Core Skills for Certificate III

in Children’s Services

TRAINING AND EDUCATION SUPPORT

Working WELL in Childcare
Core Skills for Certificate III in Children’s Services
Learner Workbook ISBN 978-1-74236-292-2
DVD ISBN 978-1-74236-293-9
Trainer Guide ISBN 978-1-74236-294-6
CD-ROM ISBN 978-1-74236-295-3

© Commonwealth of Australia 2013

CC BY-NC-SA
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 Contents
WELCOME Welcome to Binbeena 1

PART 1: Keeping safe and healthy 11

PART 2: Caring and settling 35

PART 3: Learning through play 55

PART 4: Responding to accidents 83

PART 5: Learning through routines 105

PART 6: Supporting behaviour 125

GLOSSARY 144
Acknowledgements
Project Managers
Jackie Cipollone TAFE NSW Social Inclusion and Vocational Access Skills Unit
Susan Delaruelle TAFE NSW Social Inclusion and Vocational Access Skills Unit
Patricia O’Donovan TAFE NSW Social Inclusion and Vocational Access Skills Unit

Writers
Jane Graham
Fran Weston

Content Editor
Jane Carroll

Proofreader
Fran Munro

Quality Assurance
MW Training Consultants Pty Ltd

Industry Advisors
Gail Horwood TAFE NSW Industry Skills Unit (Community Services)
Annette Russell and Gowrie South Australia
Sara Richardson
Peta McNellie Family Day Care Association Queensland

Reviewers and Trial Sites

Child and Family Services, Wyong NSW
Churches of Christ Care, Kenmore Queensland
Clare Valley Children’s Centre, South Australia
Golden Heart Family Day Care Scheme, Moorooka Queensland

Filming Locations
Crows Nest TAFE Play Session, NSW
Kelly’s Place Children’s Centre, Crows Nest NSW

Design and Desktop
Summer Hill Media

Multimedia Production
Summer Hill Media

Printing
Summer Hill Media
Welcome to Binbeena
Meet the staff
Binbeena Childcare Centre is a community based long day care centre which caters for children from
birth to school age. It is open from 8.00 am to 5.30 pm from Monday to Friday, 50 weeks of the year.
It has seven full-time and one part-time dedicated, qualified and professional childcare educators. The
team is led by the director.

Activity WB.1 Get to know the childcare educators and which teams they work in.

Kate the director Jasmine, Ben and Jenny

Preschoolers’ room

Grace, Maria and Paul

Toddlers’ room

Hayley and Jade

Babies’ room

© Commonwealth of Australia 2013 Working WELL in Childcare – Learner Workbook 1

DVD
Watching the video: meet the staff
In the next six parts of this training resource you will see some of the staff at Binbeena Childcare
Centre doing daily routine tasks and interacting with children, their parents and each other in their
roles as childcare educators.

Activity WB.2 W
 atch the DVD (Welcome to Binbeena) and listen to the director and seven of the
childcare educators. Make notes on the things they say about their qualifications,
experience, beliefs, interests and practice, in early childhood education and care.

a Position

Qualifications

Experience

Beliefs/Interests/Practice

b Position

Qualifications

Experience

Beliefs/Interests/Practice

c Position

Qualifications

Experience

Beliefs/Interests/Practice

2 Working WELL in Childcare – Learner Workbook © Commonwealth of Australia 2013

 d Position

Qualifications

Experience

Beliefs/Interests/Practice

e Position

Qualifications

Experience

Beliefs/Interests/Practice

f Position

Qualifications

Experience

Beliefs/Interests/Practice

g Position

Qualifications

Experience

Beliefs/Interests/Practice

h Position

Qualifications

Experience

Beliefs/Interests/Practice

© Commonwealth of Australia 2013 Working WELL in Childcare – Learner Workbook 3

Reading: our philosophy
Binbeena Childcare Centre has a philosophy or set of beliefs, values and attitudes about children,
learning and families. This philosophy is the foundation of the policies and procedures that guide what
the childcare educators do every day.

Activity WB.3 Read the philosophy. It talks about:

a What the centre believes about children
b The kind of learning experiences they want to provide
c The role of families
Find the topics and write a, b or c next to them.

Binbeena
Childcare Centre
Our philosophy
The Binbeena Childcare Centre team recognises that each child is a unique
individual whose gender, cultural identity, beliefs, family background,
temperament, ability and additional needs are to be treasured. We value the
self esteem and voices of all children and allow them to be listened to.

Our aim is to make each child feel that they are loveable, capable and
unique individuals with a right to equal opportunities regardless of their
differences. We encourage children to understand and appreciate the
similarities and differences in others.

We aim to provide safe, healthy, secure, happy and stimulating

environments and diverse learning programs which allow the optimum
development of each child as an individual and as a member of the
community. We achieve this by working as a team to encourage each child
to move comfortably through each milestone of their development in all
domains – physical, emotional, social, creative and expressive, cognitive,
mathematics, science, language and literacy.

Our child-centred program is flexible and based on the interests, needs and
abilities of the children as individuals, as a group and in partnership with
the child’s family.

We value and respect the partnership between parents and staff in educating
and caring for their child. We encourage parents to be involved in our
centre, to contribute ideas and take an interest in their child’s development
and growth.

4 Working WELL in Childcare – Learner Workbook © Commonwealth of Australia 2013

Activity WB.4 Discuss these questions about the centre philosophy document with a partner. Check
your answers with your trainer or mentor, and then make some notes about the
philosophy.
a Who would read the philosophy?
b Where could they find a copy of it?
c Who do you think wrote it?
e Why was it written?

Activity WB.5 Read these statements about Binbeena Childcare Centre philosophy and write if they
are true (T) or false (F).
a Every child at the centre is special in their own way.

b Developing self esteem and listening to children are very important.

c Every child should have an equal chance to develop and learn.

d A good environment is safe, healthy, secure, happy and stimulating.

e It’s more important to develop as an individual than part of a community.

f Binbeena helps each child to make progress at their own rate.

g Programs at the entre cover all the important aspects of a child’s development.

h Families are very important and are welcome at the centre.

