drawings for children
to colour in or paint-bynumbers, does not make a creative experience. These are adultdirected activities and only provide practice in fine motor skills. Educators need to
provide children with opportunities to create for themselves, rather than always be
involved in adultdirected experiences.
Practical resources and materials
There is an infinite amount of variety in types of resources that can be provided for children’s
play activities:
 Use everyday items from around the home. Children enjoyed real things as they feel
capable and grown up.
 Combine resources to stimulate creative play. For example, add animals to the blocks.
Instead of building towers, they may build a zoo.
 Have multiples of popular items. See what materials and resources are most popular
and have multiples of preferred items.
 Choose “loose” rather than fixed resources, equipment and materials that can be
flexibly used, and which are easily moved from place to place.
Ensure that any natural materials used are non-toxic. Add nature to your environment with:
 Leaves, nuts, bark, sticks and pebbles; for example, add leaves in your art/
 craft area; put pine cones and sticks with your blocks
 Plants and trees (in pots if necessary)
 Water, sand, clay
 Logs for balancing, climbing and sitting
 Herb or vegetable garden
 Plant seeds, sunflowers or sprout carrot tops  Branches for hanging displays
Some practical resource ideas
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Create a range of prop boxes around interesting topics for indoor and outdoor use
(either assemble in advance or with the assistance of the children).
Prop box topics can include:
•etc….
Sunny Day Box
The Treasure Chest
•Sun hats/caps
•Sun cream (pretend)
•Sunglasses, Umbrella
•Chalk to draw around
shadows
•pirate hats, eye-patches, toy swords
•plastic shovels, “X” mark
•cut out foot prints, Skull & Crossed
Bones
The Mystery Box
Discover Science
•magnifying glass,
stethoscope,microscope
•map of solar system
•rocks, minerals
•Surprise ingredients
•change it daily/weekly to focus on
topics of interests and learning
extensions you may have come across
from children’s
achievements through the week
The list of available prop boxes is endless, all it needs is the child in you to be a little
creative and come up with some ideas, and why not let the children pick next week’s
theme. Put one item in that fits indirectly as a conversation starter.
Open-ended materials
Providing a range of materials that can be used in various ways creates opportunities
for the children to explore materials and experiences in creative and individual ways.
Open-ended materials are those that harness the
children’s imagination and have no limit to how they can
be used. These could include plasticine, clay, dress-up
materials such as hats and gloves, and cooking utensils
which could all be used in a variety of games and
experiences.
By providing children with open-ended materials, they
have the opportunity to dip into their imagination and
find creative new ways to use everyday objects.
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Natural materials
Natural materials are important learning materials for children. You might consider
setting up a flower or veggie patch, a herb garden, or even making use of the grass in
the garden.
Natural resources can be used on their own or in combination with traditional material
and could include sponges, stones, leaves, seaweed, bark, branches and twigs, seeds,
and pine cones.
Water
Depending on your location and whether you have rain water tanks to collect water,
you may be able to provide water play areas for the children. Consider placing these
activities where the inevitable spills will not cause any damage, or even better – used
in positive ways such as spilling onto the grass or other plants, so they are watered.
Incorporating water into your program can also be a great opportunity to teach
children about sustainability. One other important point to note is sun safety,
particularly while children are playing around water!
Also, water is a fun sensory experience for children where they can use their
exploration and experimentation skills. It is an incredibly flexible resource and can be
used in so many different experiences, from washing dolls to mixing with dirt to create
mud pies. Water can also have a calming effect on children and can help to relax
everyone involved in the play.
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Recycled Materials
We often use many plastic, paper and cardboard
items and simply throw them away once we are
finished with them. Teaching children the
importance of recycling and reusing materials is
important. You can use recycled paper, cardboard
and plastic containers as part of the program to
encourage children to come up with fun and creative
ways to recycle and reuse materials rather than
throwing them away.
You can collect many objects for play and learning experiences around your own home.
These might include items like paper, cardboard, empty egg cartons, yoghurt tubs,
milk cartons and bottles, ice cream pails, lids, drink bottles, Popsicle sticks, magazines,
fabric scraps, corks and string – the list is endless. Just make sure that all materials
are fully cleaned.
Composting
Composting is a fun and educational way the children can learn how to recycle food
waste and create something useful that can become a part of another learning activity
– gardening. It also encourages worms and other critters that improve the garden
overall. Composting and gardening activities will require a higher level of adult
supervision. However it is an activity that children might not otherwise be able to
experience at home and can help to teach them valuable things about the natural world
around them, and thinking outside of the ‘throw-away/consumer culture’.
III. CREATING LEARNING EXPERIENCES
We use the term 'experience' in Early Childhood Education and Care to mean an
activity that provides the children opportunities to participate in ‘Play for Learning’?
An experience is any ‘play’ the child is involved in, this could be playing a hide and
seek, making sandcastles, listening to a story, chatting with an educator, setting the
table for lunch or any occurrence during the day that has meaning or is of value to the
child. Remember the five P’s of thinking ahead:
“Prior Planning Prevents Poor
Performance.”
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1. Creating Enjoyable Experiences
Preparation and organisation are essential to successfully providing a responsive,
interesting and appropriate program for the children you ‘play’ with.
The program will involve the entire day for the children, and include:
 routine care experiences
 transitions from inside to outdoors  ‘play for learning’
experiences.
Both the indoors and outdoors experiences and learning environments will be set up
in advance ready for the children.
This allows you to think ahead and identify any resources or cleaning materials you
may need when you pack the experience away. E.g. cloth, towels, warm soapy water,
spatula and a container to assist cleaning finger paint off the table and floor.
2. Creating Age Appropriate Experiences
Learning experiences should be age appropriate. This will mean catering for different
safety and development requirements, as well as different communication skills.
Observe children to identify their interests and developmental skills, so you can create
a personalised supportive environment. That way you can create experiences within
routines that meet individual needs.
Monitoring and observing children’s reactions to the play environment is crucial
ensure they are both interested and challenged. However, it is just as important to look
out for indications that certain equipment or activities are too challenging, causing the
children to become frustrated or discouraged.
You can employ a range of strategies to help create age-appropriate experiences. By
varying small parts of these strategies to suit different developmental capabilities of
the group, you can use many of the same strategies across several or all age groups.
The thing that links all these strategies is that they all involve working with the children
and building the experiences and environment from the children's interests.
Encourage older children to come up with ideas themselves and include them in
planning the experience. Their hobbies, talents and interests will almost always help
to inspire activities. Include a wide range of experiences, so that all age groups have
the opportunity to participate in individual, small and large group activities.
Communicating with the children’s families is important to plan the best and most
inclusive program. Families hold a wealth of information about their children, so you
might be able to uncover some really creative and fun ideas, as well as gaining a better
understanding of what the child might like and dislike. Collaboration is key here –
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include everyone in working towards creating the best experiences for the children and
it will run much more easily overall.
Experiences for 0 - 2 years age group
This age group may have less obvious interests, but by taking the time to observe you
should be able to begin to recognise interests, needs and strengths of both individuals
and groups.
Safety and trust
Providing a safe environment in which the children can
explore and learn is extremely crucial at this stage. Your
primary roles with these children will include:
 encouraging the baby to form a strong attachment
to you
 helping develop a sense of trust in the world
 providing safe surroundings for exploration.
Flexibility in planning routines for babies is important
because of the additional meals, or naps babies may
require. Take this into consideration to avoid sticking to
too strict a plan.
Sensory Experiences
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Sensory experiences are really important at this age, as children are learning a lot
about the environment around them. Provide support for babies within routines
and according to their individual needs, such as providing a wide variety of toys of
different, textures, colours and sizes. You might also plan a variety of play
experiences involving water, indoors and outdoors.
These are the five senses you will need to consider to provide appropriate sensory
experiences.
Experiences for the 2 - 3 year age group
While certain strategies are especially useful in creating experiences for the 2-3 year
age group, don’t be afraid to change ideas and experiences created for other ages to
suit the particular development level of this age group.
Again, observation is crucial. By
recognising interests and developmental
skills you can create the most effective
learning environment. Key things to
consider include: ensuring there is
enough space to play in and providing
multiple pieces of equipment and places
for both solitary and parallel play. You
should aim for the children to all have
something to do without spending too
much time waiting for free equipment
and material.
At this age, children are beginning to develop a sense of independence, which you
should facilitate by providing opportunities for them to try things for themselves. You
should encourage children to develop self-help skills such as feeding, dressing and
toileting. By providing time and encouragement for children to develop their skills and
positive sense of self you can play a positive role in facilitating a children’s sense of
independence.
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At this age children tend to be very keen to explore and appreciate the world around
them. Think about how you can facilitate this discovery through feeling, looking and
touching. For example, children could collect grass, sticks and leaves to explore nature.
Experiences for the 3 – 5 year age group
The structure is more important for children within the 3-5 year age group. Established
patterns and routines will enable them to develop well, but it is equally important to
allow for free-time to facilitate exploration and experimentation. Learning through
play is important, and children need to be able to cultivate their ideas, develop new
skills and explore new concepts on their own.
Children should be challenged with new equipment and resources at this age. This
doesn’t mean you will need to frequently purchase new equipment to create new
activities for children. Instead, by setting some toys and equipment aside and
frequently exchanging the selection of things available in storage for those currently
in use will help to extend children’s play and provide excitement and challenge.
The following considerations are important in planning and implementing
experiences:
 Plan to ensure transitions from one activity to the next are easily achieved and
stress-free
 Model appropriate play and suitable use of equipment at all times
 Encourage children
and
positive reinforcement
be
enthusiastic while providing
 Acknowledge children’s feelings and respect their choices, even if this means
deciding not to participate in an activity
Consider more constructive and complicated experiences for this age group such as
cooking, sewing, carpentry and washing. By this age, children will have
furtherdeveloped cognitive and physical abilities, and the activities should reflect this.
3. Supervision: Staff to Child Ratios
For general supervision of children, new national staff-to-child ratios have been set to
apply from 2016, with some jurisdictions saving higher standards that over-ride the
national educator to child ratios. It is suggested that all services seek advice from
jurisdiction specific websites about the educator to child ratios that apply.
The table below summarises the minimum national educator-to-child ratios:’
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(Guide to the Education and Care Services National Law and the Education and Care Services
National Regulations, 2013) Page 85
However when we are designing, and planning
experiences for the children to participate in we will
need to consider how many children can interact
with each experience and how to supervise them all
at the same time.
Generally the younger the child, the fewer the
number of children that should be engaging in the
experiences being offered. Below is a suggestion of
the
appropriate child numbers
for
activities considering the three different age groups.
The number of children for each ‘experience’ should not exceed:
 Less than three years of age: o 1 or 2 children
at a time.
 For children 3 – 5 years: o a maximum of 4
children should participate.
 For 5 – 12-year-olds:
o no more than six children should participate at a time
o unless it is a sporting game, but preferably no more than four children at
a time.
Monitor the number of children playing in a single area. This can help to reduce the
need for children to share and compete for materials being offered, reducing or even
eliminating conflict.
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Skills and understanding involved in taking turns, waiting and sharing become
stronger as the child grows older. Younger children will need more duplicates available
to play with. For example, you will need at least five sandpit items available if there
are five toddlers playing in the sandpit.
If the children are enjoying playing in the craft area, you may need to provide two craft
areas to avoid having too many children in one play space. This may also apply to
cubby houses, water play or to any new experience that lots of children find attractive
and want to try.
Consider a situation where you are washing dolls in a sink with one or two children,
and others want to join in the fun. You could provide some smaller containers for the
children to wash the dolls in instead, which will disperse the group and prevent
problems that arise when too many children are in the same space.
Number of play spaces
When designing your ‘experience for the child you should provide adequate places for
different size play groups; there should be ‘experiences that allow 1, 2, 3 or 4 children
at a time to participate in experiences to provide opportunities for:
 Solitary Play – 1 child
 Parallel Play – 2 individual children, side by side
 Onlooker Play – children observing others at play but not engaging
 Cooperative Play – children, playing together, 2 - 4 children together
 Associative Play - children playing together, 2 - 4 children together but they can
separate
You will need to allocate 1.5 spaces for each child, both in the room and for the outside
environment. Allow options for a combination of the two. Based on this reasoning we
would need 45 play spaces for 30 children.
Below is an example of allocating the number of children per play space:
Activity
Number of
children
Role of adult
Computers/games
2
Adult-supervised
Puppet making
4
Adult-supervised
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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
4. Children's Interests, Strengths, Needs, and Skills
To assist in creating a sense of achievement, start by suggesting experiences that are
simple and that the child can easily accomplish. After this, you can move onto more
complicated and challenging experiences
The term 'experience' is quite frequently used in the child care industry.
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The word ‘experience’ is often used in discussions regarding the activities that are
organised for children.
An experience relates to something that actively involves the child. Examples of this
include playing some sort of game, (for instance, hide and seek), or it may be an object
that the child is playing with (for instance a puzzle or drawing a picture), talking to the
teacher, helping clean up after a meal. An experience can be defined as virtually
anything that happens during the day that is meaningful or of significance to the child.
What do you like to do in your spare time? Do you prefer to go to the movies or go for
a swim? Maybe you like to socialise with friends or perhaps you would rather read a
book on your own?
The way in which you choose to spend your time is determined by your interests and
what brings you enjoyment. This is the same for children as well.
To get children involved in a particular experience, it is vital to ensure that it will be of
interest to them. Read the following material to look into this subject in greater detail.
The things that you enjoy doing in your spare time are dependent on what you find
interesting. You may have noticed that you usually like doing the things that you are
good at or those things which you may be particularly skilled at.
Children are the same! They all have separate personalities and their specific likes and
dislikes.
When organising experiences for children that are in your care, it is imperative to take
into consideration the same things.
Interests
A child’s interests will determine which experiences they will enjoy taking part in.
Some children have several interests and are eager to try many different things.
However, other children may only prefer a small choice of interests. They may instead,
prefer to stick to things that they are familiar with.
The list below contains several different interests that a person may have:
 swimming
 cycling
 going to the movies
 fishing
 skiing
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 Para-sailing
 yoga
 reading books
 cricket
 rollerblading
 tennis
 working in the garden
 photography
 painting
Answer the following questions.
 Which of the above interests appeals to you?
 Consider how you would react if someone forced you to participate in interests
that you didn’t choose. You most likely wouldn't be very happy with having to
partake in an experience that was not of interest to you.
Keep in mind:
Make sure you suggest experiences that are familiar to the child initially. Then when
they are comfortable you can gradually introduce the unfamiliar. It is important to
always keep in mind, the emotional needs of the child.
To encourage a sense of achievement, suggest uncomplicated experiences that the
child can easily accomplish, then offer more complicated experiences in order to
provide them with a challenge.
It is imperative to take into consideration, the interests of children and to ensure
that they are included in the experiences that you have organised.
If you can offer experiences that are of interest to children, they are much more
likely to want to participate in the activity and will enjoy it much more.
Extending children’s interest
Below are some ideas for ways children’s interest to be extended.
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Posters and pictures
Posters and pictures should be displayed at the children's eye level. The benefit of
using a picture is that children can look at it at their leisure and initiate
conversations about it with each other or with the other caregivers or me. This is
particularly good for developing the children’s social skills, as the picture
encourages conversation with others.
Figurines
Figurines can be used in a variety of areas and ways, such as in the block area,
during sand play, water play or painting. Figurines are very versatile and allow
opportunities for pretend play either individually or as part of a group.
Puppets and felt pieces
Puppets and felt pieces have multiple uses and are great for individual or group
play activities, where the children may can use them for acting out scenes and or
creating imaginative stories.
Strengths
Strengths relate to areas of development that children have already mastered or have
almost mastered. They may involve repetitive tasks or tasks that have been purposely
organised to cover certain developmental areas:
 physical
 social
 emotional and psychological
 language
 cognitive  creative.
You can identify an individual child’s strengths through
monitoring their play, skills and behaviour. These
observations can then be used as a basis for planning an
environment that is suitable and enjoyable for children.
For instance, a 3-year-old may enjoy painting with green paint
(As a gross motor skill, this is part of a child’s physical
development). You will organise for that child to paint with a
range of different colours; you may first introduce red and then
yellow and so on. You may then introduce different materials
to add to the painting such as glitter.
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Needs
Children’s growth and development rates will vary,
depending on each. Children will also attain certain
skills at different ages.
Needs relate to skill areas that children are still in
the process of developing, acquiring, mastering or
improving.
For instance, you may recognise that a child is still in the process of mastering a
specific fine motor skill, such as holding a pencil, when other children in the same age
group can do this independently.
To assist this child in achieving success in this task, provisions would need to be made,
such as getting the child a thicker pencil, a bigger piece of paper to draw on, or perhaps
pencil grips to assist the child. An adult may also sit with the child and demonstrate to
help them further understand.
Another experience that may assist in building a child’s fine motor strength could be
giving the child play dough.
Skills
Up to 12,500 hours in the first five years of a child’s life can be spent in group childcare.
Another 1,500 hours might also be spent in before or after-school care.
As a result, many children may not have the opportunity to experience and master
several skills that are usually developed at home.
These skills can include:
 Sorting laundry  Dusting shelves
 Peeling carrots
 Shelling peas
 Planting seeds in the garden
 Wiping windows
 Setting the table for a meal
 Clearing the table after a meal
 Washing up and drying dishes
 Making beds
 Helping to water the garden
 Helping in the kitchen with measuring, pouring, stirring and mixing
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 Hanging out washing on the clothesline
 Helping to put away groceries
Consider different ways that children can be included in some of the above tasks, so
that they develop and practise suitable skills and feel as though they are helping and
that they are an important member of the community.
You may also find that children have more respect and care if they are given
responsibility for equipment and resources. Your workload will most likely be
decreased as well.
Responding to children's skills
Development skills and abilities will differ between
children, as they are dependent on several factors such
as the development of the brain, skills, age, interests
and experience of resources or equipment.
It is important to provide children with challenges.
However, challenges that are reliant on skills that have
not yet been developed by a child or that they have not
yet mastered may cause feelings of failure and
frustration.
Success is a necessity for children.
Read the examples below, to learn about how a child may become aggravated by a task
that requires a skill that they have not developed yet.
A two-year-old may be able to colour using a pencil, but a more suitable material would
be a thick crayon, as the child would most likely have trouble gripping the pencil.
Developmentally, the two-year-old can hold the crayon with a palmar grasp making it
easier to colour in.
A complex puzzle that contains several different pieces may provide the child with a
challenge. However, if the child has not yet developed the cognitive skills needed to
problem solve or the fine motor skills and eye/hand coordination to fit the pieces
where they belong, they may become very frustrated.
Offering children the resources and equipment on sequential days, so they have
substantial opportunity to master them, may be something to take into consideration.
You may adapt or adjust the experience by adding or taking away some of the
equipment or resources, or by reorganising the experience to broaden the child's
development or skills, based upon the interests of the child.
For instance, initially, you may set up a home corner, with a stove, sink, cups and plates,
and toy food. You may then notice that the children enjoy pretending to cook and serve
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each other, so you can add tables, chairs and trays so the children can pretend they are
in a restaurant. You can even eventually give them toy money so they can pretend they
are paying as well or give them aprons or chef hats to wear.
To establish if a child has a specific skill, the steps I would take would be:
Ask the child to do a certain task and then determine whether
they have the particular skill that I am looking for.
• While, you could ask the child to do a specific task for you, children should not be
forced to take part in activities in order for you to find out if they have particular
skills or can do certain tasks.
Ask the child if they have the particular skill.
• If the child is older it might be suitable to ask them if they have the particular skill,
as older children may have the verbal skills to be able to communicate to you
what they can and can’t do. However, this is not a very effective technique to use
for very young children.
Organise an experience where they would use that particular skill
naturally while playing.
• You should create an experience where the child would naturally use the skill
while playing. Organising an environment that is inclusive and encourages the
child’s development allows you to monitor them while they carry out different
skills during their natural play. This enables you to discover what their strengths
and needs are.
Equipment Care
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By learning to contribute to the care of the equipment and
materials at the centre, children gain an appreciation of
caring for the environment around them. Cleaning tables,
shelves and both indoor and outdoor spaces is a great place
to start.
Children can also:
 rake the sandpit/ grass
 pick up fallen leaves for composting
 plant flowers and vegetables that they can pick later
 decorate picnic areas with the flowers
 help to use fresh vegetables and herbs in morning
and afternoon teas and lunch
The children should be involved in cleaning up after
mealtimes to encourage their independence and self-help
skills. They can assist by scraping plates and washing their
dishes and cups, contributing both to their sense of
achievement and to the program overall.
5. Cleaning up
Children can also contribute positively by helping to clean up at the completion of an
activity or the end of the day. Children will be much more enthusiastic about this task
if you cooperate and assist them to make it into a game, rather than simply directing
everyone to clean up. It will also help children to understand the importance and value
of caring appropriately for equipment. One way of doing this is to teach the children a
clean-up song, which you can all sing together and clean up as you sing.
Below is a short example:
Clean up, clean up,
Everybody, everywhere,
Clean up, clean up,
Do your share
Make sure you acknowledge the children's efforts and contribution to cleaning up
space.
If you have the skills, knowledge and understanding to facilitate fun,
challenging and worthwhile play experiences for the children in your care,
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you will be enhancing their development and their understanding of the
world around them.
6. Cooperating with Children Regarding Their Interests
It has been established, that we need to organise experiences that are centred on the
interests of the child and that relate to their strengths and needs. The next question
that we have to ask is how do we find out what the child’s interests are?
Our interests can be determined by someone asking us a simple question relating to
what our interests are.
However, most young children don’t have a vocabulary that is broad enough to express
what they are thinking and feeling.
Monitoring what a child is doing and the way in which they are doing it can assist you
in gaining an understanding of their feelings, needs and what they enjoy.
When you find out how a child feels, you will be able to help and support them much
more effectively. You can then use this knowledge about the child to offer suggestions
regarding ways to improve that child’s physical development and play.
For instance, a few days ago, Shannon had set up a plastic balancing beam for the
children to walk along. However, Shannon observed that Mason was too scared to go
on the balancing beam as he would keep going up to the balancing beam and then
running away.
By watching Mason’s actions, Shannon was able to establish that he needed some help
to become more comfortable with practising the fundamental movement skill of
balancing. She organised some experiences for Mason to assist in the development of
his catching skills.
These included:
 Putting a rope on the floor and walking along the rope.
 Unhooking the plastic balancing beam from the height it was at and placing it
on the floor.
 Holding Mason’s hand while he walked along the beam.
 Singing a song so that Mason would stay calm and not become frightened.
Think about the benefits that Mason would have gained as a result of this experience.
If you came up with something relating to the fact that this experience allowed him to
concentrate on one skill at a time and that this made the task more simple and less
frightening for him, Great work, that is the answer we were looking for.
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7. Creating Learning Centres
A learning centre is an area that is based on a child's or children's interests. It may be
a display created by a particular interest or an area of the environment that is
enhanced due to an interest of the time.
A learning centre has been described as:
‘... a collection of resources with particular experiences in mind which children
may engage in at their own pace and interest.'
Source: Arthur et al., 1996, Program and Planning in Early Childhood Settings, p.5, Harcourt &
Brace.
Using the learning centre
The learning centre should be eye-catching and generate many discussions for both
children and their families.
Educators could also run group discussions about the learning centre with the children
to develop social skills.
The learning centre can also be a great way to enhance developing memory skills, by
introducing some memory games, encourage the children to play with other children.
Practice: Learning Environments
Environments that support learning are vibrant and flexible spaces that are
responsive to the interests and abilities of each child. They cater for different learning
capacities and learning styles and invite children and families to contribute ideas,
interests and questions. (Belonging, Being, Becoming)
8. OSHC Environments
Practice: Environments
Educators can support engagement by allowing time for meaningful interactions, by
providing a range of opportunities for individual and shared experiences, and by
finding opportunities for children to go into and contribute to their local community.
(My Time, Our Place: Framework for School Age Care in Australia, 2011)
Outside School Hours Care (OSHC) services vary greatly in the space they have
available and the way they may approach planning and programming.
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The My Time Our Place Learning Framework suggests ‘collaborating with children’ to
plan experiences, design the environment and choose resources and materials. The
children will have plenty of ideas on how to create and define separate spaces and
should be actively involved in developing their environment.
Encourage the older children to generate ideas for experiences themselves, and to be
involved in the planning process of the program indoors and outdoors. The children
will have particular interests or hobbies that can be incorporated into the program.
Some of the skills the older children might learn from this are:
 patience
 co-operation
 turn-taking
 respecting others
 compromise.
Given the opportunity, you will find that the OSHC children will do a fair bit of the
organising themselves. Arrange for them to meet once a week and decide what
experiences they wish to do and what equipment and resources they need.
Incorporating a review their previous activities to consider what they enjoyed and what
didn't work as planned can be a great learning experience.
Some have a dedicated room or space and can leave equipment and resources in place;
others share use of spaces and have to pack up every day. Many have limited storage
space.
You need to be creative and “think outside the box” to create an engaging OSHC
environment. For example, in a hall, separate spaces could be defined with decorated
sheets, curtains, mats or dividers that can be moved easily.
There are extra considerations in creating good environments for school-aged children
that we should think about when creating learning environments for them:
 Social places for small and large groups.
 Reflecting Spaces: places for children to reflect on learning and view previous
work and achievements to stimulate learning extensions.
 Construction Zone: children can build larger, stronger structures that take time
and may expand from session to session.
 Teen Zone – a place for those older children that may experience the age
difference between young children. A dedicated space for the developing teen
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can make a big difference; let them decorate their space to meet their interests.
Music posters, magazines they like to read and music they enjoy.
Many OSHC groups seem to favour experiences that involve:
 music
 sports
 organised games
 hobbies, such as pottery
Elements to consider
When planning an OSHC environment, consider the following:
 Indoor and outdoor areas should be
designated for both active and passive
activities.
 Adult supervision of all activities is a must!
 Include a couple of adult-supported
experiences if possible. This will be
especially useful for inclusion and for
children who need a bit of extra adult
assistance.
 Ensure there are enough play spaces for every child in the program!
The following checklist provides some ideas questions to think about either when
setting up an environment or reflecting on current environments.
Check
Items to check
Yes
No
private places


soft spaces


Does your list include the following items?
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natural materials


open-ended materials


recycled materials


consideration of children's height


responsive to individual needs of children


calm and not rushed








Clear pathways


Active/passive areas


Juxtaposition, i.e. What goes next to what?






Have you considered routines and transitions?
adults sit with the children as an integral part of
routine
a range of dispersal and settling strategies
children are involved in all aspects to promote
selfhelp and independence skills.
What about the layout of playroom and playground?
Spaces for one child, two children, three children,
four children
Playspaces are 1.5 times the number of children.
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Ask yourself the following questions:
How do your room sound and smell?


Does it convey a positive image?


How do you feel working in this environment?




Is it interesting for the children?


Are there elements of beauty?




Are there any unexpected pleasures?


Are the play spaces uncluttered, tidy and safe?


How do you think the children feel in this
environment?
Are there unique features that capture the children's
interest to explore and use their imagination?
9. Safety Considerations for Indoor and Outdoor Play Spaces
The physical environment factor
 Adequate, well-maintained fencing
 Climbing equipment meet safety standards
 Trip hazards such as poorly constructed pathways or poorly set out play areas
 appropriate soft-fall
 Appropriate Safety devices such as child-resistant locks on gates and
cupboards
 Appropriately fitted child restraints on highchairs
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The behaviour factor
Children can be unpredictable, and at different ages, children can respond differently
to equipment and experiences.
Considerations include:
 The inability of the child to understand and anticipate cause and effect
 Lack of fear
 Ability to concentrate and stay ‘on task’/easily distracted
 Emotional statuses such as anger, fear or shyness
 The young child’s tendency to imitate and follow others.
The age factor
It is essential that the play spaces are set up using age-appropriate equipment and toys.
Equipment and toys should match the age and developmental abilities of the children
you are caring for. For example for children under 2, when they tend to explore using
their mouth, small beads or toys are not suitable as they are a choking hazard. 23year-old Children are still developing balance and control of movement and need
simple, low obstacle courses to explore to ensure they do not have fall injuries.
10.
Outdoor Play Spaces
Safety considerations:
 Layout- positioning of activities.
 Fixed equipment - Entrapment
- The protrusion and sharp objects
 Loose parts and broken toys
 Uneven surfaces and trip hazards–poorly maintained paths and soft fall, toys
and equipment not kept in the appropriate area.
 Maintenance
 Fall Zone – Soft fall and appropriate distance from other equipment and
activities.
 Supervision
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(Family Day Care Safety Guidelines , 2012)
Activity 3
Read through the “Family Day Care Safety Guidelines” and identify
any further safety requirements that might be relevant to your centre.
A copy is found on the Sparkling Stars website at the following
link:
Family Day Care Safety Guidelines
Username: Educare
Password: EducareTraining@123
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11. Sun Safety
According to the Cancer Council of Australia, Australia has one of the highest incidents
of skin cancer in the world. To reduce the chances of our children developing skin
cancer later in life, it is important to adopt simple, healthy sun safety practices in early
childhood.
All child care centres are required to follow strict sun safety guidelines and have a
policy stating the procedures for their centre.
There are five ways to reduce the risk of sunburn and future skin cancer.
Cancer Council Australia recommends keeping infants out of the sun as much as
possible.
When this is not possible, carers should minimise exposure of children to UV radiation
by:
1. Planning the day’s activities to minimise the children’s exposure to the sun,
especially between 10 am and 3 pm.
2. Covering as much of the children’s skin as possible with loose fitting clothes.
3. Choosing a hat with a broad-brim or in a legionnaire style, so the face, neck and
ears are protected.
4. Make use of available full shade and provide shade in the play area. The material
used should cast a dark shadow.
5. 5. Infants and young children should be regularly checked to ensure clothing,
hat and shade positioning to ensure he/she continues to be well protected from
UV radiation.
6. Apply an SPF30+ broad spectrum water resistant sunscreen. Broad spectrum
water resistant sunscreen (SPF 30+) may be applied to any small areas of skin
that cannot be protected by clothing (such as the face, ears, and backs of hands).
Sunscreen will need to be applied 20 minutes before going outside and
reapplied every couple of hours or more often if it has been wiped or washed off.
Sun Protection and Infants (2005)
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12. Managing Risk in Your Environment
Injury prevention and children’s safety are important considerations that must be
balanced with children’s need to be challenged and take risks in their learning journey.
“Children develop their autonomy, inter-dependence, resilience and sense of
agency.”
(My Time, Our Place: Framework for School Age Care in Australia, 2011) Outcome 1.2
A risk assessment of your environment and the experiences you provide will help you
know where the risks lie. You can then plan to manage the risks and teach / role model
to children on how to play safely.
There is a great Risk Management template on pages 172 and 173 of the Guide to the
National Law and Regulations (2011) that you could use or adapt for use in your
centre.
The important thing to consider is the benefit to children’s learning and development
before deciding to eliminate certain ‘potential’ risks. When analysing risks, there is
always a decision of whether a risk can be managed. With active supervision or one to
one access, you may be able to manage certain risks or restrict certain activities to
certain age groups of children. Children can learn to understand better the
opportunities and challenges in the world around them, and how to be safe.
13. Risk Reduction
Not all risks can be removed completely, but they can almost always be reduced. If you
have identified potential risks in the children’s environment, whether you are at the
child care centre or out on an excursion with the children, it is critical that you put risk
reduction strategies in place to minimise the potential for harm. Risk reduction
strategies could include things like covers on power points that are within children’s
reach.
Managing Safety Risks involves three basic steps:
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Identify the hazard
note hazard that may cause illness or injury. Examples include faulty or
damaged equipment, infection, trip or fall hazards, poor supervision.
Assess the risk
determine how dangerous the hazard is. What level or importance
Control the risk
Take action to reduce the risk. Examples include remove piece of equipment
or barrier off the equipment so not accessible until hazard is fixed.
Explaining hazards to children
During the day at a child care centre, we often talk to the children about the rules and
dangers. It is also important to help children be aware of what the dangers are, make
them aware of the risks in their environment and how to minimise them.
For example, explain to the children the reasoning behind why we do not throw sand
in the sandpit, walking inside, so we don’t bump into the furniture and hurt ourselves
or recognising danger signage, such as the “wet floor sign”, to make them aware that a
danger. I.e. The wet floor sign highlights that we need to walk slowly and carefully as
the floor could still be wet.
By teaching the children to be aware of the risks and the consequences of hazards,
children will take more responsibility for their safety and wellbeing.
14. 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
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can fit into a small 35 mm film container, then it is too small for young children
(under four 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 educators walk on it
These are very important safety considerations for all staff who work with children.
and their understanding of the world around them.
Before allowing children to play outdoors, an educator needs to check the
outside play spaces for any syringes, used condoms, or bottles or cans, and
dispose of these appropriately.
15. Keeping Your Ideas for Creating Experiences
You can keep a record of experiences and ideas that you come across or develop in a
resource file, so you can find them easily when you need them.
Developing your learning resource file
By compiling a file of learning activities that you can use with different age groups and
developmental stages, you will have an extremely useful collection of ideas to assist
you to plan experiences for the upcoming week/fortnight.
You should provide a selection of developmentally appropriate experiences covering
all development areas, so children have the best opportunities to reach their potential.
Development areas include:
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fine motor
gross motorsensory
music
maths
science and
technology
language and
music and
art/creativity
literature
movement
Use a resource file to store your collection of activities, experiences, ideas and plans.
Below you will begin to create your own resource file which you can add to during your
work experience.
You can store your resource file in a physical file or electronically on a computer.
Remember that you will want them to be portable so you can add to it as you develop
new activities and resources or encounter ideas you want to record and remember.
This resource file will hopefully become invaluable throughout your child care career.
Organising your files
Resource files are typically broken into different sections. You may choose to organise
your file by age groups (e.g. 0-2 years, 2-3 years, 3-5 years and 6-12 years) or organise
it by developmental domain (physical, creative, social/emotional, language, cognitive).
You could also section it into types of play…whatever suits you best!
Include a section for special occasions
It can be fun for you and the children to celebrate various events such as birthdays,
holidays and cultural events. It is important that for all occasions you check with the
parents to determine whether they want their child to be involved. This will include
children affected indirectly by the celebrations, such as a child who may need to
participate in an alternative activity.
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Use a consistent format for writing down your ideas so you can easily add to your
resource file. Consistency will help you ensure that you think of and record everything
necessary to recreate the experience later.
Learning experiences should be fun, developmentally
appropriate and inclusive.
On the next page is a template for a learning experience that you could add to your
resource file. Many people like to be creative and present the information in their own
way so you could adapt this and create your own as you will use this resource
throughout your career.
Learning experience format
Name of experience:
File Area:
Age Range:
Links to EYLF:
Areas of Development Focus:
Individual/ Small Group/ Large Group
Materials/ Resources:
Caregiving Strategies:
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Communication and Interpersonal Skills:
Modifications for additional physical needs or additional developmental needs:
Idea source / reference:
Sketch Diagram or add a photo if appropriate:
16. The Educator’s Role in Play
Adults usually don’t play – in fact, many have forgotten how to! You may have to
relearn how to play.
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As an educator, it is important to model ways to play and
show your enthusiasm and enjoyment for the children.
You will need to balance play and learning experiences,
keeping in mind that sometimes you may be primarily
focused upon providing supervision, while other times you
may have an opportunity to participate in children’s play
as you supervise. Of course, you should wait to be invited
to play by the child. Children should remain in control of
the game when you join in – remember you are learning
their rules too!
17. Supervising and Supporting Experiences
Children require active supervision by adults at all times to ensure their safety.
Remember that as a child care worker, you are acting in place of the parent. This means
the parent is placing an enormous amount of trust in you to care for their child and is
expecting you to exercise the same standard of care that they would exercise in their
own home.
Additional to supervision, some children may need special assistance or support to
complete an activity where they are learning a new skill or idea.
Motivating children
Motivate children by taking a real interest in what they are doing. Opportunities for
encouragement are everywhere. However you will need to consider how to best
motivate the particular child. Everyone is motivated by different things, so it is
important for you to try some motivation techniques such as using simple words of
encouragement, adding new materials and equipment, being flexible, so the children
have more time to play in a particularly enjoyable experience, or even joining in when
invited.
Encouraging children
Children might need some encouragement to participate in an experience that you
have planned for them. Keep in mind that the only limit is your own creativity for
encouragement. Some ways to encourage could include:
Inviting the child to come look at something you have set up for them
Asking the child to help you, or show you how to do or build something
Be enthusiastic, and show the children you enjoy the activity
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Take advantage of all opportunities to interact and encourage the children
Listen to some of the encouragements you and other staff use throughout the day and
reflect on how you might plan activities that are more encouraging or interesting to
children. Note, however, if a child really does not want to take part in an activity, you
should respect their choice.
Encourage inclusion of other children in play
Children’s social skills and self-esteem will improve through friendly interactions with
each other. Recognise opportunities during the day where children can interact with
and include each other. You could achieve this by setting up multiple spots for children
within the same experience to enable the children to play and cooperate with each
other.
Monitor children’s play
Monitoring play is not simply supervising to ensure safety. Scan and move around the
groups, so you can provide help when required. You can then assist children when they
need:
 guidance to interact appropriately with one another
 help to ensure safety
 assistance with routine personal tasks, such as tying shoelaces
 behaviour management
Collaborate with children in their play
 You can collaborate with children in their play, but you should leave them in
control and only involve yourself as an additional resource for the children
Redirect inappropriate play
 When play becomes inappropriate, you should direct the children to another
area or activity. Consider how the environment or equipment might be
contributing to the inappropriateness – would the activity be better suited to
outside?
Begin play and physical experiences and invite the child to participate
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 When you recognise an intervention, or some assistance is necessary, you might
initiate your own play experience for the children to join in. These will be games
that use some physical skill such as Red Rover or Hopscotch where few
resources are needed and are easily begun without much planning.
Follow children’s lead in the play, and participate when invited
 Children will indicate the extent to which they wish you to participate, and an
invitation may present differently depending upon the age or abilities of the
child. For example, a toddler may bring you a toy to play with, whereas an older
child might ask you to join them if they feel comfortable doing so.
18. Safety and Supervision
Your primary concern should be children’s safety, and as a part of that children must
never be left without adult supervision. Danger can arise from almost any place, such
as equipment, materials, surfaces, or even other children.
It is important to implement and maintain a regular supervision routine, which should
include:
 position yourself to view all children at once
 regularly count the number of children
 know where all children are at all times
 listen to changes in the sound - louder/softer - of
the play in various parts of the play spaces inside
or outside
 make sure all children are signed in and out by
their parents or guardians
 communicate your movements with other staff
(e.g. going inside or outside or leaving children
unattended)
 assist, support and guide children's behaviour
during conflict
 never leave children unsupervised!
Providing support
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In addition to supervision, some adult support will be required for experiences so
children can be involved in the experience. This is especially true with younger
children.
Consider these examples. A child is creating a finger-painting masterpiece. What sort
of assistance do you think you will need to provide? Putting on a smock? Cleaning up
the paint? Washing hands? Children may need to assist a child who becomes stuck or
falls while climbing. Sporting games may require you to provide support and guidance.
You should try to avoid placing too much pressure on educators however by limiting
the number of adult-supported experiences planned for that day.
How can you build support into adult supervision?
all experiences need
to be supervised by
adults, both inside
and outside
make supervision
active! Get adults
involved
listen and watch, ask
questions, make
comments and
suggestions
offer assistance but
don't ‘take over’
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IV. USE INFORMATION ABOUT CHILDREN TO
INFORM PRACTICE
“Children’s learning is ongoing, and each child will progress
towards the outcomes in different and equally meaningful ways.
Learning is not always predictable and linear. Educators plan
with each child and the outcomes in mind.”
(Early Years Learning Framework, p.19)
This section of your Learner Guide explores the skills and knowledge that staff need as
an Early Childhood Education and Care Educator to use information about children
to inform practice and will focus on how you as a staff member can learn to:
 gather information about children through observation
 gather information about children from other sources
 document and report this information
 using this information to enhance children’s play and development
 using this information to contribute to programming and planning
To complete these skills, staff will also need to learn how to access the National Quality
Framework, the National Quality Standards and the relevant approved learning
framework in your centre (EYLF, MTOP, or other approved framework).
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As you will be working within these frameworks, you also need to learn how to navigate
through any standards, policies and procedures and framework documents to find
areas relevant to this unit of competency.
Have you ever just sat and watched what’s happening at an Early Childhood Education
and Care Centre, sometimes it might look as if the children are just running around
and having fun; climbing, jumping, running around, painting, playing ball, making
sandcastles etc..
Even though it might look chaotic and senseless activity, there is a lot of time and effort
that goes into planning a suitable program and routine for each room and the
individual children that attend the centre.
Program planning is an essential and ongoing process that establishes a suitable
program to meet the needs and interests of all the children involved. Each experience
is a ‘learning experience’ and is based on observations of the individual children. They
formulate experiences that best match the children’s needs, interests and stages of
development so that….
“Children’s learning is ongoing, and each child will progress
towards the outcomes in different and equally meaningful ways.
Learning is not always predictable and linear. Educators plan
with each child and the outcomes in mind.”
(Early Years Learning Framework, p.19)
The outcomes that the Early Years Learning Framework is talking about are to…
“...extend and enrich children’s learning from birth to five years and
through the transition to school.”
(Early Years Learning Framework, p.5)
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Before the experiences are created for the children, further collaboration and
communication is required amongst the staff, parents, families, and based on these
observations and the child’s development level.
“The term educator is used to refer to practitioners whose primary
function in Australian school-age care settings is to plan and
implement programs that support children’s well-being,
development and learning.”
(The Framework, p. 4)
Individual planning and observations and how it works.
An Early Childhood Education and Care workers day is spent playing with the children,
caring for their needs and observing their development which is compared to the
following four areas of the Developmental Milestones:
Physical (fine and
gross motor)
Social/emotional
development
Language
development
Cognitive
(intellectual)
development
To begin designing these programs staff make careful observations of the children over
periods of time, documenting behaviour, participating in activities and experiences,
playing games and even just observing them being children.
Staff record information about these areas using a variety of observation tools such as
anecdotal records, checklists, time samples, developmental summaries, and lots more.
These observations are then reviewed and evaluated by staff who often use reflective
practices to assist in the analysis and interpretation to aid the child’s development.
So how can parents help and be involved?
Parents and families and their intimate knowledge of the child are important in
assisting staff in planning their child’s development.
Parents that communicate information about their child in their home environment
can be very beneficial and helpful when staff are programming. Supplying staff with a
copy of their child’s home routine can help a staff member to better understand a
child’s interests and needs. Any information about a child’s background, their likes
and dislikes and their family customs and beliefs helps create a bigger picture of a
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child’s development. This information is often discussed as part of the centre’s
enrolment process.
“From before birth children are connected to family, community,
culture and place. Their earliest development and learning takes
place through these relationships, particularly within families,
who are children’s first and most influential educators. As children
participate in everyday life, they develop interests and construct
their own identities and understandings of the world.”
(Early Years Learning Framework, p.7)
Staff and families working together offer a child a better learning environment. When
parents care about what the children are learning or what areas of their development
they are focusing on for their child, they can introduce similar experiences and
activities at home which will aid in the child’s development.
1. How the National Quality Framework Links to Programming and
Planning
“The Framework forms the foundation for ensuring that children
in all early childhood education and care settings experience
quality teaching and learning. It has a specific emphasis on
playbased learning and recognises the importance of
communication and language (including early literacy and
numeracy) and social and emotional development. The
Framework has been designed for use by early childhood
educators working in partnership with families, children’s first
and most influential educators.”
(Belonging, Being, Becoming) Page 5
Within an Early Childhood Education and Care service, educators will work under the
requirements of The National Quality Framework and the National Quality Standard
(NQS). The table on the following page presents some of the main standards, the
practices used in an Early Childhood Education and Care environment and how they
link to the EYLF.
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Further Reading
The National Quality Framework and National Quality Standards
can be located at the website link below.
http://www.acecqa.gov.au/national-quality-framework
https://www.acecqa.gov.au/sites/default/files/acecqa/files/NQF/
RevisedNQSHandoutA4_2.pdf
There should also be a copy of both of these located in the
centre you are working at.
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National Quality Standard
1.1
The educational program enhances each
child’s learning and development
Description
Quality educational programs use an
approved learning framework to guide
curriculum
decision-making
and
facilitate a shared understanding of
children’s learning and development.
This enables everyone involved in the
service to share their perspectives,
understanding of, and support for quality
education and care practices.
Links to EYLF
As children participate in everyday life,
they develop interests and construct
their own identities and understanding
of the world (Early Years Learning
Framework, page 7; Framework for
School Age Care, page 5).
Links to National Regulations
See below.
Working in partnership with families,
educators and coordinators use the
learning outcomes to guide their
planning for children’s learning (Early
Years Learning Framework, page 9).
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1.1.1
Curriculum decision-making contributes
to each child’s learning and development
outcomes
about
their
identity,
connection with community, wellbeing,
confidence as learners and effectiveness
as communicators.
An approved learning framework guides
the development of the curriculum at an
education and care service and supports
curriculum decision-making as an
ongoing cycle of observation, analysing
learning, documentation, planning,
implementation and reflection.
Curriculum decision-making is guided by
the principles, practices and learning
outcomes of the approved learning
framework. This involves educators
drawing on their pedagogy and their
indepth knowledge and understanding
of each child.
A learning outcome is a skill, knowledge
or disposition that educators can actively
promote in collaboration with children
and families. The Early Years Learning
Framework and the Framework for
School Age Care (Early Years Learning
Framework, p. 8; Framework for School
Age Care, p. 6) promote five learning
outcomes that are designed to capture
the integrated and complex learning and
development of all children. These are:
Section 51(1)(b) Conditions on service
approval (educational and
developmental needs of children)
Section 168 Offence relating to required
programs
Regulation 73 Educational program
1.
Children have a strong sense of
identity
2.
Children are connected with
and contribute to their world
3.
Children have a strong sense of
wellbeing
4.
Children are confident and
involved learners
5.
Children are effective
communicators
The learning outcomes are broad and
observable. They acknowledge that
children learn in a variety of ways and
vary in their strengths, (Early Years
Learning Framework, p. 19; Framework
for School Age Care, p. 18) capabilities
and pace of learning.
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1.1.2
Each child’s current knowledge, ideas,
culture, abilities and interests are the
foundation of the program
1.1.3
All aspects of the program, including
routines, are organised in ways that
maximise opportunities for each
child’s learning.
1.2
Educators facilitate and extend each
child’s learning and development.
Educators seek information from
families and use a variety of methods to
gather information about each child’s
knowledge, strengths, ideas, culture,
abilities and interests as the foundation
of a child-centred educational program.
The diversity of family experiences
means that children experience
‘belonging, being and becoming’ in many
different ways.
Educators adopt a holistic approach to
planning and facilitating learning
throughout the program, including
during transitions and routines.
Educators are alert to learning
opportunities to extend children’s
learning during planned and unplanned
experiences. They support children to
follow their interests and to engage in
uninterrupted play.
Educators
have
a
professional
responsibility to build and nurture
relationships with children and families,
provide a play-based environment, and
facilitate and extend children’s learning
and development.
Children’s
unique
and
diverse
experiences, perspectives, expectations,
knowledge and skills contribute to their
learning
(Early
Years
Learning
Framework, p. 9; Framework for School
Age Care, p. 7).
Section 168 Offence relating to required
programs
As children participate in everyday life,
they develop interests and build their
identities and understanding of the
world (Early Years Learning Framework,
p. 7; Framework for School Age Care, p.
5).
All aspects of the educational program,
including interactions, experiences,
routines and events (both planned and
unplanned) provide opportunities for
children’s learning and development
(Early Years Learning Framework, p. 9;
Framework for School Age Care, p. 6),
and for educators to interact with
children in meaningful ways that
empower children’s choices and
decision-making.
Educators are deliberate, purposeful and
thoughtful in their decisions and actions
(Early Years Learning Framework, p. 15;
Framework for School Age Care, p. 41).
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1.2.1
Intentional educators:
Educators are deliberate, purposeful,
and thoughtful in their decisions and
actions.
•
recognise that learning occurs
in social contexts and that interactions
and communication are vitally important
for learning
•
use strategies (such as
modelling
and
demonstrating,
open-ended
questioning,
speculating, explaining and engaging
in
sustained
shared
conversations)
to
extend children’s
thinking and learning
•
move flexibly in and out of
different roles and draw on different
strategies as the context of children’s
play changes
•
use
their
professional
knowledge to plan programs that
support children’s knowledge building
(adapted from the Early Years Learning
Framework, p. 15; and the Framework
for School Age Care, p. 14).