Activity WB.6 Match the word on the left with its meaning on the right, as used in the centre
philosophy. Write the letter in the space.

a a unique individual a place that is interesting and challenging and encourages a

child to learn
b self esteem the best possible results in a child’s learning, communicating,
forming relationships and growing physically and emotionally
c equal opportunities planned ways of teaching and learning that are varied to suit an
individual child or group
d a stimulating environment skills a child learns, (talking or walking), that indicate a new
stage in development, eg from being a baby to a toddler
e optimum development a child who is special in their own way
f diverse learning programs about mental activity such as thinking, reasoning, solving
problems
g milestones a child’s sense of how he/she is valued and respected
h cognitive the same chance to experience what other children experience

© Commonwealth of Australia 2013 Working WELL in Childcare – Learner Workbook 5

Reading: the centre
Activity WB.7 Study the floor plan and locate the following:

main entrance cot room laundry shed

foyer toddlers’ room staff toilet sandpit
kitchen preschoolers’ room outdoor play area storeroom
toilet block director’s office climbing equipment,
babies’ room staff room softfall

6 Working WELL in Childcare – Learner Workbook © Commonwealth of Australia 2013

Activity WB.8 Label the pictures of the childcare centre. Use the words in the box.

sandpit outdoor play area indoor storage climbing equipment

bathroom indoor play area kitchen and softfall

nappy change area sleeping area foyer

a ___________________________________________________________ b ___________________________________________________________ c ___________________________________________________________

d ___________________________________________________________ f ___________________________________________________________

e ___________________________________________________________

g ___________________________________________________________ h ___________________________________________________________

i ____________________________________________________________ j_____________________________________________________________

© Commonwealth of Australia 2013 Working WELL in Childcare – Learner Workbook 7

Talking about: the childcare centre
Activity WB.9 Use the floor plan on page 6 to locate spaces. Discuss and make notes on the following
questions with your partner, trainer or mentor.
a How are children grouped at the centre?

b Why do you think the toddlers’ room is bigger than the preschoolers’ room?

c Why does the babies’ room have a separate cot area?

d What spaces might be used for quiet activities?

e What spaces are there for routine tasks?

f What different kinds of storage spaces are there?

g What play areas are there? What safety issues have been considered?

h Which areas do you think are ‘high traffic’?

i Which areas would be good for providing parent information and education?

j Where is the Director’s office located? Why?

8 Working WELL in Childcare – Learner Workbook © Commonwealth of Australia 2013

Vocabulary: equipment and materials
You can use the mind map on this page to record and learn words. A mind map is a diagram used
to show words or ideas that are linked around a central word. As you work though the parts of this
training kit, you can add words to the mind map.

Activity WB.10 Look at the following mind map of Binbeena Childcare Centre. Add new words as you
learn them.

The sandpit Outdoors Storage Indoors play

rake, shovel jouncing board packing crates blocks
swings

Binbeena
Office Childcare Centre

Toilets Nappy change area Indoors sleeping Kitchen

© Commonwealth of Australia 2013 Working WELL in Childcare – Learner Workbook 9

 Learning tip
Another way to learn words is to build your own print or digital dictionary where you can enter
new words and their meanings. You can also create a digital picture dictionary or you can get a
dictionary app for your smart phone. Review your entries often and test yourself.

10 Working WELL in Childcare – Learner Workbook © Commonwealth of Australia 2013

PART 1:
Keeping safe and healthy
The staff at Binbeena Childcare Centre work hard to make a safe, secure and healthy environment for
everyone - the children, their families, visitors and themselves. As childcare educators set up for the
day, settle and care for the children, carry out routine tasks and provide learning experiences, they
must follow the safe practices that are required by regulation and the policies at their centre.

In this part you will watch some video segments about keeping safe and healthy at Binbeena Childcare
Centre. You will see:
■■ childcare educators setting up for the day
■■ childcare educators using safe work practices
■■ a parent asking about a safety concern

You will also:

■■ practise communicating with colleagues and parents
■■ read
• work health and safety (WHS) information
• policies and procedures
• a policy about sun safety
• a daily safety checklist
■■ practise some numeracy measuring length and distance
■■ develop vocabulary skills in WHS contexts

© Commonwealth of Australia 2013 Working WELL in Childcare – Learner Workbook 11

DVD
Watching the video: setting up
It’s another busy day at Binbeena Childcare Centre. The
childcare educators are setting up for the day. There are
some everyday routine tasks that have to be done inside
and outside. Some tasks are done by one worker and
some are done with a colleague. Some tasks may be extra
requests from the director.

Activity 1.1 Before you watch the video, think about some of the tasks that are done to set up at the
beginning of the day in a childcare centre. Discuss this with your partner, trainer or mentor
and make some notes.

Activity 1.2 Read the questions and then watch Part 1 Scene 1 of the DVD.
a What tasks are Maria and Grace doing on their own?

b What two tasks does the director ask Grace and Maria to do?

c Why does Maria come back with a hat?

d What other WHS advice does Maria give Grace?

12 Working WELL in Childcare – Learner Workbook © Commonwealth of Australia 2013

Talking to colleagues: giving instructions
Childcare educators often have to give instructions to each other.
The instructions need to be clear and not confusing so they can be
easily followed.
Activity 1.3 Watch Scene 1 again. Listen to the instructions the
colleagues give to each other.

Activity 1.4 Underline the instruction words in the things Maria

and Grace say.
a Hang on. I’ll give you a hand.
b Just wait for me.
c Don’t try to go and move things on your own.
d Hang on a minute and I’ll be back.
e You just grab your end and I’ll grab mine.

Activity 1.5 Read about giving important instructions.

When we want to emphasise that an instruction is important we can:

• use negative instructions eg
Don’t lift that on your own. Don’t leave that door open.
• add markers eg
Remember to secure the cover over the sandpit.
Make sure you sterilise the baby bottles.
• insert adverbs eg
We always use some disinfectant. We never leave those windows unlocked.
• use modal verbs eg
You have to bend your knees. You must clean up the spill first.

Add extra words to emphasise the importance of these instructions.

a Wash your hands.

b Wipe down the shelves.

c Check the gates are locked and working properly.

d Leave the door open.

e Check the sandpit for animal droppings.

f Set up the equipment in the right place.

© Commonwealth of Australia 2013 Working WELL in Childcare – Learner Workbook 13

Talking to colleagues: giving indirect instructions
Instructions also need to be polite to make the relationship
between colleagues friendly and relaxed. You can soften what
you say by using an indirect instruction. Indirect instructions
use extra phrases before or after the instruction words.