Intentional teaching in the early
childhood context (and intentionality in
the middle childhood context) is being
deliberate, purposeful and thoughtful in
decisions and actions (Early Years
Learning Framework, p. 15; Framework
for School Age Care, p. 41).
In the middle childhood context,
intentionality
includes
actively
promoting children’s learning through
challenging experiences and interactions
that foster high-level critical thinking
skills. Intentionality includes engaging
with children in meaningful ways that
support and extend their thinking and
learning (Framework for School Age
Care, p. 14).
Intentional teaching utilises professional
knowledge and strategies that reflect
contemporary theories and research
concerning children’s play, leisure and
learning (Framework for School Age
Care, p. 14). Intentional educators are
able to explain what they are doing and
why they are doing it.
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1.2.2
Educators respond to children’s ideas
and play and extend children’s learning
through open-ended
questions,
interactions and feedback.
Responsive teaching is achieved by
valuing and building on children’s
current and evolving strengths, skills and
knowledge to ensure their wellbeing,
motivation and engagement in learning.
Children learn best when the
experiences they have are meaningful to
them and are focused on the here and
now. Because children constantly learn
new skills and gain new insights into their
world, educators continuously assess,
evaluate and implement responsive
teaching strategies.
Children’s learning is extended when
educators
make
decisions
and
implement actions that respond to
children’s ideas and play to enhance
their learning. Responsive teaching and
scaffolding involve:
•
following up on children’s
ideas and interests with open-ended
questions and providing positive
feedback
•
encouraging
children
to
further explore their interests and
stimulate their thinking
•
considering how children are
grouped for play
•
implementing
experiences
that support peer scaffolding or
extending children’s learning through
engagement with other children
•
using spontaneous ‘teachable
moments’ and incidental opportunities
to enhance children’s play and scaffold
their learning (adapted from the Early
Years Learning Framework, p. 15; and
the Framework for School Age Care, pp.
14–15).
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1.2.3
Each
child's agency is
promoted, enabling them to
make choices and decisions that
influence events and their world.
When educators promote child-directed
learning, they foster children’s agency,
build on the key concepts of belonging,
being and becoming, and support
children to develop a strong sense of
identity. Promoting children’s agency
recognises that children have a right to
make choices and decisions, and are
capable of initiating their learning. When
children have opportunities to make
choices, to attempt tasks, to make
decisions for themselves, and to take on
increasing responsibilities, they can
recognise
their
influence
and
significance in the world and develop
skills in assessing risk.
This can be observed in children:
» making choices and decisions about
matters that affect them (for example,
whether they wish to play inside or
outside, whether they want to play with
other children or play independently,
whether they are ready to eat, whether
they are thirsty, and whether they need
to sleep)
» openly expressing their feelings and
ideas in their interactions with others
» initiating play
» beginning to display understanding and
willingness to negotiate and share with
others
» showing leadership, making decisions
and following directions given by other
children
»
leading their
learning,
designing experiences and
freely making choices about participating
in experiences
» actively participating in decisions that
affect them, including their learning and
leisure
» being supported to assess and manage
risk (adapted from the Early Years
Learning Framework, p. 21; and the
Framework for School Age Care, p. 20).
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1.3
Educators and coordinators are focused,
active and reflective in designing and
delivering the program for each child.
1.3.1
Each child’s learning and development is
assessed as part of an ongoing cycle of
planning, documenting and evaluation.
1.3.2
Critical reflection on children’s learning
and development, both as individuals
and in groups, drives program planning
and implementation.
Thoughtful and professional approaches
to assessment and planning for each
child and the group of children have the
potential to enhance their learning,
development and wellbeing.
Educators use a variety of strategies to
collect, document, organise, synthesise
and interpret the information that they
gather to assess children’s learning.
Reflective practice is a form of ongoing
learning that involves educators thinking
about all aspects of the program, the
principles that guide them, the practices
they use and the learning outcomes for
children. It drives educators’ program
planning and implementation.
Educational leaders support educators to
become increasingly thoughtful about
their work, to analyse their actions
objectively and motivate them to reflect
and explore new ideas and approaches
as part of daily practice.
See below.
Educators and coordinators are
intentional, purposeful and thoughtful in
their decisions and actions. They engage
in reflective practice as a form of ongoing
learning that involves engaging with
questions of philosophy, ethics and
practice (adapted from the Early Years
Learning Framework, pages 13 and 15.)
Educators search for appropriate ways to
collect rich and meaningful information
that depicts children’s learning in
context, describes their progress and
identify their strengths, skills and
understandings (Early Years Learning
Framework, page 17; Framework for
School Age Care, page 17).
Jurisdiction-specific provisions
NSW – Regulation 274A Programs for
children over preschool age
NT – Regulation 289A Programs for
children over preschool age
Qld – Regulation 298A Programs for
children over preschool age
In the early childhood context, analysing
learning refers to the assessment of
children’s learning. This involves a
process of gathering and analysing
information as evidence of what children
know, can do and understand (Early
Years Learning Framework, p. 15).
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1.3.3
Families are informed about the program
and their child's progress.
Quality education and care services
engage with families to provide
information about the wellbeing,
learning and development of their child.
Educational leaders support educators to
recognise the benefits of quality
education and care for both families and
the service and to understand that
learning outcomes are best achieved
when educators work in partnerships
with families. Services develop a
communication plan in consultation with
families to ensure that information for
families is accessible, meaningful and
useful.
Learning outcomes are most likely to be
achieved
when
early
childhood
educators work in partnership with
families. Educators recognise that
families are children’s first and most
influential teachers. They create a
welcoming environment where all
children and families are respected and
actively encouraged to collaborate with
educators about curriculum decisions to
ensure that learning experiences are
meaningful.
Jurisdiction-specific provisions
NSW – Regulation 274A Programs for
children over preschool age
NT – Regulation 289A Programs for
children over preschool age
Qld – Regulation 298A Programs for
children over preschool age
(Early Years Learning Framework, p. 12).
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2. Contributing to the Planning Process
Educators ‘…develop the educational program based on their
knowledge of each child so that the interactions, experiences,
routines and events that each child engages in are relevant to them,
respectful of their background and recognise and build on their
current strengths, abilities and interests’
Guide to the National Quality Framework (NQF), 2018, page 96
Early Childhood Education and Care staff will typically use a ‘planning cycle’ to assist
them in preparing a quality program that best suits the needs of both the child and the
centre.
The programming and planning cycle is an on-going process that has four (4) main
components.
(Educators guide to the early years learning framework for Australia, 2010)
Step 1: Question
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This is the process of gathering a variety of information and data about the children,
their families and educators plus the communities in which they live.
Identify their individual and group strengths, interests and coals in conjunction with
the Frameworks Learning Outcomes.
Educators will observe children for determining their developmental progress and
establish whether any goals and objectives (Learning Outcomes) have been achieved.
The best observations will occur during children’s normal daily activities, their use of
language, social interactions with others and work samples will demonstrate learning.
Step 2: Analyse and Question
Ask questions and analyse what has been observed.
Analyse the content of the observation considering child development theory and
knowledge.
Question:
 What learning is taking place here?
 How is this meant for us as educators, the child and their family?
 Recognising strengths and interests.
 What do I see?
 What do others see?
 What do children recognise about themselves?
 What do families recognise?
 How does this meet the learning outcomes?
Step 3: Plan
A centre will plan and design learning experiences considering what other learning
activities or extensions of learning are possible.
This will include:
 Planning in collaboration with children and families.
 Planning for learning against the EYLF Learning Outcomes.
 Planning to support the pedagogy includes planning for individual and groups,
routines, experiences, interactions inside and outside etc.
Step 4: Act/Do
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Acting is to respond by implementing the plan for the children (i.e. Putting the plan
into action). As an educator, you need to present the experience in an attractive and
welcoming way that will encourage children’s participation. It is important to
remember to actively participate in the experience to guide and support children’s
learning.
Step 5: Reflect.
Reflecting on the learning that occurred, what you have noticed, understood, planned
for and how you and the children have interacted and participated. What worked or
what modifications are/where needed, if any.
Reflection involves personal review by the educators involved and discussion with
colleagues, the children and their families. Each person will have their unique
thoughts and observations to draw upon and will offer a meaningful and important
reflection.
You will also need to reflect on how the experience links to the EYLF Practices,
principles and learning outcomes.
3. Gather Information about the Child through Observation
Children will demonstrate their learning in many and varied ways. Therefore, the ways
of gathering, documenting and analysing evidence to assess learning in your centre
may also need to be varied.
Documenting and assessing learning enables educators in partnership with families,
children and other professionals to collaborate in the following:
 adopt a range of approaches for observing, gathering and documenting
children’s learning
 use evidence to inform future planning, reflect on the effectiveness of teaching,
make judgements about a child’s developing capabilities and respond in
appropriate ways
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 use the Learning Outcomes of the Framework as key reference points against
which children’s progress can be accessed and communicated
 engage children as active participants in recording and reflecting on their
learning and the processes of learning
 share information and strengthen partnerships to support children’s learning
in and beyond the early childhood program
 consider and evaluate curriculum, practices and relationships.
Observations of the child
Observation in this sense is not just about ‘seeing’ or ‘looking’.
Dictionary.com gives some definitions:
ob·ser·va·tion [ob-zur-vey-shuh n] noun
1. an act or instance of noticing or perceiving.
2. an act or instance of regarding attentively or watching.
3. the faculty or habit of observing or noticing.
4. notice: to escape a person's observation.
5. an act or instance of viewing or noting a fact or occurrence for some scientific
or another special purpose.
For our purpose, observation best suits the last of these definitions.
The gathering of information about a child is an essential part of effective program
planning. Without gathering meaningful information from our observations,
educators could misunderstand or misinterpret children’s needs and interests or miss
developmental milestones.
Observation can have many purposes including:
 gathering information on a child‘s emerging skills
 assessing and monitoring a child‘s play preferences, social interactions,
communication and language, thinking styles, learning styles, physical abilities
and emotional status.
 Collecting the perspectives, views and ideas of children
 gathering information about each child‘s development
 analysing behaviour to identify triggers, or consequences which are affecting
behaviour and reactions.
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 Investigating a
additional need
child‘s behaviour and expressed emotions to identify an
 identifying and documenting needs for additional care or support
 identifying the cultural and language background and migration experiences of
the child
 gathering information about the contexts of children‘s and their families lives.
Through the process of observation, the varying aspects of a child‘s development and
children’s needs and interests, can be identified and used to create a program which
meets their interests, strengths, needs and preferences.
“Early childhood educators guided by the Framework will
reinforce in their daily practice the principles laid out in the United
Nations Convention on the Rights of the Child (the Convention).
The Convention states that all children have the right to an
education that lays a foundation for the rest of their lives,
maximises their ability, and respects their family, cultural and
other identities and languages. The Convention also recognises
children’s right to play and be active participants in all matters
affecting their lives.”
(Belonging, Being, Becoming) Page 5
So before you conduct an observation, you need to consider what you are looking for,
what behaviour, what skill, what domain of development are you trying to measure.
You wouldn’t conduct an observation of Gross Motor skills while the child is trying to
paint.
There are four (4) key ideas behind observation:
1. involves regular deliberate (planned) observation using a variety of methods
that will demonstrate a typical child’s behaviours and skills that can be
validated over time
2. daily, on-going classroom/home routines and activities lead to a wealth of
information about the child. Valid observations will not place the child in
artificial situations, interfere or distract children from their normal learning
experiences
3. relies on actual performance during real or natural actions and activities, not
contrived performances
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4. observers need a solid understanding of the meaning and purpose behind
observation and should practice recording children’s behaviour and skills every
day
For us to learn how to conduct an observation, it is best that we learn what we are
looking for.
Observing physical development
Physical development is to do with movement: gross, or large, movement of limbs and
fine manipulative movement of fingers. Physical development can be observed in
children’s natural play and routines.
For example, how a child used their fine motor strength and control to manipulate
fastenings while dressing or how they use a spoon to feed themselves.
Recommended Observation Tool(s)
Fine and gross motor skills can be observed using anecdotal,
running records, learning stories or developmental checklists.
Observing cognitive development
Cognitive development is about the mind and how children make sense of their world.
It includes:
 thinking and reasoning,
 memory and learning,
 concentration and attention
 problem-solving
 understanding of concepts- colour, shape, letters, numbers, opposites, heat,
light, gravity, living and non-living things, time and the meaning of right and
wrong etc.
These skills and learning can be observed during play experiences throughout the day
and transition times.
Example: Children can show problem-solving skills through puzzles or imaginative,
dramatic play or through science activities.
Recommended Observation Tool(s)
Cognitive development can be observed through anecdotal,
running records and learning stories.
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Observing language development
Language is the main way in which we communicate. Language can be verbal,
nonverbal, comprehension, or written.
Language skills can be observed throughout many parts of the day. Children’s free play
as they communicate with others, group experiences as they listen, answer questions
and join in with discussions and during routine times such as toileting/ nappy change
time, meal times and arrival and departure.
Recommended Observation Tool(s)
Language development can be observed using running record,
anecdotal record, time sample or work samples (written
language).
Observing emotional development
Emotional Development is the ability to:
 express feelings
 control emotions
 form relationships and develop feelings towards other people
 develop a self-image and identity
 become an independent person
 personal development – self-esteem and self-concept, self-reliance and
independence.
Children express their feelings in different ways.
Some key points to be aware of when observing emotional
development are:
Eye contact – shy or unhappy children are reluctant to make eye contact.
Facial expressions – smiling indicates pleasure, scowling shows anger or
upset, wide eyes show interest.
Body Posture – confidence shows in an upright tall posture, unhappy
children curl up and have hunched shoulders.
Movement – happy children are lively, sad or frightened children move
hesitantly; excited children bounce with enthusiasm, sick children rest
quietly.
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The tone of voice – crying, whimpering, wailing, shouting, screaming, and
whispering.
Touch – fearful, shy children cling to known adults for comfort.
Changes in behaviour – withdrawing to quietly alone or angry outbursts
of temper. A sick child may regress.
Emotional development can be observed at many times throughout the day (i.e. play
times and routine times) although arrival and departure times are also very important
times to observe as children separate from their parents. This can give you an insight
into how children are feeling, the relationships they have formed with others and
strategies they use to deal with their emotions.
Recommended Observation Tool(s)
Emotional development can be observed through anecdotal,
running records, time sample/sociograms, event samples and
learning stories.
Observing social development
Social develop includes:
 social roles and behaviour,
 interaction and relationships
 social skills – sharing, taking turns
and co-operating with others
 social play – playing alone( solitary),
playing alongside ( parallel), using the
same equipment but playing alone
(associative
play)
or
playing
cooperatively, sharing, turn taking
and sharing ideas with others(
cooperative play).
Social development can be observed throughout the day. Child-centred play time and
group experiences provide an opportunity to observe interactions and other social
skills. Routine times, such as meal time, also provide a great opportunity to observe
how the children interact in a more structured social time.
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Recommended Observation Tool(s)
Social development can
be
observed
using
time sample/sociograms, anecdotal, running records,
and learning stories.
Observing creative development
Creative development can be observed throughout the day during free play and group
times as well as during some routines and transitions.
Recommended Observation Tool(s)
Creative development can be observed using anecdotal and
running records, time samples, learning stories, work samples
and photographs.
Observing different age groups
Observation to identify children's development, ideas and interests to plan future
experiences, will also vary according to children's age groups, and you must consider
the following areas when preparing your observations:
For babies, infants and toddlers:
 All aspects of the child's development
 Fine and gross motor skills
 Interests, strengths and needs
 Child's knowledge, skills and understanding
For 3 to 5-year-olds:
 All aspects of child's development
 Fundamental movement skills
 Child's interests
 Child's strengths and needs
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 Social interactions
 Child's knowledge, skills and understanding
For 6 to 12-year-olds:
 All aspects of child's development and fundamental movement skills
 Child's interests
 Child's strengths and needs
 Their interests and leisure requirements
 Peer groupings, and social interactions
 Socially isolated children
 Interests, strengths and needs
Recording and documenting observations
Learning
stories
Questioning
Observations
Gathering and
recording
information
Discussion with
families
Anecdotal
information
There are numerous different methods, tools, checklists and formats used for
recording your observations.
Narrative observations
 Anecdotal records – a brief description or “word picture.”
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 Running records – keeping track of ‘everything’ that happens in a specified
period
 Learning Stories - uses “storytelling” to describe a child’s learning process
Sampling
 Time samples – a measure of behaviour over time.
 Socio-grams - a measure of social interactions and behaviour over time. 
Event samples – records specific behaviour only when it occurs
Designed Tools or Instruments
 Checklists – such as Developmental Checklist
 Rating Scales
 Shadow Studies
Standardised Tests
 Screening Tests
 Developmental tests
 Intelligence tests
Each of these ‘tools’ has a purpose, and all tools do not suit all observations.
Selecting the tool to suit your purpose and provide you with sufficient information to
be able to evaluate the child’s interests, ideas and developmental needs while to
supporting your ability to provide an engaging program… is the best tool.
Anecdotal Observations
An anecdotal record is a "short account of a particular incident or event ". Anecdotal
records are useful for taking quick, simple notes that have been observed throughout
the day. These notes are often expanded on and analysed at a later time. They are
written in past tense and therefore can be written up after the event when an educator
has more time. An anecdotal record tells the story of what the observer has seen and
heard.
Pros
Cons
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It’s a quick way to record characteristics of Reliant on memory a
child’s behaviour
May be less objective
Can provide clues about a child’s mood.
This is really valuable when added to descriptions
of behaviour
Can be used to help identify recurring patterns
of development
Can be used to summarise the quality of
the child’s social interactions with peers
Used For:
Anecdotal records used to observe children's behaviour, skills and interests.
The following is an example of an anecdotal record. Please remember the format that
is used will differ for each centre although the information and technique for writing
the observation will remain the same. Please check with your centre to view the
formats that they are using.
Anecdotal Record.
Observation No. A-9
Child’s Name: Polly
DOB:
Date:
03/02/2014
Age: 4.1 years
10/03/2018
Time: 2:00 pm
Location: Puzzle table
Developmental Focus:
Fine Motor
Educator: Sally
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Observation:
Polly was at the puzzle table for approximately 20 minutes today. She held the puzzle pieces
using a pincer grip. She used both hands to sort and used her left hand to put the puzzles
into place.
She found the outside edges first and collected all the green pieces and then all the red pieces.
She also turned them around and upside down to make them fit.
Polly persisted, and when she was finished, she said to the educator: “Look I’m finished!”
The educator took a photo of the finished puzzle and promised to put it on the wall and to
show Polly’s family.
Educator’s Reflection:
Polly used both hands to sort but showed left-hand preference when putting the pieces into
place. By working on a 20 piece square puzzle, it demonstrated that her hand-eye
coordination was developing.
Child’s Reflection:
Parent’s Reflection:
She excitedly showed the educator the
finished puzzle. She also wanted to look at
the puzzle photo on the digital camera that
the educator took.
Polly showed me the photo. I was pleased
that she was able to complete a 20 piece
puzzle.
Future Programming Suggestions:
Expand Polly’s fine motor skills and eye-hand coordination by offering her a slightly more
complex or different type of puzzles, such as one that has 25 pieces or that has a different
shape, such as a circle.
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4. Learning Stories
A Learning Story is a format used to document
a child’s learning. It uses “storytelling” to
describe a child’s learning process. There are
many details that are incorporated into a
learning story which describes: the experience
that unfold, how the child interacts,
conversations, interests, skills etc. It’s a
narrative of recognising and describing the
learning that is taking place through a child’s
play.
A Learning Story is a story that tells a tale to the reader. It uses the same concept as an
anecdotal record or “narrative”. It should focus on a child, about the decisions they
make and the consequences that follow.
Learning stories have become extremely popular in
many Australian Early Childhood Educations and Care
centres as they are relatively time efficient, provide
parents and educators with a more complete ‘picture’
than a written record.
The term originated in New Zealand where the Te
Whāriki early childhood curriculum recommends ‘...
capturing children’s learning in a story format’ (Carr,
2001).
How to write learning stories
Begin with a child participating in normal, everyday activities, and experiences. The
more details you have, the more details you can convey to the reader, the more
complete the ‘story’. You can also use photos as part of your Learning Story; you can
simply write the text to accompany the photos. Remember, a learning story is a story
with descriptive details, not just a series of captions for photos. You should have at
least one to two paragraphs per photo as a minimum. It is recommended not to put
many photos into your learning story, three (3) should be sufficient.
How to write photo stories
Start with a topic that represents the photo and describes any outcomes achieved, look
for a fact in the photo, clarify evidence you can see to support this, reflect and evaluate
comparing the photo to any goals or objectives, describe any outcomes that were
achieved, discuss how the child might progress or extend their learning.
Linking your Learning Story to the EYLF
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Once you have completed your Learning Story, then you will need to link it to the EYLF
Learning Outcomes. Have a read through each of the Learning Outcomes and identify
the ones you think best describes the goals that were achieved through the experience.
Something to consider: Some adults do not enjoy being photographed.
Children can feel the same way. Imagine how you would feel if you had somebody
photographing you through your day. Would you feel comfortable or would it be
an unsettling experience for you? It is important that you get a child’s permission
to photograph them as they play and remember to maintain a focus on the learning
process, not the product.
Photographs
Taking photographs must not distract from making connections with children.
Educators need to place priority on a truly genuine and reciprocal connection with the
child then (e.g. asking what the child is drawing/painting, asking about colours/shapes,
listening to the child's responses, scaffolding or extending their knowledge if
appropriate).
When writing Learning Stories, it’s recommended that you talk about yourself in first
person using “I”. This gives you an opportunity to put yourself in the same experience
as the child and describe what you watched and discovered.
Learning Stories are a very useful observation method to use to report, document and
evaluate learning. Although it is important to remember that learning stories are just
one of the observational methods when gathering observations.
As stated by Cathrine Hydon, (Moderator for the National Quality Standard
Professional Online Learning Forum by Early Childhood Australia):
“The planning process needs a broad range of approaches and tools
to capture and support children’s learning.”
This means learning stories are a valuable and worthwhile method of observation and
reporting though not if used as the only observation method.
The following is an example of a learning Story. Please remember the format that is
used will differ for each centre as you and the other educators modify the format to
work best for your service. The information and technique for writing the observations
should remain relatively the same. Please check with your centre to view the formats
that they are using.
An example of a learning story
Child
Joey
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Educator
Susie (Pre-school educator)
Learning outcome
Identity
Learning story
Joey’s Climbing Plan
Joey was playing outside on the lawn with
the portable padded climbing shapes. He
decided that he would like to design his
shape and began moving the pieces to form
the climbing path he wanted.
He experimented over and over
rearranging the pieces in as many ways as
he could think of, trying it out each time.
Community
Outcome 2 - Children are connected with
and contribute to their world.
Wellbeing
Other children joined him to use the new
climbing course!
Learning
Outcome 4 - Children are confident and
involved learners
Communication
Outcome 5 - Children are effective
Communicators.
Skills/needs/interests
Construction and creativity
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Child’s reflection