Activity 1.6 Read the indirect instructions. Then underline the

extra words that make the instructions more friendly
and polite. The first one has been done for you.
a It’s a good idea to check with the parents.
b We can move the table outside now, if you’re ready.
c Sounds like you should try a different activity.
d And don’t forget you need to empty the children’s lockers.
e I think you’ll have to sweep the path near the gate.
f You’ll need to wash the toys in soapy water.
g Maybe you should use a ladder to reach that box.
h Wait until I’ve spoken to the director, if you don’t mind.
i Can you please wash it all and cut it into pieces?

Activity 1.7 Change the following direct instructions to indirect instructions.

a Use gloves and tongs when you’re serving the fruit.

b Get someone to help you move the jouncing board out of the shed.

c Clean up this spill.

d Give me a hand with the sandpit cover.

e Sterilise the dummies before you leave.

f Check all the windows and doors are locked.

14 Working WELL in Childcare – Learner Workbook © Commonwealth of Australia 2013

Talking to colleagues: giving advice and making suggestions
Childcare educators often need to give and respond to advice and suggestions. In a childcare centre
there are always staff who are more or less expert. Expert staff are a resource to be used. They will
often give you advice or you can ask their advice.

Activity 1.8 Read the advice Maria and Grace give and the suggestions they make. Underline the
words they use to give advice and make suggestions.
a Let’s move the metal platform here.
b No it’s not that heavy but it’s always a good idea to keep your back straight and bend your knees.
c We’ve just got to get the room set up.

Activity 1.9 Read about ways we can give advice and make suggestions.

• You can use a question. This gives the person a chance to respond positively or negatively eg
What about asking the director about it?
Why don’t you put the bookcase over there next to the doorway?
How about putting the heavy boxes on the lower shelves?
• You can use a modal verb if you want to emphasise the importance of something eg
You shouldn’t try to move that on your own.
I reckon you ought to check with the Director first.
You’d better not forget to lock the windows before you leave.
• When you think the suggestion or advice may not be accepted you can say eg
Do you think you would be able to stack the furniture outside?
Would you consider talking to the director about it?
Maybe try to move the play equipment out of the traffic.

Activity 1.10 Write some advice or make a suggestion to a co-worker for these situations.
a There are some fallen branches in the sandpit.

b You see a co-worker trying to move the jouncing board alone.

c You find a broken window in the toddler’s room.

d There isn’t enough softfall under the climbing equipment.

© Commonwealth of Australia 2013 Working WELL in Childcare – Learner Workbook 15

Useful phrases
Activity 1.11 Study the language bank.

I’m setting up the sandpit but I’ll be finished soon.

I’m just going to ask Kate where she wants us to put the table.
Saying what you’re doing
I’ll be outside for a few minutes setting up the sandpit.
Josh asked me to give him a hand. I’ll be about five minutes.
Do you want me to give you a hand?
Give me a few minutes and I’ll be back.
Offering help
Would you like me to do that for you?
I can do that if you want.
Hey Mel, have you got a minute?
Asking for help or making Could you find time to sweep the verandah?
a request Can I ask you to have the paperwork done by this afternoon?
Would you check the gate is self-locking?
Could you pick up the rubbish and put it in the bin?
I think you’ll need to rake the sandpit.
Giving instructions
Would you mind helping with the jouncing board?
Can I ask you to get some disposable gloves?
It’d be good if you asked Jenny to help you.
Using the trolley would be a good idea.
Making suggestions
What about using the ladder to reach the shelf?
Maybe get a bucket and mop to clean up the spill.
Don’t try to do that by yourself, will you?
It’s very important to explain the danger to the children.
Giving advice You mustn’t do that because you could hurt yourself.
Whatever you do, don’t leave the baby crying in her cot.
If I were you, I’d ask the child’s parent about it.

Practising your skills: talking to colleagues

Activity 1.12 This scenario happens during the day at a childcare centre. Read the scenario and then
practise what you would say.
There are some large boxes of toys in the storeroom to be moved
to the toddlers’ room. Offer to help a colleague move them.
You suggest using a trolley instead of carrying them. You give
advice to your colleague about how to stack the boxes on the
shelves in the toddler room.
Tell your colleague about how to stack the large ones on the
bottom and the light ones on top shelves.
Suggest you lift the big boxes together. Remind her/him to bend
her/his knees and keep her/his back straight when lifting.

16 Working WELL in Childcare – Learner Workbook © Commonwealth of Australia 2013

DVD Watching the video: a parent concern
 inbeena Childcare Centre encourages parents to discuss any concerns they have with their children’s
B
care.

Activity 1.13 What kind of concerns do you think parents might want to discuss with childcare
educators? Discuss with a partner, your trainer or mentor and make some notes.

Activity 1.14 Watch Part 1 Scene 2 of the DVD and then answer the questions.
a What is Zoe’s mother worried about?

b How does Maria reassure Zoe’s mother? Complete what she says.
Mother: Don’t you think that’s a bit dangerous?

Maria: Yeah, it could be but we only let children use them

when they’re under ______________________________________________ with the

right number of __________________________________________ and we only

have the activity for a ____________________________________________________. It’s always really carefully watched.

c What reasons does Maria give for using real tools? Complete what she says:

Maria: We think it’s a good opportunity for the children to ____________________________________________________ using

the real thing – you know, like the kind you use at home and it’s a chance for them to

explore and __________________________________________________________________________________________________ when they’re in a

________________________________________________________________________________________ environment.
Mother: I see.

Maria: Children like using the real thing. Quite often they’ll show ____________________________________________________ at

all when you give them those plastic things.

d What other action does Maria suggest to Zoe’s mother?

e What does Zoe’s mother decide to do?

© Commonwealth of Australia 2013 Working WELL in Childcare – Learner Workbook 17

Talking to parents: responding to a parent concern
The childcare educator responds to the parent’s question about the tools in the sandpit by:
• acknowledging the concern or problem
• explaining reasons
• offering a solution

Activity 1.15 Watch Scene 2 again. Label the three parts of the childcare educator’s response.

Yeah it could be …

… but we only let children use them when they’re under strict
supervision with the right number of staff. And we only have the
activity for a set time. It’s always really carefully watched.
We think it’s a good opportunity for the children to experience using
the real thing – the kind you see at home. And it’s a chance for them to
explore and learn when they’re in a safe environment.

But look if you want to discuss this with the director, she’d be happy
I’m sure to talk about it.

Activity 1.16 Read the conversation. Kai’s father is worried about

his son using the climbing equipment. He talks to
Jasmine about it. Label where Jasmine:
a acknowledges his concern
b explains reasons
c offers a solution
Kai’s father: I don’t want my son to play on the big equipment.
It’s too high and he could fall and have a bad
accident.
Jasmine:  Y es, I can see how you might be worried about
that. But we want to make sure the children all do
a lot of active play and this equipment is especially
designed for children Kai’s age. It’s made of child-
safe materials according to the standards.
Kai’s father: Yes, but Kai’s a risk-taker. He doesn’t understand
danger.
Jasmine: There are always two of us supervising the children on this equipment. And they really
enjoy using it.
Kai’s father: Yes, I understand that but I just don’t like him climbing.
Jasmine: W
 e can use some other equipment for his gross motor play but if you want to talk to the
director about it, she’ll be happy to do that.
Kai’s father: I’ll talk to her. Thanks.

18 Working WELL in Childcare – Learner Workbook © Commonwealth of Australia 2013

Useful phrases
Activity 1.17 Study the language bank.
Yes, I understand how you feel.
Yes, parents are often concerned about this.
Acknowledging the
I can see you’re upset about this.
concern or problem
Mmm, thanks for letting us know about that.
Yes, I can see why you’d be worried about that.
We do this because …
The reason we do it like that is …
Explaining reasons
We use this because ...
We want all the children to have …
We could …
If you’d like to speak to ... about it ...
Offering a solution Do you want to …
What about …
How would you feel about …

Practising your skills: talking to parents

Activity 1.18 R
 ead the situations that describe issues a parent might discuss with a childcare educator.
Use the model you saw in the video and in Activity 1.16 to talk to the parent.
a Amy’s mother notices on the daily information sheet that her daughter Amy didn’t have a sleep
today. She wants her daughter to have a sleep every day.
b Lien’s father arrives to pick up his daughter and notices her nappy is wet and hasn’t been changed.
He thinks the staff have been careless not to notice.
c Bryn’s father arrives at the centre and sees his son playing outside without a hat. Bryn was wearing
his hat a few moments ago but he isn’t now. His father wants to know why Bryn isn’t wearing sun
protection.
d When Jun’s mother comes to the centre she finds Jun playing outside with the childcare educators
and other children. She doesn’t want him to play outdoors. She’s frightened of snakes and spiders.
e Zac’s father looks at the daily record folder to find out what learning experiences the children are
having. He can’t see any mention of his son. He wants to know why the childcare educators didn’t
write about Zac.
f When Joe’s mother arrives to pick up Joe she finds him alone in the cot room. She wants to
know why.

© Commonwealth of Australia 2013 Working WELL in Childcare – Learner Workbook 19

Reading: work health and safety (WHS)
WHS is about the health, safety and welfare of all the people in the workplace.
Activity 1.19 What health risks, accidents or injuries do you think might happen to workers in a
childcare centre? Discuss this question with your partner, trainer or mentor and make
some notes.

Activity 1.20 Read about WHS at Binbeena Childcare Centre and

answer the questions.
At Binbeena Childcare Centre the purpose of WHS is to provide a
safe, secure and healthy environment for all childcare educators,
the children, their families and visitors. There are policies and
procedures in place at the centre that cover health and safety risks
to everyone. The centre also has procedures to regularly assess
health and safety risks. WHS is regulated by law. The centre must
meet the government’s legislation to continue to operate.
Each childcare educator must act on their own and as a team to:
• take care of their own safety and the safety of others
• follow centre procedures and guidelines
• attend training
• report accidents and incidents
• take part in safety audits (checking the safety of everything)
• identify and report hazards
• maintain hygiene and housekeeping standards
• use equipment and work materials including chemicals safely

Activity 1.21 Answer the questions.

a Why is WHS important?

b Who is responsible for WHS?

20 Working WELL in Childcare – Learner Workbook © Commonwealth of Australia 2013

c Tick which of the following tasks are part of WHS.
being prepared for an emergency evacuation
washing hands to control infection
food safety when preparing and serving food for children
handling chemicals – disinfectants, detergents, etc.
lifting children into cots and highchairs
knowing what to do in an emergency
noticing a broken piece of outdoor equipment and reporting it
taking part in a safety audit
helping to form a new policy on changing nappies
taking part in a training session on using chemicals safely
reporting that you are stressed because you aren’t getting enough time to take a tea break

Reading: policies and procedures

Childcare centres have WHS policies and procedures.

Activity 1.22 Complete the definitions. Write policy or procedure.

a A _____________________________________________________ is a statement about the way things are done at the childcare centre.
It describes the standards and guidelines for the ways things are done.
b A _____________________________________________________ is a set of steps that tell you how something will be done safely.

© Commonwealth of Australia 2013 Working WELL in Childcare – Learner Workbook 21

Activity 1.23 Read the following. Is it a policy or a procedure? Write your answer.

a
The centre will limit the spread of infection between children, other children and staff by
having hand-washing guidelines and standards.

This is a ____________________________________________________________________________________________________.

When washing hands all staff should:

Use liquid soap and running water.
Rub your hands and wash them for ten seconds.
Wash your hands all over – backs of hands, wrists, between fingers and under nails.
Rinse well for ten seconds.
Turn off the tap with a paper towel.
Press dry your hands with a new paper towel.

This is a ____________________________________________________________________________________________________.

c
Food preparation and serving staff must:
Wash hands before and after handling food or utensils.
Wear a hair covering that completely covers hair if practicable.
Avoid directly touching ready-to-eat food by following proper food handling techniques
and using clean implements and gloves.

This is a ____________________________________________________________________________________________________.

d
The centre will minimise food borne illness in children and staff by using food hygiene and
safe food handling practices.

This is a ____________________________________________________________________________________________________.

22 Working WELL in Childcare – Learner Workbook © Commonwealth of Australia 2013

Talking about: manual handling
Manual handling in childcare is any activity where you have to use force to lift or lower, push or pull,
carry, hold or move a child, goods or equipment. There is a lot of manual handling in childcare and if
you don’t manage it correctly you can injure yourself, another worker or a child in your care.

Activity 1.24 D
 iscuss the good practices in manual handling that you can see in the photographs. Work
with a partner, your trainer or mentor and write a caption for each photo.

a ______________________________________________________________________________ b ______________________________________________________________________________

c ______________________________________________________________________________ d ______________________________________________________________________________

e ______________________________________________________________________________ f ______________________________________________________________________________

© Commonwealth of Australia 2013 Working WELL in Childcare – Learner Workbook 23

Talking about: other safe work practices
Activity 1.25 How are these childcare educators reducing the risk of injury and illness by using safe
work practices? Discuss the question with a partner, your trainer or a mentor.