Reflection
Joey! How creative you are. You have
shown your ability to plan, design and
build just like an architect! You displayed
your awareness of shape and size (spatial
concepts) as you carefully positioned each
block.
Looking at the photo’s after the experience
Joey stated “Wow, it was a long road to
climb over. I made lots of different roads
didn’t I?”
You can share, turn take, negotiate and
communicate with your friends.
You were able to concentrate on the task at
hand for a long time, and you were very
involved in what you were doing.
Family’s reflection
What’s next
Together the children and I could draw
some designs next time.
I love to see Joey’s imagination. He loves to
build things, and all of the children got to
have a go!
We could also use the “Waffle Blocks” to
build with.
Luke might enjoy helping to set up an
obstacle course in the climbing area!
Further Reading
Other examples of learning stories can be seen on the following
websites.
 http://www.educate.ece.govt.nz/learning/curriculumAndLea
rning/Assessmentforlearning/KeiTuaotePae/Book7.aspx
 http://eclkc.ohs.acf.hhs.gov/hslc/ttasystem/teaching/eecd/domains%20of%20child%20
develop ment/science/josie%27sdrip.pdf
 http://thelivingclassroom.wordpress.com/2009/05/11/alearning-story/
5. Developmental Checklists
Often used in Early Childhood Education and Care Services to record children's
development to compare against developmental milestones. They are often just
referred to as 'checklists' and used to document physical development, especially gross
motor skills.
The following is an example of a developmental checklist. Please remember the format
that is used will differ for each centre though the information and technique for writing
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the observation will remain the same. Please check with your centre to view the
formats that they are using.
Child’s name
DOB
Age
Educator
Gross Motor Milestones
(0-12mths)
Date
observed
Comments
When on tummy lifts up head high &
maintains the head in midline
On tummy takes weight on forearms with
head and shoulders on the floor
When pulled to sit, holds the head in
midline
When sitting supported, brings hands to the
middle, looks at & plays with toy
When on their back plays with feet
When on their back rolls bottom off the floor
when playing with toes
When on back attempts to roll turning &
lifting head from back to tummy & sides
Beginning to crawl properly on hands &
knees
Sits independently with straight back
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Independently able to get to kneeling
position to play at the small table
Able to stand in an erect position with feet
flat & legs apart
Reflection of Learning/Development:
What’s Next?
Courtesy of: www.seriouslykids.com.au
Checklists can be especially useful in recording Fundamental Movement Skills – the
gross motor skills from which more complex skills are developed.
Further Reading
Read more about Fundamental Movement Skills at:
http://health.act.gov.au/kids-at-play/activeplayeveryday/fundamental-movement-skills
Event samples
Often used for observing behaviours, in particular for identifying the causes and
possible consequences of certain behaviours, triggers and interactions.
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Event sampling is normally recorded using the
technique:
for Antecedent (possible triggers, behaviours, actions) immediately
before the event; for the Behaviour (a summary of the
observed behaviour)
for the Consequences (what happened immediately after the behaviour
/event.
An event sample would be recorded each time a child exhibits signs of aggressive
behaviour and any causal factors. The knowledge gained from this observation would
then likely be helpful regarding identifying possible triggers.
Following is an example of an Event Sample. Please remember the format that is used
will differ for each centre through the information and technique for writing the
observation will remain the same. Please check with your centre to view the formats
that they are using.
Child’s name Anthony
DOB 24 February 2016
Age 1 year 11 months
Date 13 January 2018
Time Morning
Location/Setting Indoor – Toddler room
Observer Pam
Behaviour: Anthony seems to be randomly biting other children
Time
Antecedent
Behaviour
Consequence
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9:30 am Free
play
A was playing with the
trains on the mat
(solitary play). W sat
down next to A and
picked up the red
engine.
10:15 am
Some children were
reading books on the
cushions. A had just
been placed in the
room after having his
nappy changed.
Toileting
routine
11:00am
Lunch
The children were in
the bathroom, washing
their hands for lunch.
All the basins were
being used.
A squealed and very
quickly leant over to W
and bit him on the
upper arm. W looked
shocked but did not
cry.
An approached S who
was looking at the Very
Hungry Caterpillar held
his hand out to her and
made
a
grunting
sound. She did not
respond. A grabbed
the book, S did not let
go. A bit her on the
hand. S cried.
A walked to J and tried
to put his hands under
the water with her.
She stepped sideways
to push him out of the
way, he made a
whining sound,
stamped his feet and
leant over as if to bite
her
Educator 2 rushed over
to the boys and
checked that W was
alright – he started
crying. She put the
train down on the mat
and picked W up. A
picked up the train and
started playing again
Educator 1 responded,
separating the children
and removing the
book. She comforted S
and spoke with A,
showing him how he
had hurt S and saying
that it was not nice for
him to hurt his friend.
Educator 3 removed A
from the basin area
and sat him down next
to her until all the
children had finished in
the bathroom
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11:30 am
Rest
A was crying a little
and waiting for his bed
to be made (he was
the last). J was
hugging her friends
before she lay down
for a sleep – a routine
she often follows. She
smiled at A and
hugged him, patting
his back.
A made a whining
sound and bit J on the
shoulder.
J was very upset and
cried quite loudly.
Both educators came
to deal with the
situation.
J was
comforted and settled
to sleep. A was spoken
to calmly by educator
one who explained
that it was not nice for
him to bite his friends.
A laid down on his bed
and educator 1 patted
him until he fell asleep.
Reflection of Learning/Development:
A seems to be having difficulty expressing himself verbally.
A seems to be biting in response to an event he doesn’t like or if he is feeling impatient.
What’s Next?
Encourage A to verbalise. Use keywords with him and encourage echoing during group
experiences and individually. Take care to reinforce A’s efforts and positive behaviours.
Some changes in the environment may be beneficial – make sure there is ample
equipment for the children to share and look at streamlining routines to prevent children
waiting.
Some of the educator responses to A’s biting seems to be inadvertently reinforcing the
biting. An approach to dealing with the biting needs to be decided on with A’s family and
implemented consistently by all adults involved.
Work samples and photographs
These are best used to support your written observation as the offer visual/ concrete
evidence. Pictures can tell a thousand words and are one of the simplest ways an
educator can quickly capture and review learning to be documented at a later date.
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Educators need to think carefully about what is worth capturing in a photo and how
the image can contribute to understandings about children’s learning. Photos or work
samples alone do not make useful assessments. You need to take notes of what
learning is taking place, then analyse and interpret this to provide the background and
information about the learning. Often a series of photos showing a developing skill or
idea or a project is more useful evidence of learning than a single photo.
Educators can make anecdotal notes at the time of taking, either the work sample or
photo, including what the children said or were doing at the time, which also further
enhance opportunities for later reflection on the child’s learning and ideas for further
planning.
Example: You may take photographs or video of a child when they are involved in
splashing in puddles, or gather a work sample when they are drawing or making marks
on paper which they tell us is their writing. Sometimes we will retain evidence of a
child’s learning by making a recording of their music, their story or songs and dances
they are performing on the playground.
IMPORTANT:
Remember it is important to ask a child’s
permission to take their work and use it in your
documentation. If a child does not wish you to have
their work because they want to keep it, you can
either take a photo or photocopy of your
documentation.
Running record
These are very detailed descriptions of an event or behaviour which is recorded as it
happens. They are recorded in the present tense and provide step by step commentary
of what is observed (seen and heard). They can be very helpful for closely analysing
interactions or a child's progress at acquiring a particular skill.
Pros
Cons
Detailed
 Time Consuming
Objective
 Takes educator away from children.
Used for:
Not as commonly used anymore due to time constraints.
Primarily used for formal observations, behavioural management, skill development
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The following is an example of a running record. Running records are not commonly
used on a daily basis as they are time-consuming though are of great value if you have
concerns about a child’s development and need to follow up with detailed observations
to gain greater evidence of their developmental level.
Please remember the format that is used will differ for each centre, though the
information and technique for writing the observation will remain the same. Please
check with your centre to view the formats that they are using.
RUNNING RECORD
Observation No: R-6
Child’s Name: Julian
DOB:
Date:
23/ 08/2009
02/12/2013
Age: 4.4 years
Time: 10.00am
Location: Garden
Developmental Focus:
Social / Creative Educator: Sally
Observation:
Julian is kneeling in the garden. He is using a spade in his left hand to scoop up dirt and then
transfer it into a bucket. He grunts and keeps digging, although, some of the dirt misses the
bucket. He pours a jug of water into the bucket making the dirt turn to mud. He then picks up
handfuls of mud from the bucket and starts moulding it into a toy pie tray. He then pats the dirt
down with both of his hands.
Julian looks over and waves at his friend Liam, who is sitting down in front of the toy oven.
Julian says "Liam, do you want to help me bake my mud pies?"
He gets up slowly, bending his knees and picks up his tray. He uses his right hand to pick up the
tray and steadies it with his left. He then carries it using both hands to where Liam is sitting.
Julian puts the tray on the table.
Liam looks at Julian and smiles and says "Yep, they should both be able to fit, my pies are on the
top, you can put yours on the bottom”.
Julian walks over to the oven and looks through the door. “Mmmm smells good and looks
yummy".
Julian says to Liam, do you want a taste of mine? He grabs some dirt from the pie tray with his hand
and throws it in the direction of Liam, giggling.
Liam giggles and jumps away saying “Nooo, it’s not ready, you can’t eat it yet”.
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Educator’s Reflection:
Julian has developed a solid friendship with Liam by being involved in the shared play. This
interaction demonstrated that they delight in dramatic pretend play, they showed good skills in
enacting out an activity they would have witnessed in their home life.
Julian uses relaxed language with Liam and can laugh and have fun with him.
Julian demonstrates that he predominately uses his left hand.
Child’s Reflection:
Parent’s Reflection:
Julian was very happy after playing with Liam and It seems like they enjoyed playing together and
ran over to the educator saying “Look, Liam, and I had a great time. They seem to be becoming good
are cooking pies together”.
friends.
Future Programming Suggestions
To encourage Julian to participate in other group activities by offering other opportunities to improve
his interaction skills. For example playing shops, having a tea party, setting up a library, where kids
can pretend they are taking out books or even playing zoos with overturned laundry baskets and
stuffed animals.
To develop Julian's cooking skills, you could get some real ingredients and ask Julian to help to prepare
the ingredients, such as rolling dough or helping to mix or stir.
Time samples/sociograms
Sociograms are a great way to illustrate
communication and interactions of a child or
children within a group and their friendship
preferences. Generally speaking, they are normally
presented visually with key references to describe the
different elements on the 'map'. It will provide a clear
indication of whom children prefer to play with and
identify children who may be socially isolated, need
assistance, or are socially adept at forming friendship
groups.
Pros
Cons
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 Isolates one period and this may not
be true to interactions in other
types of play or at other times of the
day.
Provides a good picture of behaviour
and social interaction over periods of
play.
Not too time consuming to
complete.
Used for:
Behavioural Management, Social Developme
nt
The following is an example of a sociogram. Please remember the format that is used
will differ for each centre though the information and technique for writing the
observation will remain the same. Please check with your centre to view the formats
that they are using.
SOCIOGRAM
Date: 14/10/17
Time: 9:35 am
Child: Rod
Age: 3.8 years
Setting: After Morning Tea the children
have begun outdoor play. Rod had just
suggested to others in the group that they
play hide and seek.
Background information: Rod is an
extremely social child.
Observer: Joanne
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--------
=
Verbal
Key:
______
=
=
=
Non-verbal
Initiated
James 3.6 yrs
Michael 3.2 yrs
Susan 3.11 yrs
Carl 3.5 yrs Sean
Peter 3.7 yrs
3.6 yrs
Sarah 3.11 yrs
Claire 3.8 yrs
Responded
Reflection of Learning/Development:
Rod displays well developed social interaction skills by initiating interaction with his peers.
He interacts with many different peers and can share ideas and follow through with play
plans.
What’s Next?
To extend his co-operative and leadership skills through dramatic role-play. E.g. Fire
Station or Large construction using large waffle blocks to create a rocket ship.
Encourage Rod and the other children to be involved in the planning, and set-up of the area
being active in the decisions and ideas of what resources will be needed and where it will
be set-up.
Time samples provide snapshots of a child’s day. They are used to record the
occurrence of a child’s behaviour at particular times of day, for example, group time
or meal times. It is often used when an educator is concerned about a particular
behaviour and needs to know how often it occurs. Time samples can be taken every
half hour over a day or for shorter time intervals of five or ten minutes.
You may find this a useful method of observing a quiet child who you may seem to
overlook, or if you want to get an overall picture of what experiences a child may be
involved in during a specific period of the day.
A table needs to be drawn up with regular time intervals marked on it. For example,
the observation may run for 30 minutes with five-minute intervals recorded on the
table. Comments or tally marks are recorded every five minutes to track the frequency
of the behaviour being observed.
Pros
Cons
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 Provides limited information/ detail
about what types of interactions are
occurring or what and how the child
is completing tasks.
Good for seeing the behaviour and
social interaction over periods of the
day
Not too time consuming to
complete.
Used for:
Social Development
TIME SAMPLE
Observation No: TS-5
Child’s name Gemma
DOB 15 April 2013
Date 17 April 2017
Age 4 years
Location/Setting Indoor free play time
Time 9.30am – 10.30am
Developmental Focus Social
Observer Jemima
L = Lone (solitary Play)
Time
Blocks
10 am
L
Painting
Puzzles
S = Social Play
Home
Corner
Collage
10:10
S
10:20
S
10:30
S
10:40
S
10:50
Books
L
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11 am
L
Educator’s Reflection
Gemma moved between several activities stations during morning indoor free play time.
She spent some time on her own and some time with other children during her play.
What’s Next?
Expand Gemma’s interaction with other children by offering group activities following her
interests. For instance: playing Doctors and Nurses, making a pretend train or aeroplane
and setting up chairs and getting children to act out the different roles, or perhaps you
could even set up a circus with hula hoops, costumes and stuffed animals.
Socio grams and time sample on their own do not give a very clear picture of what is
happening in the observation. When you join a sociogram and time sample together,
you can gather more accurate and detailed information.
Time sample with sociogram
TIME SAMPLE/SOCIOGRAM
Observation No: TS-5
Child’s name Gemma
DOB 15 April 2013
Date 17 April 2017
Age 4 years
Location/Setting Indoor free play time
Time 9.30am – 10.30am
Developmental Focus Social
Observer Jemima
Code:
Key:
Time
L = Lone Play (solitary)
S = Social Play
Positive interaction one-way
Positive interaction two-way
---------- Negative interaction one-way
------- Negative interaction two-way
Blocks
Painting
Puzzles
Home
Corner
Collage
Books
10 am
L
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10:10
10:20
S
Pr
st
S
st
rf
10:30
L
10:40
L
L
10:50
11 am
S
st
pr
Educator’s Reflection
Gemma participated in a variety of activities during the morning indoor play time. She spent
time some time with other children and some time by herself.
She interacted positively with the other children.
Gemma spent a lot of time in the collage area cutting out patterns and glueing them
together, but during this time, she did not play in the books, home corner, or puzzle area.
What’s Next?
Gemma’s social skills and skills of operation could be expanded, by offering group activities
in creative play development, such as making paper-mache models in small group play.
Creating portfolios
Children’s artwork can assist you in recognising their level of development and what
their interests are.
Educators often create a portfolio for each child following through their attendance at
the centre. The portfolio presents a living profile of each child, and assists educators
in recognising children’s, interests, strengths and needs. The key elements that are
contained in each child's portfolio are as follows:
Observations
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An effective method of learning more about the interests, strengths and needs of a
child, is through observation. There are various observation methods; you can use.
However, you need to determine what you want to find out, to choose the
appropriate method
Photographs
Photographs are a useful way of showing parents and guardians what their child is
involved in throughout their time at the centre. Photos also help us to find out
information relating to the behaviour of a child as well as their attitudes,
development level and interests
Conversations (written and audio)
Recording a child’s conversations both through written and audio methods will
assist you in establishing a child’s interests, strengths and needs. It will also provide
you information relating to a child’s language development.
Family information
Information provided by parents and guardians can give you an idea of what takes
place in the child’s home and can assist you in determining the likes and dislikes of
children you are responsible for.
Artwork
A child’s work of art can assist you in recognising the interests of a child and in
determining their level of development.
Portfolio displays
Portfolios are not only a great way to gather a child’s information and observations for
the educators but also a wonderful way to display a child’s learning, development and
interests to their families. This encourages families to be involved in their child’s and
the room program.
Including parent feedback, information and reflections can add to the approach you
take to providing a holistic view of the child and their learning.
Using family and community information is a secondary source of documentation. It
can help you develop an understanding of a child’s interests and developmental needs
as you gather information in the context of their family, home life and community.
This may provide a different picture of the child to that you observe while at the centre.
Technology as an observation tool
Today’s generation of children are now faced with a myriad of technology and
communication tools, and early childhood research now supports fostering early
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adaption of these technologies, believing that it will lead to better outcomes for
children.
Incorporating digital media in an Early Childhood Education and Care service opens
children’s learning up to a whole world of information and people, breaking down
barriers of distance and culture and allows children to creatively and more easily
explore their own learning interests. Children can engage in the learning through a
wide range of tools, such as cameras, internet, music, recorded sounds, video etc. They
can record and summarise their own learning in ways that reinforce the construction
of their own theories, allow them to share their learning with others and take pride in
a visually engaging production either by themselves or with guided assistance from
their teachers.
The social aspect of digital exploration also cannot be understated, teachers, parents,
children can now open themselves up to local, regional or even international
communities in amazing new ways, everyone can get involved in the learning that is
occurring!
Take photos or allow children to take their own photos of what interests them, what
they see and what they are learning. You may be surprised when you sit back and see
what has occurred.
Allow these photos to inspire the children, teachers, families and others, learning to
think of new ideas, discussions and ways to further extend on the child’s
understanding. Have a go at writing a learning story. Print up the child’s photos and
display them with their artwork!
Further Reading
Some great free activity websites:
http://www.bbc.co.uk/cbeebies
http://www.funbrain.com
http://www.natgeokids.com/au/ https://wonderopolis.org/
http://www.scholastic.com/parents/play/
Some amazing information websites:
http://www.nationalgeographic.com
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Objective observation
When observing a child you need to be objective; this means that you will need to
describe exactly what is happening and not make assumptions about why they are
doing it.
An observer needs to be objective, unbiased and avoid a judgement against stereotypes.
Just because they are a boy doesn’t mean they like frogs.
You must also avoid labelling a child.
A child is not ‘bad’ they have just done something incorrect or
inappropriate.
Something to remember…
An important factor to take into consideration, when carrying out observations is that
you need to obtain information that will provide you with an accurate description of
the child in varied circumstances and contexts.
Next, we’re going to practice our skills relating to observation. We will observe
methods and rules and how to choose an appropriate method of observation. We will
also explore techniques for staying objective at all times during the process of
observing.
Bias and stereotypes
The term bias relates to opinions and attitudes that are stereotypical towards people
from a range of diverse backgrounds, such as religious, social, racial or cultural.
Stereotyped attitudes relate to individual beliefs and preconceptions that can affect
our objectivity.
Reflect on a common stereotype that you have recently heard…
It can often be challenging to identify our individual biases. However, it is essential to
be aware of them and ensure that we use language and adopt attitudes that are not
affected by these biases. To remain professional at all times, it is important that you
do not let your own opinions affect your ability as a care giver.
An example of bias behaviour is provided below:
Monica was a highly knowledgeable care giver. However she did have several biases.
These biases had a negative effect on her caregiving. This became evident in child
observations that she conducted as a caregiver.
When commenting on a child’s behaviour, Monica would often use biases relating to a
child’s social background. For instance, if the child were from a lower income earning
family, Monica would often develop a biased opinion.
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She would regularly carry out comprehensive observations regarding children that
were her favourites and only minimal observations of other children that were in her
care.
Monica also tended to document a greater deal of information relating to a child’s
problematic behaviour, and would often neglect to write down any constructive and
encouraging qualities relating to the child.
Negative labelling
The term ‘negative labelling’ refers to putting
a specific label on a child.
The care giver should focus on describing
behaviours and actions as opposed to using
negative labels.
Calling a child 'bad', 'grouchy' or 'loud' will
mean that people start to see them in that way.
A child is not ‘loud’, they may be playing sport
and shouting, but they are not ‘loud’. By
negatively identifying a child as ‘loud’, they
will start to think of your negative labelling
that being loud is bad.
Keep in mind
To avoid negative labelling and bias, you must ensure that you make objective
observations.
Your records must be objective, truthful and correct.
Read the below examples:
‘He bumped into the child because he is aggressive.’
This observation is not objective. He may have bumped into the child, but it may have
been an accident, he may have been playing a game with the child. It does not
necessarily mean that he is aggressive. You must describe the child’s behaviour,
without assuming anything.
‘He bumped into Seth because he was running and looking down at the ground.’
This observation is objective as it describes what happened without assuming. It
simply explains that he bumped into the child because he was not looking where he
was going. It does not assume anything.
‘She went to the window because she wanted to go outside and play.’
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This is not an objective statement. The person observing does not know why she went
to the window. She may have been hot and wanted to feel the breeze, or she might
have been looking at the sky or activity going on outside. It is important to only make
a note of the facts, don’t assume anything.
‘She ran to the window.’
This is an objective statement.
It is a simple description of what actually happened. It
does not assume anything.
‘He persevered with the puzzle for 6 minutes without asking anyone for assistance.’
This observation is objective. It is a description of what took place and does not jump
to any conclusions, regarding his behaviour.
‘He did not ask for assistance because he is pigheaded.’
This is not an objective observation. He may be too shy to ask for help, or he may just
want to try and do it by himself.
Selecting the right observation method
When making observations, you need to be discreet and must ensure that you are not
hindering or distracting the child from their activities.
Most young children are not concerned about being observed. However, occasionally,
observation may cause behaviour changes in children.
It is imperative that you are inconspicuous so that you can observe the child behaving
naturally.
When selecting a suitable approach for the observation, it is essential that you take
into consideration that some children will be more affected by the observation than
others.
It takes a great deal of practice and experience to be able to record detailed and
comprehensive observations.
Look at the examples below and provide a detailed description of what the child is
doing in each picture. Record your observations in a notebook. Remember to remain
objective when making your observations.
Rules for making observations
The letters below represent the essential techniques for good observing and
recording skills. Have a look at the mnemonic; RAAVOOM this can help you
remember these important points.
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Reliability
To be reliable means to be conscientious and consistent. It also means being fair and just.
You need to observe exactly what you see and hear.
Attentiveness
Do not be distracted by side issues. If this becomes a problem, maybe you could select
another method of observation and an alternative time. For example, you might write an
Anecdotal Record after the event rather than a Running Record at the time of occurrence.
You may need to make sure other staff can support you by taking on additional
responsibilities during the time you are recording observations.
Accuracy
Use precise language in descriptions of behaviour.
Validity
For observations to be valid, the most appropriate recording method must be used. Did the
observation record what you intended to observe?
Objectivity
Be aware of how stereotype attitudes affect objectivity. It is essential to constantly selfassess
your objectivity. It is challenging to remain objective in stressful situations, but you can do
this by remembering to write down only what you see or hear. Describe what the child is
doing, how they are doing it when they are doing it and with whom. NOT WHY.
Organising time
Observations and recordings are important, but they are only a small part of the professional
responsibility of a trained caregiver. Since you are a student, it is understood that you
require time to learn and practice your skills. As a trained caregiver with responsibility for
a group of children, you will need to efficiently organise your time so you can carry out
observations as well as meet all the other responsibilities of caregiving.
Maintaining focus
Remember: you need to collect information that will give you a reliable picture of
the child in a variety of settings and contexts.
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Observation 1
Observation 2
The ability to observe something and provide a detailed description can take a lot of
practice.
Things that you wouldn’t usually notice can be easily missed. Such as how a child is
holding a cup.