24 Working WELL in Childcare – Learner Workbook © Commonwealth of Australia 2013

Reading: sun safety
Sun safety is part of WHS and childcare educators have an important role in teaching healthy sun
habits to young children, to prevent the risks of skin cancer from too much sun exposure.

Activity 1.26 W
 hat do you expect to read in a sun safety policy? Discuss this question with your
partner, your trainer or mentor. Then read the policy.

Binbeena
Childcare Centre
Sun Smart Policy

The centre will protect children from the dangerous and adverse effects of sun
exposure and adhere to a strict Sun Smart Policy.
When planning the outdoor environment, high priority has been given to the
provision of shady areas eg shade structures and tree planting. An annual
shade audit will be conducted.
Babies and infants will not be placed directly in sunlight in any circumstances.
Toddlers and preschoolers must be indoors or in the shade between the hours
of 11.00 am and 2.00 pm all year, and between 11 00 am – 3.00 pm from 1st
October to 31st March.
The Centre will provide 30+ sunscreen for staff and children over 12 months
of age or parents may choose to provide their own. This will be applied 20
minutes before children go outside.
Each family must provide a hat for their children to wear while outdoors. This
hat is to remain at the centre. Hats are to be worn at ALL times throughout the
year.
Please note that our NO HAT, NO OUTDOOR PLAY policy will be strictly
enforced for children without hats.
Parents must ensure that all children wear appropriate sun protection clothing
such as longer sleeved shirts, longer shorts and skirts when playing outdoors
or on outdoor excursions.
Centre staff will model appropriate sun protection behaviour by wearing sun
protection clothing, hats and SPF 30+ sunscreen and seeking out shaded areas
outdoors and on outdoor excursions.
Sun safety information from the Cancer Council will be
displayed. Parents will be provided with Sun Smart infor-
mation via brochures and newsletters.

Sun
SMART

© Commonwealth of Australia 2013 Working WELL in Childcare – Learner Workbook 25

Activity 1.27 U
 se headings to divide the sun smart policy into parts. Write the heading in the correct
place on the policy document.
a The outdoor environment
b Outdoor time
c Sunscreen use
d Protective hats and clothing
e Education

Activity 1.28 Write short answers to these questions.

a The outdoor environment How has the centre provided shade?

b How do they make sure there is enough shade at the centre?

Outdoor time Why do you think children must be indoors or under shade at special times of the
c 
day? At special times of the year?

d What about babies and toddlers?

e Sunscreen use What rules are there about sunscreen use?

f Protective hats and clothing What kind of clothing must children wear?

g Education How will parents learn about sun safety?

26 Working WELL in Childcare – Learner Workbook © Commonwealth of Australia 2013

Activity 1.29 Who is responsible for these aspects of sun safety at Binbeena Childcare Centre?
Write them under the correct heading.

Providing a sun hat Conducting a shade audit once a year

Finding shaded areas for children Putting on sunscreen before outdoor activity
Being good role models Programming outdoor play at the right times
Dressing children in correct clothing Keeping babies and infants out of direct sun
Teaching about sun safety Providing education for families
Providing sun safe outdoor environments

The centre The childcare educators The parents

Reading: the outdoor safety checklist

Binbeena Childcare Centre must provide a safe outdoor environment to avoid or reduce accidents and
injuries. The centre has a procedure for identifying hazards and responding to them. In the video we
saw Maria conducting the outdoor check. This is the checklist she used to assess and maintain outdoor
safety for both staff and children.

© Commonwealth of Australia 2013 Working WELL in Childcare – Learner Workbook 27

Activity 1.30 R
 ead the questions on page 29. Then look at the checklist quickly and tick the correct
answers.

Binbeena
Childcare Centre
Daily Outdoor Area Safety Checklist Week beginning …...…/…...…./….....

ALL HAZARDS TO BE REPORTED USING HAZARD FORM

ITEM M T W T F Comments
Tick ✓ when completed
Access
Evacuation routes unobstructed:
• Ramps
• Pathways
• Entrances/exits
Gates locked/closed and working properly
Boundary fences secured with no access for
children
Veranda clear of sand and other slip hazards
Trees/Plants
Hives, nests, webs removed
No branches or sticks in play area
Play equipment
Equipment set up in appropriate place
Fixed equipment secured
Inspected for sharp or protruding edges, worn
joints, lose bolts, screws, rust, split or frayed
rope, splinters
Balance equipment stable; fixed equipment
secured
Softfall areas under equipment correct depth
and raked
General
Sweeping done effectively
(Floater sweeps daily)
Rubbish collected (incl. lockers)
Sandpit:
• Free of animal droppings, syringes, glass
• Clean and raked
• Disinfected (weekly)
Outdoor bins inaccessible to children
Shade structures secured
Area free of trip hazards
Maintenance and gardening tools secured
Staff initials

28 Working WELL in Childcare – Learner Workbook © Commonwealth of Australia 2013

Reading: the outdoor safety checklist
a Who will use this form? Binbeena
Childcare Centre

Staff Children Parents DAILY OUTDOOR AREA SAFETY CHECKLIST Week beginning …...…/…...…./….....

ALL HAZARDS TO BE REPORTED USING HAZARD FORM

M T W T F Comments
ITEM

b How often is the form completed?

Tick ✓ when completed

Access
Evacuation routes unobstructed:
• Ramps

Every day Every week • Pathways

• Entrances/exits
Gates locked/closed and working properly
Boundary fences secured with no access

c What is the purpose of the form? for children

Veranda clear of sand and other slip hazards
Trees/Plants

To check that broken things have been repaired

Hives, nests, webs removed
No branches or sticks in play area
Play equipment
• Equipment set up in appropriate place

To check that cleaning has been done • Fixed equipment secured

• Inspected for sharp or protruding edges,
worn joints, lose bolts, screws, rust, split or
frayed rope, splinters

To check that the outside area is safe for children and staff • Balance equipment stable; fixed equip-
ment secured
• Soft fall areas under equipment correct
depth and raked

d Who must sign the form?

General
Sweeping done effectively
Floater sweeps daily
Rubbish collected (incl. lockers)

All staff Sandpit:

• Free of animal droppings, syringes, glass
• Clean and raked

The director
• Disinfected (weekly)
Outdoor bins inaccessible to children
Shade structures secured
Area free of trip hazards

The person who has done the check Maintenance and gardening tools secured
Staff initials

e What must be done if a hazard is found?