Asking a friend if you can observe them for a brief period, is a good way to practice
your skills of observation.
During the observation of the person, be as detailed as you can in your description.
Observe your friend for approximately three to four minutes.
Another way to practise is to observe characters in a movie or customers in a shopping
mall.
Confidentiality
It is extremely important that you are ensuring the privacy and confidentiality of
others when recording observations. You have a responsibility to check that
appropriate permissions are sourced before conducting observations or using any
recording device such as cameras, videos, sound recorders to sample activities and
events at your centre.
You may have to complete a “Permission Form” whenever conducting any form of
recording information.
Check the Confidentiality and privacy procedures at your workplace before proceeding.
Observation Records must always meet:
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Organisational requirements
Service accreditation requirements
Confidentiality policies and
procedures
Gather information about the child from secondary sources
There are some secondary sources that you can utilise to assist you in gathering
information about the child.
Examples of secondary sources include:
 Family
 enrolment forms
 existing child records
 colleagues
 other early childhood and care specialists – occupational/speech therapists,
paediatrician, doctors etc.
Educators will also use existing child records to collect information about each child.
They will often analyse and evaluate them to determine a child’s progress towards the
centre’s goals, objectives and the ‘Framework’ learning outcomes.
Conversations with child's peers
Collaborate with family and other educators to collect information about each child’s
needs, interests, skills and cultural practices.
At enrolment, families can complete a ‘getting-to-know-you’ form. Brief, general
questions about children’s interests and friendships, for example, encourage families
to share their unique knowledge. Using the information on this form, not simply filing
it away, is crucial. Keeping ongoing notes as families share their thoughts and
observations about their child keeps the conversation alive.
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Useful information that can be collected includes parent’s names, occupations,
cultural background, religious beliefs, extended family, siblings, pets, child’s interests,
likes and dislikes.
Showing families that you value their contributions will encourage the ongoing sharing
of information about their child. After enrolment, ongoing conversations are a
friendlier, less formal and usually a more useful way to communicate than filling in
forms although updated forms may be requested as children move to a new room or
when they reach a certain age to ensure the information is current.
Many of the observation tools that educators use today allow for or have a space for a
parents ‘voice’ to be included in the report.
Always ensure that information collected through observation and secondary sources
is discussed with relevant staff and recorded accurately in accordance with service
requirements.
What can be learnt from these observations?
Information gathered about children through observation, discussions and secondary
sources will be valuable and contribute to the planning of programs that promote
children’s learning and development.
This is the ‘interpret and question’ part of the planning cycle.
Assessing this information allows educators to establish baselines and monitor
children’s progress towards learning outcomes, plan for guidance, interventions,
curriculum changes, communicate with parents and allow administrative decisions to
be made.
If the curriculum is planned to ensure realistic goals are attainable for most children
within a designated age range, then children will be able to achieve objectives and meet
the learning outcomes of the National Quality Framework.
Extensions to learning
By understanding where a child is in respect to the curriculum, program goals and
objectives and how this meets the learning outcomes, you can suggest enhancing
experiences or alternative activities, even new items, toys or games that will develop a
child’s interest further, develop or enhance skills.
Whenever you complete an observation, consider what the child can do next to assist
them in their development.
Your contribution to program planning
Through your everyday observations, you will notice whether children are engaging or
participating in the programmed activities and experiences. You will notice what
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works and what doesn’t work and it is important that you relay that information to
supervisors.
In your observations it is possible that you may observe:
 Play environment is too challenging, leading to children becoming frustrated
 Play environment is not stimulating enough, leading to children becoming
bored
 Play environment does not provide an opportunity for child's interests/needs
 Child's reactions to play environment
 Child's play interests
Making improvements
Analysing observations will also allow you to contribute to the Quality Improvement
program within your centre by allowing all staff to consider how the existing program
is meeting the standards and how best to introduce improvements to enhance the
quality of education for all children.
6. Reflective Practice
Ongoing learning and reflective practice are one of the primary principles behind
implementing the EYLF effectively.
What is reflective practice?
Donald Schön, in his influential book The Reflective Practitioner, developed the term
“reflective practice” (Schön 1983). Schön introduced the concepts of “reflection‐
inaction” (thinking on your feet) and “reflection‐on‐action” (thinking after the event).
Schön focused his attention on five professional fields – engineering, architecture,
psychotherapy, town planning and education – and talked of the inextricable link
between the concept of professionalism and the process of reflective practice.
(Evidence Paper- Practice Principle 8:Reflective Practice)
Quality Area 1
Educational Program and Practice
1.3 Educators and coordinators are focused, active and reflective in designing and
delivering the program for each child.
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1.3.1 Each child’s learning and development is assessed as part of an ongoing cycle
of planning, documenting and evaluation.
1.3.2 Critical reflection on children’s learning and development, both as
individuals and in groups, is regularly used to implement the program
1.3.3 Families are informed about the program and their child's progress.
(Revised National Quality Standard, 2018)
The Framework puts the responsibility on providers to consider ways in which they
can continuously improve quality. Within the framework, practitioners are
encouraged to reflect upon the key issues that are vital for its success. However, the
process of reflective practice does not just happen because someone says it should. For
reflection to be really meaningful, it must begin with a shared overall aim to achieve
effective early learning and positive experiences for children.
As teams work together, they share ideas to carry out plans, seek solutions to problems
that arise, and develop a shared understanding of their role. The whole team must
identify opportunities to reflect together so they can improve both collectively and
individually.
Reflective Model
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Identify
•action, experience
•decisons, incidents
Identify Learning
Describe Situation
•outcomes
•objectives met
•goals reached
•feelings, thoughts, events,
features
Evaluate
Analyse
•What else could be done?
•How else could you do it?
•What more can you do?
•Identify and challenge
assumptions
•Imagine and explore
alternatives
(Adapted from the Atkins and Murphy model for reflection)
Developing reflective practice requires commitment from everyone to analysing the
perceptions of practice and looking for opportunities to improve learning and how
these improvements are implemented into the curriculum.
Being reflective:
 Demonstrates that educators are actively concerned about the outcomes of the
work they are doing
 Enables educators to monitor, evaluate and revise their own practice
continuously
 Requires the capacity for educators to look carefully at practice in order to
develop new skills and understanding
 Requires a progressive approach
 Enhances both professional development and personal fulfilment through
collaboration and dialogue between colleagues.
What does reflection involve?
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 Reflection 'in' action, or thinking on your feet
 Reflection 'on' action, or after the event
 own thoughts and ideas
 colleagues' thoughts and ideas
 children and parents' thoughts and ideas
 feedback from other partners or agencies
 views and knowledge gained from personal experiences and that of research
What should our approach to reflection as a team involve?
 Giving time to the process as a team
 Be clear about what you are reflecting on
 Be clear about who your associates in the reflective process are
 Consider the subject, making links to theory and practice
 Consider current practice
 Look for
- Ways to improve,
- Maintain and
- Most importantly o Act upon what you have discovered
 Structure your actions with timescales, responsibilities and the opportunity to
reflect on what you have achieved (or not)
 Provide feedback to colleagues, reflecting upon your actions
 Make further changes or adjustments when required
 Be aware of the reflective 'tools' that are available to you, such as quality
improvement or self-evaluation forms
What do we want to achieve?
 Effective early learning experiences for children
 New ways of seeing familiar things
 Personal and professional development
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 Continuous quality improvement
 A shared understanding
Pollard (2002) has identified the following seven characteristics of reflective practice
as useful in helping early childhood professional’s gain a collective understanding of
what reflective practice involves and how it can improve child outcomes:
1. An active focus on goals, how these might be addressed and the potential
consequences of these
2. A commitment to a continuous cycle of monitoring practice, evaluating and
revisiting it
3. A focus on informed judgements about practice, based on evidence
4. Open‐minded, responsive and inclusive attitudes
5. The capacity to re‐frame one’s own practice in light of evidence‐based
reflections and insights based on research
6. Dialogue with other colleagues, in‐house and with external networks
7. The capacity to mediate and adapt from externally developed frameworks,
making informed judgements and defending or challenging existing practice.
(Pollard, 2002)
The Educators guide to the early years learning framework explains exactly what an
educator needs to do to implement reflective practice into everyday activities.
“Reflection before practice
1. Reflect on your professional knowledge, which includes your knowledge of each
child and family and children’s strengths and interests.
2. Reflect on what the children and families are bringing/contributing, saying,
doing.
3. Reflect on different cultures, ways of knowing and being.
4. Reflect on what the group and overall community priorities are for your setting.
5. Collate and show evidence of this thinking.”
“Reflection after practice
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 What is working and what could we improve?
 In what ways are we ensuring that we are considering each child’s belonging,
being and becoming?
 In what ways do we know which children or groups of children are privileged or
disadvantaged by our curriculum? In what ways are we addressing this?
 How do we accommodate children’s many learning styles?
 In what ways are we assessing children’s learning and how are we scaffolding
and extending learning?
 In what ways are we gaining feedback from peers, children, families and the
community?
 How do we involve children and families in the assessing process?
 How are we documenting the learning journey for children and educators and
how are we sharing this with children, families and community?”
(Educators guide to the early years learning framework for Australia, 2010)
7. Summarising the Child’s Learning
Educators collect a variety of information about children, some of which is analysed
and acted on at the time.
Educators will regularly and systematically look at look at observations, samples of a
child’s work; photographs, information shared by the family and other information,
and then ask the following questions:
 How does this all fit together?
 How does it link to the Learning Outcomes?
 What does it tell me about how the child’s learning and development have
progressed?’
By summing up what has been gathered, educators gain greater insight into a child’s
relationships, cultural context, interactions, learning styles, dispositions,
understanding of concepts and interests in a holistic way.
During this process, educators draw on educational theories and knowledge to support
their interpretations of where the child is at and where they need to go next.
Transition statements
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Transition Statements are based on the EYLF (Early Years Learning Framework) and
encourage educators to summarise a child's learning and achievements and compare
them against the five EYLF outcomes, while also explaining important background
information about the child's learning including attendance and the centre’s approach
to educational philosophy.
A transition statement may include:
 Information about your child’s strengths, motivations, interests and learning
dispositions
 Suggestions and strategies to support your child’s transition to school
 Information about your child’s learning in each of the five learning and
development areas
 The type and level of support that your child requires in familiar and new
situations
 Opportunities for you and your child to contribute information that is relevant
throughout the kindergarten year and to support their transition to school.
Transition Statements are completed by Early Childhood Educations and Care service
provider and passed onto either the kindergarten or school once the child has reached
the attendance age.
It is mandatory in Victoria for the following services to complete transition statements:
 All early childhood settings providing services to children in the year before
school
 Outside school hours care settings
 Schools in the government, Catholic and independent sectors.
Transition Statements are an excellent tool for summarising a child’s learning
experience and could effectively be used to summarise children's learning
achievements and personality of all ages and could be particularly helpful when
sharing information and transitioning between groups.
Templates of both the Victorian and the Queensland Transition Statement may be
found on the Sparkling Stars website.
The example below is one of the samples Queensland Transition Statements intended
to assist the transition from Kindergarten to primary school.
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Transition statement
Educator information
Child’s name: _________________________________________________________________
Date of birth: __________________________________________
Name of contact person completing this form: _________________________________________________
Date completed: _______________________________
Early childhood service name: _________________________________________________________________________________________________________________
Child’s attendance history: (e.g. number of days per week, number of years) ____________________________________________________________________________
Description of program delivery: (e.g. sessional, full time, half day) ___________________________________________________________________________________
Child’s strengths, motivations and interests
Suggestions to help the child settle into school
Type here
e.g. Siahna:
•
enjoys creating new imaginative play games
•
has well-developed ball skills
•
is interested in experimenting with art materials and tools
•
is kind, caring and willing to help others.
Identity
A kindergarten child who has a strong sense of identity:
Type here
•
is building a sense of security and trust
•
•
acts with increasing independence and perseverance
•
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•
is building a confident self-identity.
Connectedness
A kindergarten child who is connected with and contributes to their world:
Type here
•
is building positive relationships with others
•
•
shows increasing respect for diversity
•
•
shows increasing respect for environments.
•
Wellbeing
Type here
A kindergarten child who has a strong sense of wellbeing:
•
is building a sense of autonomy and wellbeing
•
explores ways to show care and concern and interact positively with others
•
explores ways to promote own and others’ health and safety
•
explores ways to promote physical wellbeing.
•
•
•
Active learning
A kindergarten child who has a strong sense of wellbeing:
Type here
•
is building positive dispositions and approaches toward learning
•
•
shows increasing confidence and involvement in learning
•
•
engages in ways to be imaginative and creative
•
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•
explores tools, technologies and information and communication technologies
(ICTs).
Communicating
A kindergarten child who is an effective communicator:
Type here
•
explores and expands ways to use language
•
•
explores and engages with literacy in personally meaningful ways
•
•
explores and engages with numeracy in personally meaningful ways.
•
Please include any additional information about further support that may be required for this child
Type here
•
•
•
Teacher signature: __________________________________________________
Parent/carer signature: _____________________________
Date completed:
_________________________
Transition statement
Family information
Name of family member completing this form: ________________________________________________
Relationship to child: ___________________________
Signature of family member completing this form: _____________________________________________________
Date completed: ________________________
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Information that will support your child’s transition to school
For example:
•
How does your child feel about starting school?
•
What would your child like to know about the school they will be attending?
•
What would your child like their new teacher to know about them?
•
What is your child excited about and looking forward to about starting school?
•
How do you think your child will settle into school?
•
What might help your child to settle into school?
•
Is there any additional information you would like to provide for your child?
Child’s summary of kindergarten experiences
Note: Children may draw pictures to respond to these questions. Adults may help scribe responses.
My name is:
.................................
Insert child’s photo
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At kindy I really like …
I think I am really good at …
Sometimes I might need help to …
Transition statement
Additional family information
All children have strengths, abilities, preferred learning styles and needs unique to them. If your child has received support from an early intervention program, or an
advisory teacher who visited the kindergarten centre your child attends, you may wish to provide additional information.
Information that will support your child’s transition to school
Please identify any educational program your child has attended in addition to the kindergarten program.
Name of centre:
Type here
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If your child has received additional support, please describe the nature of the support received and/or attach the latest information.
Type here
Has your child received additional support from the following services? (tick)
 Social worker
 Speech therapist
 Physiotherapist
 Psychologist
 Paediatrician  Other
What strategies will help staff support your child’s independence, e.g. during class, in the playground, managing lunch?
Type here
What approaches will help settle your child?
Type here
Name of family member completing this form:
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SUPPORT BEHAVIOUR OF CHILDREN AND YOUNG PEOPLE
Working in Early Childhood Education and Care can be a challenge especially when
dealing with behavioural problems. The techniques used by educators when dealing
with children's behaviour are obviously going to be different than those used by
parents. The aim is to provide the children with a positive atmosphere and establish
opportunities for recognising and reinforcing appropriate behaviour.
The key to promoting positive behaviour in children is to form positive relationships with
them.
There are many ways to do this, including communicating with respect and sincerity, and
providing activities to encourage positive interaction
Modelling positive relationships
Everything you say and do when you're
around children can influence their
perception of appropriate behaviour and
ways of expressing feelings.
Prevention is much easier than a cure,
and it is far easier to guide a child
positively, than have to implement
behaviour management strategies after
an issue arises!
Use positive reinforcement
Positive reinforcement involves the addition of something to increase response, in childcare we
use praise as a reward rather than a physical ‘present’.
Our responses can be both verbal and non-verbal communication. Non-verbal communication
includes:
Macro Communication:
•Hand gestures
•Clap
•Touch on the shoulder.
Micro Communication:
•Smile
•Nod.
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Don’t restrict your guiding interactions to improving negative behaviour.
Ensure you recognise good behaviour as well. Encourage desired
behaviours such as respectful and appropriate behaviour to continue by using positive
reinforcement.
The aim is for children over time to rely less on adults to guide them as they develop their
own self-control and understand what acceptable behaviour is.
With this aim in mind, the following points may assist in developing behaviour guidance
strategies:
 Establish positive relationships, which are the foundation for building children’s selfrespect, self-worth and feelings of security
 Observe children to identify triggers for behaviours of concern. Pay attention to the child’s
developmental level and any program issues that may be impacting on the behaviour
 Use positive approaches to behaviour guidance. Some of these include positive
acknowledgement, redirection, giving explanations, encouragement, giving help,
collaborating to solve problems and helping children to understand the consequences and
impact of their behaviour
 Support children by providing acceptable alternative behaviours when behaviours of
concern occur
 Ensure limits are consistent, carried out in a calm, firm manner, followed through and that
children are helped to behave within the limits
 Involve the family and the child in appropriate ways in addressing behaviours of concern
 Use other professionals when necessary to help with behaviour guidance
 Identify children’s strengths and build on them
 Seek support from other staff members or family day carers and management.
Once the behaviour has been acquired, it is often a good idea to switch to a partial reinforcement
schedule. The four main types of partial reinforcement are:
 Reinforce when the child is behaving in a correct manner
 Try to ignore bad behaviour
 If children get a positive reaction when they are behaving well they are more likely to repeat
the behaviour.
 Prevent children from seeking attention when behaving in a poor manner.
Communication techniques educators can use to support positive reinforcement are:
 Use a quiet, even tone of voice
 Lowering the volume and pitch of the voice
 Calm repetition of instructions/directions
 Establish eye contact
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
Providing verbal assistance to clarify misunderstandings
 Repositioning children/resources/materials
 Encouraging children to problem-solve
 Diversionary techniques
 Removal of stimuli
 Physical restraint only if the safety of any children is at risk.
Use positive reinforcement
Positive reinforcement involves the addition of something to increase a response, in childcare
we use praise as a reward rather than a physical ‘present’.
Our responses can be both verbal and non-verbal communication. Non-verbal communication
includes:
Recognise and reinforce appropriate behaviour
When a child is doing well, it's important to acknowledge their efforts through words
or gestures. Positive reinforcement helps children build self-esteem and encourages
them to continue with desired behaviour. It's vital to recognise and reinforce the
specific behaviour as well as the child’s efforts.
Examples:
 If you observe a child taking turns, you would respond “Thank you, Jack, for
taking turns with Clarissa. That's very kind of you to take turns with your
friend”.
 When you see a child helping to pack away, you would respond “Thank you
for helping to pack away Ahmet. The room looks very tidy.”
 If you see a child involved in an activity, you can make a point of going over
to them and comment on their behaviour and achievement. “What a
colourful painting Philippe. You should be proud of your painting. You
worked very hard on it.”
1. Guiding Children’s Behaviour
As the conflict between children is common, educators should respond quickly to
defuse these situations, listening actively and intervening to avoid a potential negative
incident or injury. Once the situation is under control, the focus should be on helping
children understand why the particular behaviour was inappropriate.
Two main strategies support and guide children’s behaviour.
 Redirection
 Teaching children self-regulation techniques.
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Redirecting children’s attention
Redirecting the child’s attention to something more appropriate or getting the child to
focus on something else, is a technique used by caregivers to modify a child's
inappropriate behaviour.
Use language that is appropriate for the child’s age and stage of development when
redirecting their behaviour. You must also ensure to model appropriate behaviours, so
the child has a good role model to learn from.
Once you have redirected a child several times, it will become easier for both you and the
child.
Self-regulation
This strategy is not about teaching but rather educators guiding and supporting
children to self-regulate their behaviour. The goal is to teach children to understand
and recognise their feelings and to then regulate their behaviour by learning the
strategies to positively solve problems. This supports the child in learning that their
behaviour has consequences. When children regulate their behaviour and become
selfdirected, their needs, feelings and interests become clearer to them and to other
children.
Conflict presents opportunities to develop problem-solving skills. Supporting children
to develop skills in problem-solving empowers them and provides a strategy that can
be used in all aspects of life.
Involving the children in the process and decision making of how to fix the conflict
allows children to observe and practice problem-solving skills. By providing choices or
alternatives to fix the problem, the children feel in control of the situation and they are
more likely to be accepting of the outcome.
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Scenario
Read the following scenario and think about how you
might respond to guide and support Josh and Ben to solve
their problem.
Josh and Ben, both four years old, were playing together
in the home corner. Both boys wanted to use the large
spoon for mixing their soup and started to push and pull.
Josh hit Ben on the head with the spoon.
Your response
Firstly, you need to go over to the home corner, get down the children’s level and
calm the boys down.
“Josh we use the spoon for cooking not hitting. We use our words when we are
upset. Can you tell me what the problem is?” After hearing both boys
explanations, you acknowledge their feelings and ask the boys how they think
they can solve the problem: “I can see you are both upset and want to use the
same spoon. What do you think you can do to fix the problem?” Listen and guide
the discussion to come up with a solution. If they need further guidance, you may
suggest possible solutions. “You are both doing such a great job of making the
soup maybe you could take turns or share” or, “ I think the toddler room has
another large spoon maybe we can go and ask if we could borrow it so you can
both stir together.”
2. Behaviour Policies and Procedures
To ensure that limits and guidelines on children's behaviour are consistent and
appropriate in the centre, you will find a manual that will describe to you the policies
and procedures the centre has on various topics. One of these should be 'Guiding
Children's Behaviour.’
Before you start work at any child care centre, always ask to see their policy on guiding
children's behaviour so that you understand the guidelines and limits that you will be
required to support and monitor.
All centres are required to have a policy that outlines strategies that will be used to
guide children’s behaviour as stated in the Education and Care Services National
Regulations 2011, regulation 168-Education and care service must have
policies and procedures (j) interactions with children, including the matters set
out in regulations 155 and 156. Regulation 155-Interactions with children include
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giving each child positive guidance and encouragement toward acceptable
behaviour. Examples of Centres Behaviour expectations of different age
groups may be:
Child Age Group
Centre’s Behavioural Expectations
3-5-year-olds
Able to sit for short periods of time, should use manners, respond to
questions, prompt to complete tasks
5-9-year-olds
Sit for longer periods of time, follow class rules, work in small groups,
begin to work independently, may not complete tasks without
prompting
9-12-year-olds
Sit for long periods of time, follow class rules, work in small and large
groups, and work more independently
12+-year-olds
Sit as required in a class, follow class rules, work in different groups,
manage own tasks and complete all tasks given without prompting
You should familiarise yourself with your centre’s behaviour management policies and
procedures. Centres will have different strategies that will be outlined in their policies,