The hazard must be removed immediately
The hazard must be noted on the form in the comments section
The staff and children must be told

Activity 1.31 Look at the checklist again. Read the detail. Circle any new words.
a What places in the childcare centre are checked under the heading Access?

b What dangerous things have to be checked under the heading Trees/Plants?

c What dangerous things have to be checked under the heading Play equipment?

d What do you think would be an inappropriate (incorrect) place to set up equipment?

e Name the things that need to be checked at the sandpit.

Learning tip
When you need to read a chart or table, begin by getting a general understanding of it. Notice
first how it is organised – the sections and columns. Then read the main headings. Finally look at
the detail.

© Commonwealth of Australia 2013 Working WELL in Childcare – Learner Workbook 29

Using numeracy skills: measuring length and distance
In the video we heard Grace tell Maria where the bookcase needed to go:
She also wants us to move the timber bookcase from the babies’ room to the outside area, about three
metres away from the doorway, against the wall.

Activity 1.32 Study the table about measuring length. This is how we describe measurement to say:
How far? How long? How wide? How high?

millimetre (0.001 metre) mm there are 10 in a centimetre

centimetre (0.01 metre) cm there are 100 centimetres in a metre
metre (x 1000 kilometre) m there are 1000 metres in a kilometre (km)

Activity 1.33 What do we use to measure the following: a millimetre? a centimetre? a metre?
a kilometre? Write your answer in an abbreviation.

a How tall a child is (her/his height)

b How wide the outdoor play area is

c How long a bench is

d The distance from the childcare centre to the park in the next suburb

e How long a piece of shade cover is

f The size of a television screen

g The frame height of a toddler’s bicycle

Activity 1.34 Read these examples of measuring length and distance in childcare guidelines and
procedures.
a Outdoor play spaces shall be fenced on all sides with fences at least 1200 mm high.
b Sandpits: Depth to be 400 mm at edges and 800 mm in the centre.
c T he minimum depth of the pine bark softfall must be 200 mm and another 50 mm to allow it to
compact. Therefore it is recommended that 300 mm depth be laid. The softfall must extend 1.9 m
beyond the sides of the equipment.
d There should be safety rails on platforms and ramps over 500 mm.
e When setting up play equipment, it must have 2 m of clear space around it.
Have all chemical products been checked to determine if they need to be stored in a lockable
f 
cupboard and/or out of reach of children (at least 1.5 m above the ground)?
A minimum of 3.25 sq m of unencumbered floor space is provided for each child.
g 
A minimum of 7 sq m of useable outdoor play space to be provided for each child.

30 Working WELL in Childcare – Learner Workbook © Commonwealth of Australia 2013

Using numeracy skills: estimating measurements using
your body
Although these are non-standard units of measurement they can be very useful to estimate
measurement in the workplace when you want a ‘rough guide’.

Activity 1.35 M
 easure and write the length (in mm cm or m) of the following parts of your body so
that you can use them as a ‘rough guide’.

a Middle part of your pointer finger

b A hand span (outspread thumb to little finger)

c Ten steps walking heel to toe

d Big steps

f An arm’s length

g The span of your open arms

h Your height

Activity 1.36 How could you use parts of your body to estimate length and distance for the following
tasks? Write your answers.
a Place the A frame 1.9 metres from the footpath.

b Plant the garden with seedlings 15 cm apart.

c Use some rope to ‘rope off’ off the 3 m x 3 m sandpit.

d Cut off 3 metres of shade cloth.

e Put a decorative border around the walls of the cot room, at a height of 2 metres.

f Set up the climbing equipment with 2.5 metres clear of any other play equipment.

g Make sure the softfall under the slide is 25 mm thick.

h When lifting items, ensure you do not reach more than 30 cm forward or sideways from the body.

i Ensure your keyboard is in the right position (approx. 12-15 cm from the edge of the desk).

© Commonwealth of Australia 2013 Working WELL in Childcare – Learner Workbook 31

Word building: word families
We can form new words by adding new parts. A new part added at the end of a word is called a
suffix. By adding a suffix to many verbs, we can form nouns:

VERB NOUN
educate education, educator
disinfect disinfectant
maintain maintenance
store storage

Activity 1.37 The words on the left are verbs. Add a suffix to form a noun and complete the sentences.
a equip All the outdoor play _____________________________________________________ should be stored correctly in the shed.

b supervise Children are under strict _________________________________________________ when they use tools in the sandpit.

c identify _____________________________________________________ of any hazard will be reported immediately in writing using

the Hazard Report form.

d proceed There is a ________________________________________ for the safe handling of food that everyone must follow.

e evacuate All staff and children will practise emergency ____________________________________ procedures on
Thursday.

f develop Outdoor play is very important for each child’s physical _____________________________________________________.

g store The _____________________________________________________ of all chemicals must follow Procedure 3.1.

h maintain Everyone is responsible for the _____________________________________________________ of a safe and healthy work
environment.

32 Working WELL in Childcare – Learner Workbook © Commonwealth of Australia 2013

 Learning tip
A mind map is a diagram used to show words or ideas that are linked around a central word. Mind
maps help learners understand the relationships between words and ideas and can help you to
remember them.

Activity 1.38 Look at the mind map.

insects hazardous
plants sun safety
and spiders

pool and
Outdoor safety water safety
play
equipment checklist

secure exits
slip hazards and fences
rubbish bins

Activity 1.39 Make a mind map around the central words WHS issues in childcare.

WHS issues
in childcare

© Commonwealth of Australia 2013 Working WELL in Childcare – Learner Workbook 33

34 Working WELL in Childcare – Learner Workbook © Commonwealth of Australia 2013
PART 2:
Caring and settling
Childcare educators know that all interactions with infants are opportunities to support the child’s
development though learning. While childcare educators plan learning experiences for babies, the
routine events of the day present times for a baby to learn and practise new skills – interactions when
the child is dropped off by the parent, during nappy change times or settling the child for a nap. These
are also times when a childcare educator can spend quality time with infants and develop nurturing
relationships.

In this part you will watch some video segments of a childcare educator working in the babies’ room.
You will see:
■■ a parent handing over her child for the day
■■ a childcare educator having a learning experience with the baby

You will also:

■■ practise communicating with a parent about their child
■■ read
• a daily information form
• documentation of a child’s learning experience
• information about secure attachment
• instructions for making formula
■■ practise some numeracy in measuring volume and capacity
■■ develop vocabulary skills in WHS contexts

© Commonwealth of Australia 2013 Working WELL in Childcare – Learner Workbook 35

DVD
Watching the video: dropping off Joe
Childcare educator, Hayley, is in the babies’ room, getting ready for the day. Parents will drop off their
children and the childcare educators will have to settle them and begin their daily program.

Activity 2.1 Before you watch the video think about these questions. Discuss them with your partner,
your trainer or mentor and make notes.

a What are some of the tasks childcare educators do, to get ready for the day in the babies’ room?

b What questions might Hayley ask Joe’s mother, Letitia, to help her settle Joe and care for him that
day?

36 Working WELL in Childcare – Learner Workbook © Commonwealth of Australia 2013

Activity 2.2 Read the questions and then watch Part 2 Scene 1 of the DVD. Now answer the questions.
a What task is Hayley doing when we first see her?

b What family news does Leticia share with Hayley?

c Tick the things Hayley and Leticia discuss about Joe:

How he slept
What time he woke
His formula
What time to feed him
His breakfast
His nappy supply
How he settles
Who will pick him up

d What does Hayley say about settling Joe?

e Who will pick Joe up? At what time?

Talking to parents: asking questions

Hayley asks Leticia questions about her son, Joe. This information helps the childcare educator settle
and care for the child during the day and make any changes needed to the child’s program.

Activity 2.3 Watch Scene 1 again and write the questions Hayley asks about these topics?
a How Joe is generally

b His formula

c What he’s eaten today

© Commonwealth of Australia 2013 Working WELL in Childcare – Learner Workbook 37

Language: closed and open questions
When childcare educators communicate effectively with parents, they build positive relationships.
Good communication also helps educators and parents share information. We ask different kinds of
questions depending on the information we want.

When you ask a closed question, you expect a short answer.

You can ask a Yes/No question:

Did Lily sleep well last night? Yes, she did. No, not really.

Or you can ask a wh- question:

Who will pick Kai up today? His Dad will pick him up.
When will he come? He’ll come at 5.30.
What did he have for breakfast? He ate just half a banana.
Where did you put his nappies? I put them in his locker.
Why is he so sleepy? He didn’t sleep well last night.
How does he usually wake up? He’s usually happy and bright.

When you ask an open question, you can get more information.
Can you tell me how he likes to go to sleep?
He likes to be wrapped in his bunny rug and to have his soft toy in the cot.

Do you remember the first time he rolled over?

Yes just last week. We were on the floor together and I was playing with him on his back and he
suddenly rolled over onto his tummy.

Would you mind telling me what he likes and doesn’t like?

He likes mashed vegetables – potato, squash, pumpkin, carrots but he doesn’t like broccoli or
cauliflower.

Activity 2.4 Are these questions direct closed or indirect open questions? Circle the correct answer.
a Tell me how Mia was over the weekend. (Closed/Open)

b How much does he generally eat during the day? (Closed/Open)

c Does she like toast or a rusk? (Closed/Open)

d Does he sleep with his blanket? (Closed/Open)

e How does he usually like to go to sleep? (Closed/Open)

f Is reflux a problem for her? (Closed/Open)

g Tell me what he can do and what he’s trying to do at the moment? (Closed/Open)

h What kind of play do you do with Gabi at home? (Closed/Open)

38 Working WELL in Childcare – Learner Workbook © Commonwealth of Australia 2013

Activity 2.5 Practise writing open questions to get more information.

a You want to ask Maddie’s father what areas of development he wants you to pay attention to.

b You want to ask about Isabella’s feeding routines.

c You want to ask about any previous childcare experience Solly has had.

d You want to know about Joe’s sleep routines.

e You want to know if Rajesh goes to sleep easily at home and what the parents do to settle him.

Talking to parents: checking information

It’s very important for childcare educators to check information about a child. They need to make
sure that they have understood the information from parents and other workers correctly. You can
check information by:

Asking for clarification

If you are unsure what the person means, you can ask for more details or a simpler explanation
Did you say …? Do you mean that …? We’ll need to do what?

Asking for extra information

If the person does not give you enough information, you can to ask for more details
Is he having 240 ml every feed? What language does he speak at home?
How long has he been doing that? What time is his dad coming?

Confirming your understanding

Sometimes you need to make sure you have understood the information correctly. You can do this
by:
• repeating the main words you hear
We need to give him the medicine before lunch? Put some cream on his rash?
I should check with his Mum?
• paraphrasing (repeating what someone said in your own words) what you hear
Right. So she doesn’t eat tomatoes or peas.
• elaborating (saying something extra) about what you hear
So I shouldn’t mention anything about his baby sister?

© Commonwealth of Australia 2013 Working WELL in Childcare – Learner Workbook 39

Activity 2.6 Read how Hayley checks the information with Joe’s mother Letitia. What ways does she
use?
Hayley: What’s he having now?
Letitia: The full 240 ml.
Hayley: So that’s 240 ml per feed?
Letitia: That’s right.

Practising your skills: checking information

Activity 2.7 Write what you would say to check information in these conversations with a parent.
a Childcare educator: What time do you want me to give Kai the ear drops?
Parent: Well he has to have them six hourly and I gave them to him at
8 o’clock before we left home.

Childcare educator:

b Childcare educator: How long does Maddie usually have for her afternoon nap?
Parent: Well on the weekends, it varies – sometimes half an hour and sometimes
two hours. It depends where we are and what we’re doing.

Childcare educator:

c Childcare educator: S o has Jessie had a bowel movement since yesterday afternoon?
A normal bowel movement?
Parent: He had two really runny ones last night and then again this morning.

Childcare educator:

d Childcare educator: How does Isabella like to go to sleep?

Parent: She likes to be firmly wrapped - in her bunny rug. And we give her a
dummy if she wants it.

Childcare educator:

40 Working WELL in Childcare – Learner Workbook © Commonwealth of Australia 2013

Reading: daily information forms
As well as asking information about Joe, Hayley asks Joe’s mother to record the information on a daily
information form.

Binbeena Daily Information

Childcare Centre

Child’s name Date Contacts for today

Joe Alonso 15 Nov MOB 0422 670 193 (mother)
Time child woke 6 am
Time of last bottle 6.30 am
Time child last ate Yesterday 8 pm - ¼ mashed banana
How child slept last night Slept through from 12 am to 6 am after late feed
Time of next sleep Any time he’s ready
Parent instructions for day: Joe’s formula is increased to 240 ml – if he’s
interested. Blue blanket left for nap times.
Departure time 4 pm Nanna – Maria Alonso
By whom
Bottle chart Contents/ Time to be Volume Time Staff
Volume given consumed signature

1
2
3
4
Sleep AM AM
From …….. To ……….. From …….. To ………..
From ……. To ……….. From ……. To ………..
From …….. To ……….. From …….. To ………..