although all should be of a positive nature. These will guide you in your workplace.
Activity 4
Sparkling Stars have their own ‘Guiding children’s behaviour Policy’. Please
click on the link below:
Guiding Children’s Behaviour Policy
Username: Educare
Password: EducareTraining@123
3. Limits and Guidelines
Before you can expect the children in your care to behave appropriately at your centre,
the guidelines and limits you want children to adhere to, need to be stated clearly and
up front.
You must ensure that children are aware of these guidelines, and the limits on their
behaviour. They must be communicated, and role modelled by yourself and the other
caregivers in your centre. If the children are not aware, they will not know what is
appropriate and what is not. Informing everyone at the outset prevents
misunderstandings.
Make sure that the children have heard and understood you when you explain the
limits and guidelines. Have them repeat what you have told them if you wish to check
whether they have heard you or not. Ask them what the limits and guidelines mean to
them, so you can see if the message has been understood.
Limits must be worded positively to allow children to understand what they can do.
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The strategies listed below will enable you to maintain responsible behaviour
and help you to prevent the undesirable behaviour, for each child.
 Set Limits in a Positive Way, rather than in a Negative Way
 Provide Simple Explanations for Limits
 Set Clear, Consistent and Simple Limits
 Focus on the Behaviour, not the Child
 Provide Choices to the Child
 Recognise and Reinforce Appropriate Behaviour
 State Expectations, not ask Questions
 Allow time for Child to Respond to Expectations
 Encourage Child to Seek Help
 Responding to Minor Issues & Supervise
Set positive limits
Wherever possible it is important that the children play an active part in creating the
limits and guidelines for behaviour in their environment. Naturally, the educators in
the room would lead the process and ensure that reasonable limits are set. Discussing
and setting logical consequences for not following the guidelines may also be
appropriate.
Children are far more likely to behave within limits if they have been instrumental in
designing them and therefore have a feeling of ownership of them. When Educators
consistently apply the logical consequences of not behaving as expected, the limits are
further reinforced and will, in turn, help the children feel more comfortable in the
environment as it is predictable. It is common for children to ‘test the boundaries’ of
a new environment several times to work out exactly where they stand, making a clear
communication and consistent application of behaviour expectations especially
important with children who are new to the setting.
By focusing on the positive way of what to do, rather than what not to do, reinforces to
the children appropriate behaviour. By role modelling the right way to communicate
and talking to the children about limits they will begin to observe and imitate you.
Instead of: Don't leave the toys on the floor.
Say: It's a good idea to put the toys away.
Instead of: Don't be rough with the puppy.
Say Pat the puppy gently.
Provide simple explanations
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Understanding the reasons for limits will ensure that children are more
likely to follow them. Providing opportunities for children to understand
and learn the reasoning behind a limit helps them to gain a better understanding of
why the limit is put in place.
Example:
We play with the sand gently, so it doesn't go into our friend's eyes.
If we put all of our toys back in the toy box, we can easily find them next time we
want to play with them, and they won't get lost.
Set clear, consistent, and simple Limits
Limits are statements made either verbally or non – verbally, used to ensure children
know the expected behaviours. When setting limits, it's important to keep them simple
and only enforce limits that are necessary. The children won’t be able to remember
what to do if you set too many.
Example:
We use our walking feet inside.
Chairs are for sitting on.
We use our quiet voices during rest time.
Focus on the behaviour, not the child
When you focus on the child's behaviour, rather than on the child, you offer positive
guidance for developing positive behaviour. However, when focusing on the child
rather than the behaviour, this will generate feelings of guilt, shame and the child will
develop low self-esteem. After all, it's the behaviour that's the problem, not the child.
Instead of: You should be ashamed of yourself for grabbing the bike off Joe.
Say: When you grabbed the bike off Joe, it really upset him.
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Instead of: You bad boy, you won't stop until you have hurt yourself.
Say: It's not safe to climb up onto the tables.
Provide choices to the child
Providing choices to a child will be helpful in avoiding power struggles (especially for
young children). When offering real alternatives to a child, you are providing an
opportunity to exercise choice, and it is likely that the child will co-operate with the
task.
Instead of: I want you to get dressed now.
Say: What would you like to put on first your pants or your shirt?
Instead of: I want you to get ready now.
Say: What would you like to do first put on your shoes or fix your bed?
Recognise and reinforce appropriate behaviour
When a child is doing well, it's so important to acknowledge this through words or
gestures. Positive reinforcement helps children build self-esteem and encourages
them to continue with the desired behaviour. It's vital to recognise and reinforce the
specific behaviour, not the child.
Instead of: Good boy Jack.
Say: Thank you, Jack, for taking turns with Tim. That's very kind of you.
Instead of: You are my best helper.
Say: When you tidy up, it makes our room look very clean.
Instead of: I'm so proud of you.
Say: You deserve to be proud of your painting. You worked very hard on it.
State expectations, don’t ask questions
When establishing routines, limits and expected behaviours, it's important to state
rather than to ask. By asking questions offers a child with a choice. There are many
opportunities throughout the day for children to make appropriate choices however
when there is no choice (like going to the toilet when a child's need to or packing away
for lunch) make a clear statement of what is expected.
Instead of: Do you want to pack away?
Say: It's time for everyone to pack away now.
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Instead of: Do you want to go home now?
Say: Dad's here. It's time to go home.
Instead of: Are you going to listen or not?
Say: Sit down on the mat and wait for your name to be called.
Allow time for Child to Respond to Expectations
Children react better when they are offered cues and warnings (not threats). This helps
them to prepare for change. Give children time to respond, rather than demanding
immediate results.
Instead of: I want this packed away now.
Say: In five minutes, it will be time to pack away.
Instead of: There won't be a story if you don't sit down now.
Say: I'm waiting for everyone to sit down on the mat before I read this story.
Encourage the child to seek help
Children have a greater sense of comfort and trust when they know that you (childcare
worker) is there to protect, guide and help them. It's important for you to be willing to
listen and respond to every child in a fair and supportive manner.
Instead of: I'll do it, it looks too hard for you.
Say: If you are not sure what to do, ask me, and I'll help you.
Instead of: Don't be silly, you are a big boy, go and talk to George yourself.
Say: I'll stand here beside you, while you ask George if you can join in with his
game.
Responding to minor issues
As a care professional you need to develop a tolerance for a certain amount of noise,
clutter and attention seeking behaviour. As long as the children's activities are not
disturbing others, it's best to ‘count to 10’ rather than make a big deal out of a small
issue.
When you observe the children at their activities, you are in a better position to deal with
potential difficulties and step in to prevent problems as they arise.
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It's important to remember that every child is different, and this is your
chance to guide each child's behaviour appropriately while maintaining
each child's self-esteem and opportunities to grow and develop.
It's vital that all care staff within the centre are following the same behavioural
management strategies and are consistent with the techniques. This is important for
building positive relationships between childcare staff and the children.
By establishing clear and simple limits and by continually reinforcing and
acknowledging positive behaviour, it will help you to establish positive relationships
between you and each child as they begin to grow and develop in a safe learning
environment.
Research has also shown that early childhood education and care are key protective factors
that can reduce children’s risk of poor life outcomes.
Centre policies need to support educators in achieving positive behavioural and
learning outcomes for all children, through the provision of safe, supportive
environments and high quality, developmentally appropriate learning programs.
Preparing a chart using simple language and picture cues will also serve as a reminder
to the children of the behaviour expectations in the room. Depending on their age,
the children could even be involved in creating the chart.
KINDY ROOM RULES
Use walking feet inside
Quiet voices inside
Share with your friends
4. Supporting Safe Appropriate Behaviours
As educators, we need to provide and use safe, supportive and equitable practices
appropriate to the development stage and needs of the child to support appropriate
behaviours.
 Children’s capacity to choose appropriate behaviour is influenced by their
developmental ability, temperament, interactions, life experiences and
environmental factors.
 Children have a right to respect and consideration as individuals, and to be
supported in their learning to develop appropriate behaviours for group settings. 
Children’s learning is most successful when:
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
It builds on children’s prior experiences, skills and knowledge,
encouraging positive dispositions towards learning and providing for
individual children’s learning styles
 Behavioural expectations are explicit and take into consideration children’s culture,
age, stage of development, life experiences and the context of the setting
 The environment is safe, inclusive, supportive of learning and free from harassment
and bullying
 Families and educators work to develop consistent expectations to support the
child’s learning
 Children co-construct meaning and knowledge through purposeful, challenging and
interesting activities that build on their prior knowledge and experiences.
Early behaviour intervention is effective in preventing and minimising the development and longterm effects of ongoing challenging behaviours.
The learning environment needs to support children to be successful in developing appropriate
behaviours.
A supportive environment is evident where:
 the site is safe, well-planned and promotes a sense of belonging, trust and respect
 there is recognition of the importance of play in children’s learning and support for them to
develop the capacity to imagine, experiment, problem solve, roleplay and express a range of
feelings and ideas
 the program is enriching, varied and includes developmentally appropriate behavioural
expectations
 staff are aware of their occupational health and safety responsibilities, including the
identification of potential hazards, seeking advice and resolution as appropriate
 children are effectively supervised at all times
 Interactions are positive, recognising and valuing children as individuals and are responsive
to external factors that may influence children’s well-being (e.g. illness, changes in family
circumstances).
Safe, supportive, and equitable practices may include:
 Use of verbal and non-verbal positive reinforcement
 Differentiation of individual needs
 Individual learning styles are catered for
 Shared decision-making
 Inclusive language, attitudes and activities  Provision of equal opportunities for
participation  Positive behaviour support:
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A comprehensive set of strategies meant to redesign environments in
such a way that problem behaviours are prevented or inconsequential,
and to teach new skills, making problem behaviours unnecessary.
Characteristics of a supportive environment include:
 Ergonomically appropriate furniture and fittings
 Accessible
 Designed to stimulate learning but to eliminate stimuli that may precipitate behaviour
problems
 Caters for a variety of levels of activity, experiences and learning
 Resources are well maintained and appropriately stored by health and safety guidelines
 The pleasant atmosphere is the norm
 Respect is shown to all
 Individuals are valued
 Inclusiveness is practised.
Age appropriate expectations
Expectations that consider children’s age and stage of development are evident where educators:
 demonstrate a broad understanding of child development and developmentally appropriate
behaviours in young children
 modify their behaviour and programming to address the needs of individual children,
including those with disabilities or developmental delay
 are familiar with and utilise relevant professional reports and family information.
Use positive approaches
A positive approach to supporting children’s behaviour is evident where educators:
 model verbal and non-verbal behaviours that are respectful and inclusive of all children and
families
 model and encourage problem-solving, negotiation and conflict resolution
 notice and acknowledge appropriate behavioural responses by children
 actively engage children in understanding and developing behavioural expectations and
consequences and in goal setting
 provide opportunities for skill development throughout the program, such as resilience, social,
coping and communication skills and protective behaviours
 explicitly teach appropriate behaviours and play skills, building on children’s strengths and
prior knowledge
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
provide opportunities for children to practise appropriate behaviours
 use assessment, monitoring and reporting procedures that focus on children’s progress and
achievements
 work together as a team, using a consistent approach.
Approaches to behaviour support value the diversity of children’s backgrounds and
experiences
Valuing of diversity is evident where educators:
 demonstrate awareness that children’s behaviour is influenced by their temperament,
abilities, experiences, culture and family context
 encourage children to understand factors that may influence other children’s behaviour and
to respond using appropriate strategies
 encourage families to contribute their ideas and experiences about children’s behaviour.
Children’s behaviour is supported in partnership with families and local
communities
Effective partnerships are evident where:
 site behaviour codes are developed, through the management committee or governing
council, in partnership with families and the community and are reviewed annually
 site behaviour codes are provided to and discussed with enrolling families
 families and educators communicate effectively and work together to ensure that children’s
behavioural and developmental needs are met
 confidentiality is observed in discussions with families and exchange of information with
other services
 transition to another setting is carefully planned and monitored with staff from the new
setting and families for children with behaviours of concern (e.g. preschool to school).
The response to emerging behaviours of concern is timely and appropriate
A timely and appropriate response is evident where:
 early identification of challenging behaviours occurs
 communication with families about challenging behaviours takes place at the earliest
opportunity and is framed as a positive opportunity to address children’s behavioural
needs within the group setting
 support from departmental support services and other agencies is sought
 children’s behaviours are assessed across a range of informal and formal learning
activities and contexts (e.g. small and large groups)
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
planning, implementation, monitoring and review of individual
behaviour plans occurs in partnership with families and support services
 program planning considers behavioural needs as part of planning for individual
children and groups.
Rights of the child
Behavioural approaches should encourage and reinforce appropriate behaviours, ensuring
the safety of the child and others.
 Children are always treated with dignity and respect and directly monitored. Physical,
verbal or emotional punishments are not used (i.e. smacking, shaking, verbal
reprimands, shouting or any punishment that frightens, humiliates or threatens the
child).
 Consequences for inappropriate behaviours may include time-limited withdrawal of
attention, which is non-emotional and followed by redirection (i.e. timeout).
Strategies to manage challenging behaviours exclude corporal punishment, abolished
throughout Australian government schools by 1990’s in response to the International
Court of Human Rights ruling (1982) that corporal punishment is a violation of the
basic human rights of children.
BEHAVIOUR MANAGEMENT
There are several theories based on the process of setting for discipline and managing
children’s behaviour, and many of them use aspects of each other. They do however
fall into seven main categories of:
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
Strategy1, namely, the limit-setting approach
 Applied behaviour analysis (formerly known as behaviour modification)
 Cognitive-behaviourism
 Neo-Adlerian theory
 Humanism
 Choice theory
 Systems theory, and
 Positive Behaviour Support.
All of these theories propose methods and frameworks with which behaviour can be managed.
Each has their strengths and weaknesses.
Glasser/Choice model
Choice theory (Glasser, 1998) was built upon the foundations of both humanism and
cognitive theories. The cognitive aspect of the theory involves the belief that children
behave as they do out of choice, if they believe that a particular choice of action will
meet their needs then this is what they will do. If a child makes what is deemed an
incorrect choice of behaviour by the teacher, they must make it possible for the child
to make better choices by providing alternatives so that other pupils’ rights are not
violated.
The theory also links in with the humanist view that the curriculum should be relevant
to and able to captivate the children’s interest. This relevance is seen to be meeting
the child’s needs and therefore negating their need to misbehave or make
inappropriate choices. To incorporate this within the classroom, choice theory
proposes one major factor that educators need to change, that is, the move from
bossing children (the limit-setting approach) to leading them.
The choice theory states that:
 all we do is behave,
 that almost all behaviour is chosen, and
 that we are driven by our genes to satisfy five basic needs: survival, love and belonging, power,
freedom and fun.
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Choice Theory suggests that behaviour is central to our existence and is driven by five
genetically driven needs (similar to Maslow’s Hierarchy of needs):
Survival the need for:
1.
Food,
2.
Clothing,
3.
Shelter,
4.
Breathing,
5.
Personal safety and safety of others. And; four fundamental psychological
needs:
1. Belonging/connecting/love
2. Power/significance/competence
3. Freedom/autonomy, and
4. Fun/learning
Unlike Maslow, who believes that survival is the strongest and more dominant of these
needs, in Choice Theory, Glasser asserts that love and belonging are the greatest needs,
as closeness and connectedness with the people we care about is a requisite for
satisfying all of the needs.
Glasser also presents the concept that ‘Total Behaviour’ is made up of four components:
acting, thinking, feeling and physiology and suggests that we have considerable control
or choice over the first two and little ability to directly choose the latter two. Each of
the four components is closely intertwined, the choices we make in our thinking and
acting greatly affect our feeling and physiology.
Glasser theorises that source of much unhappiness is the failing or failed relationships
with those who are important to us: spouses, parents, children, friends & colleagues.
Glasser theorises that most mental illness is, in fact, an expression of unhappiness and
that we can learn how to choose alternate behaviours that will result in greater
satisfaction. Reality Therapy is the Choice Theory-based counselling process focussed
on helping clients to learn to make those choices.
The Ten Axioms of Choice Theory
1. The only person whose behaviour we can control is our own.
2. All we can give another person is information.
3. All long-lasting psychological problems are relationship problems.
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4.
The problem relationship is always part of our present life.
5. What happened in the past has everything to do with what we are today, but we can only
satisfy our basic needs right now and plan to continue satisfying them in the future.
6. We can only satisfy our needs by satisfying the pictures in our Quality World.
7. All we do is behave.
8. All behaviour is Total Behaviour and is made up of four components: acting, thinking,
feeling and physiology.
9. All Total Behaviour is chosen, but we only have direct control over the acting and thinking
components. We can only control our feeling and physiology indirectly through how we
choose to act and think.
10. All Total Behaviour is designated by verbs and named by the part that is the most
recognisable.
Sudbury Model Schools in the United States practice an example of Choice theory,
where students have complete responsibility for their education, and the school is run
by direct democracy in which students and staff are equals. Students individually
decide what to do with their time, and tend to learn as a by-product of ordinary
experience rather than through coursework.
Applied Behavioural Analysis
The Applied Behaviour Analysis Theory (ABA) looks at a child’s attitude and proposes
that a child only continues behaviour because it fulfils a purpose, gaining the child
what they are after. To stop the child repeating the behaviour to obtain their reward
the theory proposes that you must either reward an alternative behaviour or punish
the behaviour you wish to modify.
Certain antecedents (such as environment and artefacts) may also affect the rate of
behaviour and should be taken into account during the planning of consequences.
When following this theory and applying these rewards or punishments, the educator
must keep in mind the amount with which they are applying control to the child and
also the extent to which they are interrupting the other children that must take place
alongside the consequences.
A problem with this theory in practice is that it would be difficult to plan for any
classroom framework or anticipate any instances that may occur. Each case of
misbehaviour would have to be looked at to see how an appropriate reward may be
given for that one instance, when in practice a single child may have several types of
misbehaviour that all stem from the same cause that cannot be altered by any amount
of punishment or reward.
Limit setting/Canter and Canter
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The
limit-setting
approach
incorporates both the assertive and
the positive discipline approaches.
When
combined this present the concept that
educators are the rule makers within the setting
and therefore have the right to impose order on
the children. Jones, Canter and Canter (the
originators of the theory) believe that students
need adult role-models to set their boundaries
and expectations. To achieve this, educators
must use positive and negative consequences for both individuals and groups to ensure
that the student goes along with the educator. An appropriate way to encourage this
cooperation would be to develop warm relationships with children and apply differing
grades of consequences for repeated or serious misbehaviours. A positive aspect of this
approach in centre management is that staff can be secure within a clear framework of
behaviour and discipline, there is a set of rewards and punishments for them to fall
back to in times of misbehaviour. This will, however, negate the self-control and
independence of the child as an individual by forcing them to keep to a rigid set of
rules and regulations that they may not agree with.
Humanism
In contrast to the limit-setting approach the humanist theory proposes that instead of
the educator imposing a set of rules and guidelines upon a class from above, they must
become a facilitator in a democratic relationship with the children. This facilitation
should enable the educator to balance what the child needs to know, with what they
are interested in and this, in turn, will encourage positive behaviour and achievement.
Behaviour management within this approach is concerned with a problem-solving
process rather than a punishment and is aimed at making sure the issue is resolved for
all parties through a feasible solution. A drawback is that there is no clear framework
for discipline, it is presumed that children will behave if they are interested in the
activity. As an educator however it is very difficult to excite every child within the
centre for every activity, and so misbehaviours will be likely to occur. It is undoubted
that if children are interested in a topic or lesson they will behave better and learn
more, but a problem would arise when dealing with children obstructing others
learning in environments that they themselves are not interested in. With no negative
consequences to their behaviour, the educator is fully reliant on having a group of
children mature enough to control themselves and respect others.
Cognitive Behaviour Model
Cognitive-behaviourism attempts to combine Applied Behaviour Analysis Theory with
the view of children as thinking (cognitive) individuals and incorporates a child’s
selfesteem, development, class, motivations and emotions within its principles. To
take account of a child’s thoughts and feelings they must be given an active role within
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the disciplinary framework and consequence setting. A key advantage of
this theory, therefore, is that it promotes a child’s self-control and
independence without giving up on a framework of discipline. A disadvantage is that,
because it involves a child’s thought processes and emotions, it is difficult to declare a
set method of procedure or theory, a set of different strategies and models of
management must be considered to ensure all pupils are included.
Systems Theory Model
Systems theory, differs in one major aspect from other behavioural theories, in that it
is based on group interactions and relationships rather than with an individual child.
Instead of being concerned with a single incident of misbehaviour, systems theory
looks at repetitions of behaviour and which interactions are causing these. To change
the child’s behaviour, you must change the interactions. There are some different types
of system theory that are commonly used by educators within classroom environments
dependent upon which interactions they are trying to improve.
Bronfenbrenner’s Ecological Systems Theory
Bronfenbrenner’s theory looks at a child’s development within the context of the
system of relationships that form his or her environment. Bronfenbrenner’s theory
defines complex “layers” of the environment, each having a different effect on a child’s
development. Recently renamed to “bio-ecological systems theory”, it emphasises that
a child’s biology is a primary environment fuelling development and that the
interaction between factors in the child’s maturing biology, his immediate
family/community environment, and the societal landscape fuels and steers his
development.
Changes or conflict in any one ‘layer’ will ripple throughout other layers. To study a
child’s development then, we must look not only at the child and the immediate
environment but also at the interaction of the larger environment as well.
Neo-Adlerian model
The Neo-Adlerian model is a branch of systems theory that takes a more cognitive
approach to behaviour management and is closely linked with a child’s feeling of
inclusion within the classroom. It proposed that children misbehave when they feel
discouraged, they feel discouraged if they feel like they do not belong and this
behaviour is merely an inappropriate attempt at getting included within the group.
To counter this feeling of exclusion cooperative friendships and relationships must be
built up by the educators within the centre and children can be guided towards an
inclusive and more appropriate behaviour by the educator identifying their goal in
misbehaving. The child’s goal can be one of four things: attention, power, revenge or
withdrawal. It is up to the educator to assess which of these is being sought out and
to provide an alternative appropriate behaviour for the pupil to use to achieve their
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goal. This theory ties in quite well with the principles of cooperative
learning as these attempt to build up an atmosphere of inclusion and
learning.
Positive Behaviour Intervention Support (George Sugai and Tim Lewis)
Positive Behaviour Intervention Support is also a system based approach that focuses
on proactive school-wide management and was first introduced by George Sugai and
Tim Lewis in the 1990’s.
The emphasis of their approach is on using quality data to guide decision making about
what practices should be put in place to support student learning and social behaviour
that is in turn supported by the whole system.
Positive Behaviour Intervention Support (PBIS) includes a range of systemic
and individualised strategies for achieving social and learning outcomes while
preventing or reducing problem behaviour in children. Problem behaviour is
prevented through the active teaching and rewarding of appropriate social skills,
consistent consequences for problem behaviour, and on-going collection and use of
observation data for decision-making.
Positive Behaviour Intervention
Support sustains more intensive supports for children with more severe behaviour
support needs. The goals within Positive Behaviour Intervention Support are
to prevent the development of problem behaviour, to reduce on-going patterns of
problem behaviour, and to improve the academic performance of students through the
development of a positive, predictable and safe culture.
1. Identify Contributing Environmental Factors
Depending on the cultural background, there may be a clash between what is expected
in the home environment and what the expectations are the centre. This may cause
behavioural issues because cultural expectations may vary and include:
 children not speaking,
 children never being correct,
 never completing a task well enough,
 others children are encouraged to speak their mind, and  show initiative
The expectations for children can be influenced by many different factors. As
Educators, it is our role to ensure that we have realistic expectations of children’s
behaviour that consider their developmental ability, context and setting influences,
social influences and life experiences.
We need to be aware that our personal values, beliefs and stereotypes can affect our
responses and expectations of children and be careful to ensure that we treat all
children and families as individuals, being respectful and understanding of factors that
may have contributed to their behaviour.
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ENVIRONMENTAL FACTORS
Cultural factors
Explanation: Expectations for behaviour
vary greatly from family to family, and from
culture to culture. Some may place a higher
value on compliance, dependence, and
respect for elders, while others may give
priority to risk-taking, assertiveness, and
independence.
Example: Indian culture places value on the
parents being the authority figure and making all
decisions for their children. Whereas Western
culture, in countries such as Australia and
America, tend to be less authoritative in their
approach and involve children in the
decisionmaking process and offer more choices
Developmental factors
Explanation: Considering developmental
levels of children is important in
implementing age-appropriate responses
from educators
Example: Sometimes infants may touch objects or
take objects off one another; Toddlers are
developmentally learning control and
independence. They often show this
independence by saying “No” and refusing to
follow instructions; Pre-schoolers are beginning
to understand the limits and rules though sharing
and taking turns can still be difficult; Early
schoolaged children are eager to please. They
want to do the "right" thing so they will be noticed
by those who are important to them
Family values/expectations
Explanation: The values a family hold
influence the way children respond and
interact socially with their peers and while
at the centre
Example: If a child is used to making their own
decisions and not following instructions of adults
they may find it difficult to understand why they
need to follow the rules and limits at the centre. In
this situation, you would need to explain the
expectations of children attending the centre and
the reasons behind these expectations.
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Context influence
Example: Some children can be quiet and
Explanation: The environment can influence wellmannered at the centre but in the comfort of
their home environment may be very talkative and
the way a child behaves due to the
demanding of their wants and needs
expectations and rules that are set down
Social influence
Explanation: Children’s behaviour is
influenced by the people around them.
Adults and peers influence what a child likes
and dislikes and how they react and behave
in a variety of experiences
Example: Hannah and Jordan (both four years old)
attend at the centre three days a week, though
only one day together. They are good friends and
often during group time can be quite disruptive
together, talking and rolling around at the back of
the group. On the other days when they are both
not attending the girls usually, sit and listen,
concentrating and participating in the group
Life events/experiences
Explanation: There are many events that
children experience throughout their lives
that influence their behaviour. Life
experience and a child’s history can also
have an impact on their behaviour.
Life Events that may impact on a child's
behaviour include:
•
sickness or hospitalisation of a
family member or friend
•
family issues or changes in the home
environment (e.g. separation or
divorce etc.)
•
a new baby
•
moving house or changing living
arrangements
•
Death in the family.
•
death of a pet
Example: How children will react, express their
feelings and cope with these life events can differ
significantly. Reactions can be small or great
depending on many factors, including the child’s
age, developmental understanding, self-esteem
and support systems that are in place
Children may show signs of stress or worry, they
may be less cooperative than usual or display
behaviours that are out of character.
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•
loss of a special toy or comforter
(this may not be significant in an
adults eyes though can be extremely
stressful for a child)
•
Distressing community events or
natural disasters. Even if children
are not directly involved, they often
view incidents such as bushfires,
flood or violence through the media
Early Childhood Educator attitude/approach
Explanation: The way an educator deals
with a child while they are in care can have
both positive and negative effects on the
child’s behaviour.
Example: A child is likely to be more cooperative if
their educators are patient but firm. They may be
uncooperative if an educator is too permissive or
overbearing.
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2. Family Values and Expectations
All families have their own beliefs and values, and these include the way that they
discipline or manage their children’s behaviour. Some families are strict having many
rules in place that their family follows. While other families are more lenient and let
their children choose and manage their own behaviour.
The values a family hold influence the way children respond and interact socially with their
peers and while at the centre.
Example:
If a child is used to making their own decisions and not following instructions of adults,
they may find it difficult to understand why they need to follow the rules and limits at
the centre. In this situation, you would need to explain the expectations of children
attending the centre and the reasons behind these expectations.
Environmental factors that may affect the families of children:
 Many policies that are not directly aimed at families may have a direct or indirect impact on
them.
 Family knowledge about the range of services available
 Availability and affordability of nutritious foods
 Physical activity can have an impact on child health and development,
 Exposure to health risks
 Risk-taking behaviours
3. Social Structure and Culture
A family’s social structure, the social group where they live, and cultural background can
also influence children’s behaviour.
Expectations for behaviour vary greatly from family to family, and from culture to
culture. Some may place a higher value on compliance, dependence, and respect for
elders, while others may give priority to risk-taking, assertiveness, and independence.
Example:
Indian culture places value on the parents being the authority figure and making all
decisions for their children. Whereas Western culture, in countries such as Australia
and America, tends to be less authoritative in their approach and involve children in
the decision-making process and offer more choices.
Knowledge about a child’s background and respect for different value systems will help
you as an educator respond sensitively to varying child-rearing approaches.
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Context, setting, and social influences
Context and setting related to the environmental factors that can influence a child’s behaviour.
Context
Influencesthe
environment.
Context,
setting and
social
influences.
Social
influencespeers.
Learned
Habits- parent
and other
adults.
Context influences
The environment can influence the way a child behaves due to the expectations and rules
that are set down.
Example:
Some children can be quiet and well-mannered at the centre but in the comfort of
their home environment may be very talkative and demanding of their wants and
needs.
How educators organise the space can also influence children’s behaviour. When a
room or play space is well designed, it can be a productive and relaxed setting. But
if the play area is disorganised and there is not enough space or equipment for the
children, there may be more potential for problems to arise.
Learned habits
The habits children learn and develop are often from observation of people around
them. Children learn good and bad habits from their parents, family members and
peers. These habits can directly affect a child’s behaviour, as they see those
behaviours as acceptable and often they do not know any other way. It is important
that we understand these influences and help support the child to learn new, more
appropriate habits.
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Example:
If a parent deals with their anger by hitting, the child will learn that this is an appropriate
action when you are angry.
If a parent yells when they are upset or wanting someone to do something, the child
may also yell to have their needs met.
Social influences
Children’s behaviour is influenced by the people around them. Adults and peers
influence what a child likes and dislikes and how they react and behave in a variety
of experiences.
As children get older, they spend a lot more time with peers. They can learn many
positive skills by observing and imitating their peers, though, on the other side,
children can also learn or follow behaviours that have negative effects.
Often children will behave differently depending on the peers around them. The
example below shows how two children’s behaviour differs when they attend the
centre together.
Example:
Hannah and Jordan (both four years old) attend at the centre three days a week,
though only one day together. They are good friends and often during group time
can be quite disruptive together, talking and rolling around at the back of the
group. On the other days when they are both not attending the girls usually sit
and listen, concentrating and participating in the group.
4. Events and Life Experiences
There are many events that children experience throughout their lives that influence
their behaviour. Life experience and a child’s history can also have an impact on their
behaviour.
Life Events that may impact on a child's behaviour include:
 Sickness or hospitalisation of a family member or friend.
 Family issues or changes in the home environment (e.g. Separation or divorce etc.).
 A new baby.
 Moving house or changing living arrangements.
 Death in the family.
 Death of a pet.
 Loss of a special toy or comforter (this may not be significant in an adult's eyes though can be
extremely stressful for a child).
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
Distressing community events or natural disasters. Even if children are not
directly involved, they often view incidents such as bushfires, flood or violence through
the media.
How children will react, express their feelings and cope with these life events can differ
significantly. Reactions can be small or great depending on many factors, including
the child’s age, developmental understanding, self-esteem and support systems that
are in place.
The expectations for children can be influenced by many different factors. As
Educators, it is our role to ensure that we have realistic expectations of children’s
behaviour that consider their developmental ability, context and setting influences,
social influences and life experiences. We need to be aware that our personal values,
beliefs and stereotypes can affect our responses and expectations of children and be
careful to ensure that we treat all children and families as individuals, being respectful
and understanding of factors that may have contributed to their behaviour.
5. Developmental Challenges or Mental Health Issues that Impact on Behaviour
It is estimated that mental health disorders affect people with an intellectual disability
in the order of three to four times greater than the general population. The prevalence
of psychiatric disorder in people with an intellectual disability has been estimated to
be in the order of 40%, and people with a developmental disability have been
estimated to be at 40-50% greater risk of developing a mental illness than the general
population. General Practitioners are often the preferred source of psychiatric care in
the general population and have been estimated to manage up to 90% of patients with
mental illness in the community.
However, people with an intellectual disability often have significant communication
difficulties, and this presents a barrier to effective diagnosis and provision of health
care. The presence of mental health problems is often minimised and attributed to the
intellectual disability itself. Information relevant to the assessment of mental health is
often provided by carers based on their observation and interpretation of external
behaviours, which will vary in its usefulness depending on a range of factors. Also, the
presence of co-morbidities such as epilepsy, physical illness, medication effects,
autism, chronic pain, sensory deficits and others further complicates the process of
effective diagnosis.
The Behaviour Support staff member should always try to ascertain:
 whether or not a psychiatric or paediatric consultation has been arranged in response to the
presenting behaviour;
 whether or not a psychiatric or paediatric consultation has recently been conducted in
response to the presenting behaviour;
 to what extent the consulting psychiatrist or paediatrician experienced difficulty in obtaining
appropriate information from the Service User or carer about assessment and diagnosis; and
 the outcome of the mental health examination.
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The Behaviour Support staff should then include consideration of the findings of the
psychiatric or paediatric consultation in the behaviour assessment.
Causes of behavioural Issues of disabled or disadvantaged children
 Short concentration span leading to disruptive behaviour
 Lack of reaction to stimuli
 Control of bodily functions may not be developed
 Unduly violent reactions to certain stimuli
 Tiredness due to extra effort needed to participate may precipitate outbursts  Frustration
caused by:
- restricted or limited capacity for sensory intake
- delayed cognitive development
- limited communication skills - limited social skills.
Disruptive behaviour and behaviours of concern
In a childcare setting, disruptive behaviour disrupts the class or other children within the
group from learning or participating in play.
Initially a child tries to communicate through inappropriate behaviours, if this does
not achieve the function of the behaviour, then behaviours escalate to incidents of
disruptive behaviour if the function is still not achieved then behaviour escalates
further to violent or aggressive behaviours and incidents of ‘behaviours of concern’.
Disruptive Behaviour can be exhibited in two ways:
Rebellious behaviour is where the behaviour seems to be intentional and
disrespectful such as where your authority is challenged. This might be played our
through non-engagement in class, talking over others, arriving consistently late,
answering a mobile while you are talking when you have stated clearly that mobiles
must be on silent.
Emotionally disruptive behaviour may also have elements of the above but seem
more unintentional and is precipitated by emotional distress. You may have
noticed a change in the student’s behaviour such as changes in academic
performance, more emails sent at odd times, increased numbers of absences,
threats of self-harm.
Escalating behaviour is where the student exhibits a high degree of neediness and
who escalates their actions to being highly demanding even threatening or
aggressive.
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Behaviours of Concern
Behaviours of concern are potentially dangerous behaviours and fall into the following
categories:
 Self-injurious behaviour (such as hitting, head-butting, biting),
 Aggressive behaviour (such as hitting others, screaming, spitting, kicking, swearing, hair
pulling),
 Inappropriate sexualised behaviour (such as public masturbation or groping),
 Behaviour directed at property (such as throwing objects and stealing)
 Stereotyped behaviours (such as repetitive rocking, echolalia or elective incontinence).
6. Behaviour is a Form of Communication
How behaviour can be interpreted as a means of communication:
 Body language can purvey what a person is feeling – happy, sad, angry  The tone of
voice can give clues to behaviour – loud, soft, sarcastic...
 Listening – active or not – can give information about a person’s response
 Actions/non-action can be interpreted as communication – throwing, hitting, spitting,
biting, fighting, annoying, interrupting,
 Disruptive behaviour can be invasive or attention seeking but often not violent or
aggressive
 Behaviours of concern are the new term for ‘challenging behaviours’ – inappropriate
behaviours
Some behaviour demonstrated by children can be quite unusual. Just because the
behaviour seems unusual to us, or a little odd, does not mean that it is “misbehaviour”
or needs to be changed. We need to understand the purpose (function) of the
behaviour.
Two important principles need to be described.
1. All behaviour has a purpose; behaviour not random.
2. Behaviour serves a communicative function.
This means that we use behaviour to communicate something to other people. If we
understand the communication, and if we understand the purpose of the behaviour,
then any behaviour can make sense.
Communication problems that make it difficult to discuss behaviour problems and expectations
with the person.
Second, medical complications may limit the kinds of responses to misbehaviour that parents
and caregivers are willing to use.
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Function of Behaviour
All behaviour happens for a reason (serves a function)!
While there are some techniques teachers and educators use to manage student/child behaviour,
a productive class is the result of the complex interaction of many factors:
 Engaging children, having clear and appropriate but high expectations and setting
quality criteria for the tasks set.
 Ensure activities are purposeful and interesting with clear goals that children perceive
to be worthwhile.
 Provide adequate and relevant learning resources which offer children choice and the
motivation to participate.
 Negotiate a shared understanding, expectation and acceptance of responsibilities and
rights within the setting, e.g. collaboratively develop a code of conduct, and provide
choice and decision-making opportunities for children.  Encourage child selfevaluation of progress and achievement on learning tasks.
 Ensure children understand the consequences of choices and consequences of their
behaviours.
Behaviour does not just happen
A child will transition through some phases of behaviour:
Green
•‘Proactive’ phase
•where a child is mostly calm and relaxed
•‘Active’ phase
Amber
•where a child starts to become anxious. Quick action must be taken
to avoid challenging behaviour
Red
•‘Reactive’ phase
• where challenging behaviour occurs
Blue
•‘Post-Reactive’ phase • where the child
starts to relax again Smith Myles ‘Rage Cycle’
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See Smith Myles’ Difficult Moments
This diagram shows how we can identify stages in the behaviour of children to discover
‘teachable moments’ where we can use prevention strategies to manage problem
behaviour.
5 Main Functions of Behaviour
Behaviour
Function
Educator Reaction
Access to attention
Verbalisations or physical
interaction
Access to desired
item or activity
Access to desired toys, people,
Kim loves the computer. She refuses to
places, activities, etc.
write her spelling words because she
has a band-aid on one finger. Kim
refuses to write. Her teacher allows
her to type her spelling words on a
computer.
Sam wants Ms Z’s attention but has
limited communication skills. Sam
pinches his teacher. Ms Z responds
with the verbalisation, “ Ouch that
hurts! Calm hands Sam.”
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Escape/avoidance
Escape from a person, setting,
activity, demand, etc.
Avoidance of a person, setting,
activity, demand, etc.
Tim is sitting at his desk in his
classroom. His teacher hands out a
math worksheet. Tim begins his work,
but after he completes a couple of
problems, he asks to use the
bathroom. He leaves the room, and by
the time he returns, the class is
working on a different activity. Tim is
not asked to complete the activity.
Mary doesn’t like music class. Before
entering the classroom, she asks to go
to the nurse and is permitted to do so.
Mary never attends music class.
Sensory stimulation
The behaviour feels good or
meets a sensory need.
Hypo- or hyper processing in one
or more of the sensory systems is
common for students on the
autism spectrum and others who
commonly exhibit challenging
behaviour. Many students seek
movement, deep pressure, or
tactile stimulation, resulting in all
kinds of potentially odd or
disruptive behaviour. Finding
acceptable, more socially
appropriate alternatives is key
when meeting this function.
Automatic
Reinforcement
The behaviour itself is reinforcing
independent of the social
environment
Flapping, rocking, skin picking
Our responses depend on the function of the behaviour!
The function is to get attention
 The behaviour usually occurs when specific individuals are present.
 Peer Attention: maybe all the time
 Person Specific, not Event or Location Specific
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What child is engaging in the activity is to gain attention (positive or
negative), you need to withhold attention for the problem behaviour and
give the more appropriate replacement behaviour.
The function is to access materials
 Don’t give it to them after the problem behaviour
 Must teach the student another way to ask for what he wants
If you hold out until you can’t take it anymore and then give in, the child will learn from you
that they need to engage in really bad behaviour to get what they want!
The function is to gain sensory stimulation
 Meet the need for an appropriate new behaviour
 Can be very difficult because the need is not as obvious as, say, hunger or thirst
The solution may be to teach the student to engage in the behaviour during certain times of
the day
 Behaviours can occur anytime, anywhere.
 Not person, event or location specific.
 May occur more often when a child under stress.
The function is to Escape Demands
 Follow through without attending to problem behaviour (don’t make student pick up a block
when he throws it to get away from the table have him get it later).
Educators must teach replacement behaviour to allow a child to appropriately ask for escape
(e.g. use of break card)
Behaviour Management
We should not view behaviour management as a means to control or limit a person's behaviour.
The primary objective of behaviour management is to understand the purpose and
communication underlying misbehaviour and to use that to help the person find more
appropriate communication methods to achieve their goals, or to help them find more
appropriate goals.
There are at least six major principles underlying behaviour management:
1. Problem behaviour serves a purpose for the person displaying it, part of which is
communicative.
2. Functional assessment should be used to identify the purpose of problem behaviour.
3. Problem behaviour may serve many purposes and therefore may require many interventions
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4.
The goal of intervention is education, not simply behaviour reduction.
5. The intervention involves changing social systems, not simply individuals.
6. Lifestyle change is the ultimate goal of intervention.
Communication, in general, is difficult. This is because all communication is subject
to the encoding of messages, and then decoding and interpretation. If we have
something to express, we must first encode the messages into words or signs to them.
When dealing with children who still in the process of learning their communication
skills, and much of their communication is nonverbal, communication becomes
extremely difficult. Behaviours may be viewed as negative, and something to
eliminate, when in fact they are attempts at communication.
Identifying the purpose/goal of behaviour can be difficult. There are many forms of
functional assessment or analysis or the process of identifying the purpose or goals of
behaviour. Methods vary considerably, including interviews, observations, and
structured experimentation. The most basic method is to observe the circumstances
under which the behaviour occurs. Other methods recognise that there may be both
social and non-social factors involved, as well as immediate and more distant
environmental factors involved.
 Social factors include the global categories of getting something and avoiding something.
 Non-social factors include sensory (produces sensory stimulation), homeostatic (regulates
stimulation), and organic or biological functions.
 Immediate factors concern what is happening at the time of the behaviour.
 Distant factors include emotions, thoughts, reinforcement, modelling, family, physiology,
communication, and curriculum. A team of people may be useful to examine all of the
possible functions.
Parents and caregivers may want to observe and reflect on their reactions/responses to
the child’s behaviour for clues to the function.
7. Positive Behaviour Support Strategies
The difficulty with intervention is to modify the misbehaviour without shutting down the
person’s attempts to communicate.
There are several general principles when trying to use Behaviour Modification:
1. Do not become annoyed, threatened, hurt, or give up.
2. Help the person find a more appropriate method of communicating the message to
you.
3. Avoid crisis management. The techniques we use in managing crises do not teach new
communication.
4. Be patient. It takes time to modify behaviour in a way that teaches the person the
benefits of clearer communication.
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Positive Behaviour Support requires educators to identify the purpose
(function) of the behaviours of concern, teaching appropriate alternative
responses that serve the same purpose, consistently rewarding positive behaviours
and minimising the rewards for behaviours of concern, and minimising the
physiological, environmental, and curricular elements that trigger behaviours of
concern.
Proven positive behaviour support strategies include altering the classroom
environment increasing predictability and scheduling, increasing choice making,
adapting the curriculum, appreciating positive behaviours, and teaching replacement
skills.
When considering intervention strategies, some educators use up to six available options:
Strategy 1: Alter the Classroom Environment
Strategy 2: Increase Predictability and Scheduling
Strategy 3: Increase Choice Making
Strategy 4: Make Curricular Adaptations
Strategy 5: Appreciate Positive Behaviours
Strategy 6: Teach Replacement Skills
Strategy 1: Alter the Classroom Environment
Educators can remove or modify environmental conditions within their classrooms that
trigger challenging behaviours.
Accommodate individual child’s environmental needs
Information gathering may indicate that
individual children’s behaviour is linked to
environmental triggers.
Children with attention-deficit/hyperactivity
disorder (ADHD), for example, should be
seated away from noisy, high-traffic areas.
For children who are easily distracted,
consider the use of a study corner or a quiet
learning centre(s), clearly defined areas that
children can "cycle through" in a predictable
sequence.
Defined workspaces (e.g., learning centres, study corner, or carpet squares where
children can sit on a defined area of the floor) help define each children's space. Deaf
children or those who are hard of hearing should be placed near the front of the class.
Consider also having a light on your face for children who lip read and providing
children with swivel chairs so they can more easily follow the conversation. Portable
bulletin boards and other devices may absorb distracting sounds. Some children, for
example, children with autism, may be highly sensitive to bells, other loud noises, or
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other sensory stimuli such as particular perfumes, body odours, or
particular colours. Providing a noise-sensitive child, with earphones to
wear during periods when the noise level is high will neutralise the effects of noise
and thus minimise the likelihood of the behaviour.
Consider room arrangement
Learning centres need to have adequate space and be placed far enough apart so that
activities and noise levels in one centre are not disruptive to children in a neighbouring
centre.
Consider traffic patterns
Too much or too little space may be problematic. Too much space may encourage
young children to run, whereas too little space can lead to disruptive bumping and
knockings.
Strategy 2: Increase Predictability and Scheduling
Uncertainty increases anxiety levels for most people. Consider your frustration when
you lose your daily planner or when an activity that you organised during the weekend
time is interrupted by an unplanned fire drill. All children experience frustration, but
especially those with learning challenges. Predictability of classroom routines is their
"security blanket."
According to Strain and Hem meter (1997) "A classroom schedule that is welldesigned
and is implemented consistently may be the single most important factor in
preventing challenging behaviours" (p. 5).
Educators who can develop or modify their routines to increase predictability will lessen
anxieties (and challenging behaviours) for their children.
There are several ways of doing this: 1.
Use of Schedules
Create a routine daily schedule and make sure that children are aware of it.
Middle or high school teachers may find a children version of a "weekly
planner" useful in increasing predictability and appropriate behaviour;
elementary teachers may post their schedule prominently in their classroom.
Prompting children to refer to their schedule and previewing what is about to
happen at numerous times throughout the day is also important. Teachers can
use these previews to specify criteria and outcomes for activities. When
children know what to do and when to do it, challenging behaviours are less
likely to occur.
2. Changes
Planned or unplanned changes in daily schedules occur in every school.
Assemblies or fire drills may shorten class schedules and alter bell schedules,
therapists or paraprofessionals may be absent, busses may be late in arriving
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or leaving. Preparing children for how these changes will affect their day
lessens anxiety. Children with autism, for example, appreciate knowing
any schedule changes.
3. Transitions
Alerting children before transitions from one activity to another can increase
the likelihood of an appropriate behaviour. These signals give children the
opportunity to finish what they are doing before having to put it away.
Educators can choose from a variety of signals; different children may need
different kinds (e.g., auditory, tactile, or visual).
 One example is to use the taped music of various lengths to signal the end of various
activities. E.g.
 2 minutes = approximately one song,  5 minutes = approximately two songs,
 10 minutes = approximately four songs.
 As children repeatedly hear a particular song or series of songs, they know that an
activity is ending within a given period.
 Minimising waiting periods or providing other activities for early finishers also
promotes appropriate behaviour.
 When children are engaged with people or materials, they are less likely to exhibit
challenging behaviours.
Strategy 3: Increase Choice Making
Many children with disabilities (especially children with limited motor skills, verbal
skills, or challenging behaviours) are not provided with the same opportunities to
make significant choices in their daily lives. They are often told what tasks they must
perform, with whom they may interact, and what rewards they may have. Because
these children have difficulty expressing choice, choice making should be
systematically taught and monitored in the same ways as other skills (Brown & Snell,
1993).
Teachers might consider the following in offering choices to a child with challenging behaviour
(Carr et al., 1994):
 Assess choice-making skills
 Identify types and extent of choices available
 Provide opportunities for choice whenever appropriate and feasible
 Create options that are related to factors controlling challenging behaviour (e.g., if a child is
motivated by escape from task demands, provide an array of tasks from which to choose; if
motivated by attention, provide opportunities for interaction such as teachers, aides, or peer
tutors, with whom the children can choose to interact)
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
Allow the person to choose one of the available options and honour that choice
 Honour choices not offered unless they would result in disruption or prevent important
goals from being met
 Provide natural consequences for failure to make choices (e.g., you choose for the children)
 Embed choice into activity or task when possible
 Monitor for success
Strategy 4: Make Adaptations to Curriculum/Program
Adapting the curriculum will enhance a child's performance in completing activities and
reduce the likelihood of challenging behaviours.
In 1996, Ferro, Foster-Johnson, and Dunlap researched curriculum activities found that:
 Activities/tasks significantly associated with positive behaviour were:
- children intended to use at home or in the community
- reflected children’s interests,
- were age appropriate
 whereas challenging behaviours were associated with:
- Activities/tasks that did not reflect the above characteristics.
Also, researchers found that adjustments in the difficulty level, length, or pace of an
activity heightened levels of motivation and reduced levels of off-task and disruptive
behaviours in children with disabilities (G. Dunlap & Plienis, 1991; Robbins & Dunlap,
1992).
When observation suggests that the existing curriculum is prompting challenging behaviour,
consider the following four principles:
1. Think about the nature of the assigned task/activity and the way it is presented.
 Is the task or activity of high or low interest?
 Too easy or too difficult?
 Too long or too short?
 Too fast or slow pace?
2. Adjust the nature of the task/activity.
 Present material using different modalities (e.g., auditory, visual, tactile)
or shorten instruction to structured blocks of 20 minutes or less.
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
Task variation or scattering previously learned tasks among new
tasks, is another strategy. By scaffolding previously mastered tasks,
educators ensure variety in their lessons by incorporating different
types of instruction rather than the same task repeatedly. Task variation
also ensures a level of competence by rewarding each successful
performance of the already mastered task as well as successes with the
new task.
 Adjust the nature of the task/activity by taking advantage of the
children’s interests and preferred activities; planning preferred
activities to occur consistently and predictably throughout each day and
week.
3. Adjust the method of presentation/monitoring.
 There are some ways teachers can adjust methods of presentation/monitoring
of learning tasks or activities to meet the diverse needs of children. Two that
deserve special attention for children with challenging behaviour are direct
instruction and selfmonitoring.
 There is no single type of direct instruction, but many such programs have the
following characteristics:
 Well-scripted and pre-planned experiences
 Fast-paced activities
 Use of small groups to maximise children responding
 Oral group responding to monitor learning of all children
 Individual mastery tests
 Children
motivation maintained by
praise/reinforcement/encouragement
educator
4. Provide peer support. Although peer support depends on a "personality match" and may not
work in every instance, it has proved successful for children with challenging behaviour.
 Peer tutoring: instruction of one child by another for learning or social
support has the advantage of allowing children to respond frequently
and demonstrate whether they have acquired important information
and skills.
Strategy 5: Appreciate Positive Behaviours
Ideally, children will do the "right" thing in the "right" way with the "right" attitude;
they don't need to be encouraged with constant praise, trinkets, or future promises.
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Their reward is the activity or behaviour itself. However, many children
don't have the social, learning, or behavioural skills that will help them
thrive in the classroom or community.
Take advantage of positive reinforcement
Positive reinforcement teaches a child to act in a certain
way by rewarding that person for correct behaviour.
The theory is that if a child gets a reward for an action,
then that child is more likely to repeat that action.
Positive reinforcement, which has been studied in great
detail in the last 25 years, has proved to be an
important part of the learning process. To encourage
positive behaviour, figure out the exact behaviour that
would benefit the children and the people around the
children. Start with easier skills and break down more
complex tasks into achievable steps.
In older children, you may also consider teaching self-monitoring skills that will
support more durable behaviour changes and decrease the amount of adult
supervision required.
Determine the right reward
Make sure you have the right rewards: Training will have little effect without a good reinforcer.
Decide what the children, not you, views as a reward.
One person's preference is not the same as another's. Typical rewards include food,
drink, sensations (listening to music), materials (stickers, badges, certificates),
activities (working on a preferred activity or with a special friend), and privileges
(extra free time, new seating arrangement). A good way to start is to ask the children
what would be a reward for him or her. If the children are unable to verbalise, try
offering several choices. Do this several times to make sure.
Pair rewards with a natural reinforcer. E.g. for a socially motivated child, fruit ice
(extrinsic reward) might be paired with social interactions that naturally occur
(intrinsic reward) in the course of performing small jobs such as assisting put away
toys.
Reduce rewards over time
At first, rewards should be given immediately and frequently when the person
exhibits proper behaviour. During this time, ignore challenging behaviour unless it is
dangerous or destructive.
In fact, you may initially set up a learning situation in which rewards come at a rapid
pace, even every minute, as researchers have done in studies, to teach desired
behaviours.
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Later, rewards should be given less frequently as the behaviour becomes learned.
Keep rewards interesting and the children confident
Rewards will probably have to be changed at different times to keep them desirable.
For certain children, you also can use tokens, points, or other scoring devices that the
child will collect to trade in for a larger reward.
Encourage good behaviour
Always encourage good behaviour; always indicate your confidence in the children's
abilities. This lets the children know you recognise their good intentions and that you
believe they can learn and grow.
Strategy 6: Teach Replacement Skills
Many challenging behaviours occur because the children do not know a more
appropriate way to achieve an outcome. By providing opportunities for them to learn
appropriate, alternative responses that serve the same purpose as the challenging
behaviour, educators can reduce the incidence of challenging behaviour and increase
the skill level of the children.
Unlike the first five strategies outlined here, which can simply be implemented as
"best practices" without knowledge of a behaviour's purpose, teaching an alternative
response depends on knowing the purpose (function) of the challenging behaviour;
this can only be determined during a functional assessment.
Positive behaviour support involves four main steps:
1. Identifying the function and purpose of challenging behaviour
2. Teaching appropriate alternative responses that serve the same purpose as the challenging
behaviour
3. Consistently rewarding positive behaviours and minimising the rewards for challenging
behaviour
4. Minimising the physiological, environmental and curriculum factors that trigger
challenging behaviour.
Traditional behaviour management
Views individual as "the problem."
Positive behavioural support
Views systems, settings, and skill
deficiencies as "the problem."
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Attempts to "fix" individual
Extinguishes behaviour
Attempts to "fix" systems, settings, and skills
Creates
new
contacts,
relationships, and skills
experiences,
Sanctions aversive
Sanctions positive approaches
Takes days or weeks to "fix" a single
behaviour
It takes years to create responsive systems,
personalised settings, and
appropriate/empowering skills
Implemented by a behavioural specialist
often in atypical settings
Implemented by a dynamic and collaborative
team using person-centered planning in
typical settings
Often resorted to when systems are
inflexible
Flourishes when systems are flexible
8. Creating a Behaviour Management Plan
One common method of dealing with a child’s behavioural issues is to formulate a
Behaviour Management Plan (or Behaviour Support Plan), which has the aim of
developing a series of actions that can be taken to guide the child’s behaviour.
The Behaviour Management Plan is created by investigating and collecting sufficient
evidence to determine possible causes of behaviour and their consequences, and
preventive strategies to be undertaken and any replacement behaviours that will be
promoted for the child.
Only qualified educators would normally develop a Behavioural Management Plan,
and would always be completed in consultation with all educators, parents/guardians
and the Nominated Supervisor (Director). Upon completion, the plan would then be
filed with the child's other records and forms.
Behavioural Support Plans help the child and family:
 Enhance the quality of life
 Make reinforcement natural
 Use visual systems (schedules) to enhance predictability
 Motivate student cooperation by offering choices
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
Teach language/communication skills
 Redirect minor problem behaviour
 Don’t reward major problem behaviours
Step One: Identify target behaviours
The first step is identifying the function and purpose of the behaviour that is viewed
as ‘out of place’, ‘disruptive’ or ‘behaviours of concern’. This information would
generally come from staff meetings, actual observed behaviour or reported acts of
behaviour by other children, educators, parents or supervisors. These will become
your target behaviours in your investigation.
Step Two: Background assessment
Evidence of behaviours
In a background, assessment investigate the child’s records or profile to see if a
history of this form of behaviour has occurred. e.g., medical diagnoses, earlier
assessments, discipline records, attendance records, academic records,
supports/influences outside of school, family background, cultural background, etc.).
Other forms of evidence may be previous observation records such as:
 Anecdotal notes
 Diary entries
 Checklists
 Charts/time samples
 Observation notes
Functional assessment interviews
Functional Assessment interviews (sometimes known as ecological events interviews)
should be conducted with educators, supervisors, the parents (family) and with
appropriate permission, the child.
The purpose of these interviews is to investigate. The interview should be conducted
from a professional perspective of enquiry and be impartial. The purpose is not to lay
blame but to fill in the blanks in the picture to determine the purpose behind the
behaviour. It is necessary to get as many views as possible regarding the background
of the child and identify the target behaviours, determining the causes of the
behaviour (antecedents), what happens when the behaviour occurs (consequences),
environmental factors that may be influencing the behaviour.
Example functional assessment interview with parent:
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1. Describe the behaviour that is causing the most concern at home or at the centre.
Jimmy is having tantrums in the car on the way home from the
centre.
2. Time of day/setting
a. When and where are the behaviours most likely to happen? In
the car about 5 minutes after leaving the centre.
b. Describe the duration and intensity of the behaviours
Tantrums involve kicking feet, flailing arms about,
screaming, and crying.
Activity 5
Examples of Functional Assessment Interview forms can be found on the
Sparkling Stars website at the following link:
Functional Assessment Interview – Educators
Functional Assessment Interview for Parents
Functional Assessment Interview - Child Directed
Conducting a functional assessment
The three levels of information gathering in conducting a functional assessment are:
Level 1: Information Gathering to Identify Challenging Behaviour and its Purposes
 Talk to the child with the challenging behaviour and those individuals that know the child
best (parent, carer, families)
 Conduct interviews, questionnaires and rating scales
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Level 2: Direct Observation
 Record when a challenging behaviour occurs, what happened just before the behaviour,
what happened after
 Record your perception as to the function of the behaviour
 Collect 10-15 instances of the behaviour
 Look for a pattern
 Do your observations confirm Level 1 information?
Level 3: Functional Analysis Manipulations
 Systematically change potential controlling factors (consequences, structural variables, i.e.
task difficulty or length)
•
Observe effects on a person's behaviour
IMPORTANT:
As these determinations involve creating situations that
will reduce, eliminate or provoke the challenging behaviour
to test whether the hypothesis (educated guess) is correct,
they should be conducted with caution. Especially when
creating situations that may provoke challenging behaviours,
these manipulations should be conducted by a person
trained in behaviour analysis.
Use Levels 1, 2, and possibly 3, to answer the following questions:
 What challenging behaviours cause concern?
 What events, times, or situations predict when the behaviour will occur?
 What events, times, or situations predict when the behaviour will not occur?
 What consequences maintain the challenging behaviour (what does the person "get out" of
the behaviours, e.g., attention, escape, and preferred items)?
 What could appropriate behaviours produce the same result?
 What can be learned from previous behavioural support efforts about strategies that are
ineffective, partially effective, or effective for only a short time?
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Problem behaviour frequency profiles
One effective tool that can be used in formal behavioural assessments is a “Problem
Behaviour Frequency Profile”. In these questionnaires, the child’s peers are asked the
same set of and asked to rate their response based on the frequency of how true it is?
For example:
The responses are then compared against an answer gauge:
The answer gauge has been designed to determine whether the child is reacting with
escapism to a situation or setting, or if the child is trying to get attention through the
behaviour.
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The examples on the Sparkling Stars website have 15 questions relating to
the event or activity, peers or adults who are responding to the behaviour.
Functional assessment interview with the child
The questions you ask the child are more orientated about what they like or dislike,
whether adults have talked to them about their behaviour, what sort of activities they
like/dislike. It may even be worth presenting the child with Behaviour Map that they
can use talk about their feelings, thoughts, symptoms they may experience before,
during or after a behaviour incident.
These tools are best used with older children, but younger children can be guided and prompted
to respond by an experienced educator.
Step Three: Identifying target behaviours
Once all historical evidence has been examined, and functional assessment interviews conducted
it is time to analyse and determine your target behaviours.
1. Look at the antecedents; these are the trigger or warning signs of impending behaviour
2. Identify the consequences, what is the outcome of the child behaving in this way
Remember all behaviour serves a function!
Four main functions:
1. Access to desired item or activity
2. Access to attention
3. Escape/avoidance
4. Sensory stimulation
Step Four: Conduct assessment observations
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You will need to conduct further observations of the child with the specific
purpose of clarifying any Causal Indicators of Behaviours. A range of
observation methods can be used and should be planned over as long a time span as
is practical. A week or two of planned observations should give adequate insight into
why the child is behaving inappropriately. Organising multiple observers at different
times including the parents is advisable to get different opinions and viewpoints.
What you are looking for here are two things:
 Antecedents – triggers, warning signs
 Frequency – how often and how long
Event samples
These would be used as an on-demand tool, recording incidents that are unplanned but
directly observed.
Event recording
Event recordings are more focused on when behaviour might occur and for how long would
it last.
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Time sample with sociogram
These observation tools are especially good at getting details of shared play and group activities.
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Frequency observations
When you have a range of target behaviours that need to be observed over a period,
and you need to know how often they occur then this form of observation tool is ideal.
In this example Behaviour, three appears to occur only in the mornings.
Observing 1-3 behaviours is ideal for this tool. If you have more target behaviours, it might
be better to try and grouping behaviours together in a different way.
Step five: Summarise evidence
Now that we have conducted our background assessment, frequency profile and
further observations we should be able to determine a complete picture of just what
the behaviour is, what causes the behaviour and what the consequences are of this
behaviour.
The final part of the functional assessment is to summarise any reported behaviours,
antecedents and consequences and transfer the information to the relevant section of
your Behaviour Management Plan.
We can now start completing our ‘Causal Indicator’ section of the Behaviour Management Plan.
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The effect developmental challenges or environmental
factors have on a child’s behaviour may be minimised by
adapting the activities or experiences to accommodate the
child’s abilities. Mental health issues, on the other hand, are
more difficult to deal with and discussions between the
centre staff, parents and advocacy partners may be
necessary to deal with this situation in the long term.
Step Six: Group discussion
All parties that will be involved in implementing the Behaviour Management plan at
the centre need to be involved in this step as you will need to organise a time where
everyone can come together and provide input into formalising the plan. The best way
to approach this is to brainstorm strategies that everyone can agree to assist the child.
Sample brainstorming plan for the child
Setting Event
Strategies
Preventative
Strategies
-Set up environments
to be free of major
distractions, provide
lots of quiet but
engaging activities -Talk
to a neurologist to help
find therapeutic dosage
of medication
-Use a photographic
picture schedule with
ease
transitions so he knows
what to expect - Give
rich attention
throughout the day for
positive behaviours with
verbal praise and high
fives,
etc.
-Use of weighted vest
during work times Give breaks every ½ an
hour or so on the
computer or on the
trampoline
Teaching Strategies
Consequence
Strategies
-Teach “wait” using a
wait for card
-Teach words to ask for
preferred items. Teach waiting for
preferred items using a
token board -Use
“transition object”
(neutral object for
him to hold) or the
token board in
transitions. -Teach
attention seeking
words
Level 1: Replacement
Behaviour
-Praise/ give preferred
attention for asking Reinforce attempts for
asking by giving the item
immediately
-Reinforcing waiting
With verbal/social
praise. Give item soon.
Level 2: Problem
Behaviour
- Block and ignore the
behaviour.
Supporting behaviour
Now that we know what behaviours we are going to target when they are likely to occur,
and what triggers these behaviours, we need to figure out what replacement
behaviours and anticipated consequences we want to see after we have implemented
preventative strategies.
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An example of a Replacement Behaviour we might use with our example above where
Jimmy gets upset with other children playing in the sandpit at the same time might be
to gradually introduce a range of experiences where Jimmy learns to share play in
different situations and collaborate with other children. Then set group tasks where
Jimmy will collaborate with others to create something other than roads and
sandcastles in the sandpit.
When we want to change a behaviour, we want to
be:
 Proactive: Decide what will make the behaviour
unnecessary (if the child is falling out of his chair to
escape work, add short breaks)
 Educative: What skills will be taught to replace the
problem behaviour and improve quality of life? (teach to
ask for attention)
 Effective: How do we make sure the new skill is worth
using for the child? (saying “bubbles” has to be the only
way he gets what he wants)
It is important at this point that all parties collaborate and participate in the creation
of this plan, everyone, after all, will need to be aware of the contents of the plan and
implement the strategies to assist the child in learning the replacement behaviours.
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Strategies to reduce problem behaviour and increase appropriate behaviour
Start with your hypothesis/summary statement. This is
The summary statement helps us find a new behaviour to teach
Start with your hypothesis/summary statement
E.g. when the educator’s attention is withdrawn or focused on another student, Mary makes
noises; this results in the teacher scolding and moving closer to Mary.
E.g. when unanticipated changes in the schedule occur, Peter throws materials; picking them
up delays the transition to the next activity.
There are three strategies to reduce problem behaviour:
 Level 1: Replacement Behaviour/Reinforcement
 Level 2: Extinction
 Level 3: Environmental Changes
Level 1: Replacement behaviour/reinforcement
Replacement behaviour
Appropriate behaviour that serves the same function as a problem behaviour
 Need to teach and reinforce a positive behaviour
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
When we don’t teach a new behaviour, the child will come up with a
new way to get what he wants
Example: Child is crying to get people to attend to him. Stopped the crying by
ignoring it, but didn’t teach him to get attention appropriately. He started lifting
up his shirt and sticking his belly in peoples’ faces that got attention!
How do I choose the replacement behaviour?
 It must serve the same function as the problem behaviour  Your plan is
proactive, not reactive.
“The best time to intervene on problem behaviour is when the
behaviour is not occurring.”
(Carr et al., 2002, p.9)
Behaviour needs to be Efficient:
 Easy for your child to get what he or she wants or needs
 Easy for others to understand Behaviour needs to be Effective
 The child gets reinforcer right away
 A child needs to learn this is the only and best way to get what he or she wants
Level 2: Extinction
Technical definition: Withholding reinforcement (consequences) that have maintained or
supported behaviour in the past.
Easy to understand definition: That problem behaviour will no longer be able
to get the child what he or she wants!
How this works:
 Function: Getting (attention, food, object, sensory stimulation) A child can’t get that
thing anymore with that behaviour!
 Function: Avoiding or Escaping (hard tasks, baths, vegetables)
A child can’t escape or avoid a task with that behaviour‐ you as the adult have
to follow through
Things to look out for:
 Extinction Burst: “Things usually get worse before they get better.”
 Be ready for it
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
If you know at times you can’t hold out, give in very early!
 Spontaneous Recovery: Behaviour may occur again at times, even if you’ve
“extinguished it.”
 Continue with your plan
Level 3: Environmental changes
Consider more specifically the situation surrounding your child’s problem
behaviour. What environmental changes can you make to improve the quality of
the situation?
Can you change the ‘antecedents’ (what happens right before the behaviour) to make the
behaviour less likely to occur?
Can you make the consequences bigger/better/different to increase the likelihood that
the new replacement behaviours will occur?
How this works
Example: Your child only shows avoidance behaviours right before it’s time for a bath,
but not for other demands
You might want to:
 Prepare two extra special consequences ahead of time that your child can choose from.
Have some ‘transition objects’ that your child can carry for the transition and take into
the bath to make it more fun.
 Give your child two-three easy directions you know he’ll follow first that you can praise
before the bath direction (behaviour momentum).
 Use a visual schedule to help your child understand routines.
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Everyone’s input is vital to its success. The plan needs to be supported at
all time within the centre, the home and when the child is in external
situations where the behaviour/s may arise.
 The team views the strategies as acceptable and feasible
 The plan supports the family’s goals and values
 Plan builds on the children’s strengths
 Strategies fit well into the centre and home routines
 A plan isn’t “great” if no one can realistically implement it!
Ongoing support of the plan
Now that the plan has been finalised, to implement the proposed strategies, educators
will need to conduct ongoing observations and record any incidences of behavioural
change. Using the similar observations techniques to monitor and review the progress
of the Behaviour Support Plan is recommended:
Anecdotal
notes
Diary
entries
Charts/time
samples
Checklists
Observation
notes
Outcomes of behaviour management plan:
 Define goals and how these will be achieved
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
Align with the whole of organisation behaviour support plan
 Be guided by the supervisor in consultation with the child/young person specialists,
workers and parents as appropriate
 Be tailored to the needs of individuals and the group
 Encourage children and young people to learn new skills
 Ensure the safety of all children and young people
 Be consistently implemented across the organisation.
An effective plan
To succeed in managing a child's behaviour, consistency between home and the centre
is required. Plans should be developed in consultation with the child's parent(s) or
guardian(s), so they can have input into the strategies that will be implemented.
The child's parent(s) or guardian(s) should also need to be provided with a copy of the Behaviour
Management Plan – it is not solely for the educators!
For the plan to succeed, it is important that it is followed by all educators and support
staff in the centre while working with the specified child. You will need to evaluate and
review the plan within a designated timeframe – weekly, fortnightly or monthly,
whatever is appropriate in the circumstances.
Identify areas of concern for discussion with the supervisor
It is extremely important that if educators are experiencing problems implementing the
plan that they report directly to the supervisor.
The types of problems educators may experience in implementing Behaviour Support Plans
are:
 Unexpected changes in responses of the child or young person
 Symptoms of distress or illness
 Incidents not addressed by planned strategies
Activity 5
The format for a Behaviour Management Plan will change from
centre to centre. However, they usually cover the same areas. An
example template can be found on the Sparkling Stars intranet:
Sparkling Stars Behaviour Management Plan
(Username: Educare
Password:
EducareTraining@123)
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