Food MT
Lunch
AT
Nappies Wet BM

Time Time
Time Time
Time Time
Staff comment and
signature
Parent/Guardian
Signature

© Commonwealth of Australia 2013 Working WELL in Childcare – Learner Workbook 41

Reading: daily information forms
Activity 2.8 Read the Daily Information form on the previous page. What information does Letitia
write on the form? Write a paragraph using the numbers she wrote.

6 am 6.30 am 8 pm 240 ml 0422 670 193 4 pm

Joe woke up at 6 am this morning.

Activity 2.9 Answer the questions.

a Who will sign the form?

b What information will Hayley complete about Joe during the day?
Tick the information she will write.
How much formula he will drink
What time he will drink his formula
The person who gives him his formula
How many sleeps he has
How long he sleeps
What solid food he eats
The times he eats
How many wet nappies he has
How many bowel movements he has

c What kind of comments might Hayley write in the staff comments section?

42 Working WELL in Childcare – Learner Workbook © Commonwealth of Australia 2013

Talking to babies: non-verbal communication
Babies quickly develop ways to communicate. Non-verbal communication can include:
• facial expressions (smiling, grimacing, yawning)
• body movements (kicking, touching, grabbing and holding, reaching out)
• sounds (crying, cooing, squealing, laughing, vowels and some consonants)
• eye contact (a gaze, following an object or person)
The childcare educator needs to recognise these non-verbal cues and decide how to respond.

Activity 2.10 What types of non-verbal communication can you observe in these pictures of Hayley
with Joe? Discuss your answers with a partner, your trainer or a mentor and make notes.
Label the pictures.

a ____________________________________________________________________________________________ b ____________________________________________________________________________________________
____________________________________________________________________________________________ ____________________________________________________________________________________________

c _ ___________________________________________________________________________________________ d ____________________________________________________________________________________________

____________________________________________________________________________________________ ___________________________________________________________________________________________

Learning tip
It is important for childcare educators to talk to babies:
• for the child to feel safe and connected to form a relationship of trust
• to support their language development and communication skills
• to treat the child as a social being and valued social partner

© Commonwealth of Australia 2013 Working WELL in Childcare – Learner Workbook 43

Watching the video: communicating with babies
Activity 2.11 Watch Part 2 Scene 2 of the DVD. As Hayley plays with Joe, she provides a learning
experience for him. Tick the things she does.
She gets down to his level to gain his attention.
She makes eye contact and holds the contact.
She uses a toy that interests him.
She uses communication that is appropriate to Joe’s developmental stage.
She uses communication that is child centred.
She smiles and uses positive facial expressions.
She makes positive comments and praises him.
She uses some multi-word sentences.
She uses some new words.
She takes turns.
She uses an appropriate tone.
She is aware of his non-verbal cues.

Activity 2.12 Hayley prepares to document the learning experience with Joe. She reflects on the
learning experience. Can you answer the questions she asks herself?
a Why did I do the learning experience with Joe?
b What learning outcomes did I want for Joe?
c How did I set up the learning experience?
d What did I observe?
• What did I do?
• How did Joe respond?
• What happened next? Did I extend the experience in any way?
e How will I follow up and build on the outcomes of this learning experience?

Learning tip
Why is it useful to document a baby’s play?
• The childcare educator can learn about what interests the baby.
• Reporting helps the carer think about (reflect on) whether she promoted an attachment
relationship with the baby.
• The educator can share the experience with the child’s parents.
• Play enhances awareness of developmental abilities.

Talking with babies and toddlers extract from Putting Children First, the newsletter of the National Childcare Accreditation Council
(NCAC) Issue 14 June 2005

44 Working WELL in Childcare – Learner Workbook © Commonwealth of Australia 2013

Reading: documenting a baby’s play
Activity 2.13 Read how Hayley documented her learning experience with Joe.

Joe (aged four months) fell asleep in my arms this morning when his mother dropped him
off.
He didn’t see his mother leave so when he woke I
wanted him to know I was here to care for him.
He was alert and animated. I carried him for a short
time and then I placed him on his tummy on the floor
and stayed to play with him.
He kicked his legs and waved his arms towards me.
I showed him his favourite rattle and he squealed
happily.
As I moved it in front of him, he followed the
movement with his eyes and seemed to concentrate
intently. Then he looked towards me and smiled.
He made cooing noises and as I mimicked them his
eyes widened and he began to laugh.
He was becoming tired on his tummy so I turned him
over onto his back. I continued to interact with him.
Comment:
Joe is joining in play and appears to enjoy the
interaction. At times he seeks eye contact with me
which shows that he has a secure attachment relationship with me. He watches as I move
the toys in front of him. This demonstrates that he is concentrating and curious. He will
want to explore more things around him so I will provide more learning opportunities for him.
Joe and I will spend more one-on-one time and develop connections though song and rhymes,
facial expressions and eye contact.

Children have a strong sense of identity when they:

• communicate needs, feelings and ideas
• initiate interactions, join in play
• develop secure attachments – secure, respectful, reciprocal relationships

The Early Years Learning Framework In Action in Educators Belonging, Being & Becoming: Educators’ Guide to the Early Years Learning
Framework for Australia - http://www.deewr.gov.au/Earlychildhood/Policy_Agenda/Quality/Documents/EYLF_Ed_Guide.pdf

© Commonwealth of Australia 2013 Working WELL in Childcare – Learner Workbook 45

Writing: documentation
Look how Hayley organises what she documents.

Context
She says what happened before the learning experience and why she is arranging time to spend
with the baby

Set up
She explains how she planned the experience and set it up

Observations
She describes what happens

Analysis/Comment
She says what the observations tell her about Joe’s development

Follow up
She says what she will do next

Activity 2.14 Read Hayley’s observations again and label the sections. Use the labels from the table
above.

46 Working WELL in Childcare – Learner Workbook © Commonwealth of Australia 2013

Reading: attachment
Hayley is Joe’s primary carer at Binbeena Childcare Centre. She has been spending one-on-one
time with Joe because she knows it’s important to develop secure attachment. We use the word
attachment to describe the strong emotional connection between a baby and a carer.

Activity 2.15 Read the information about attachment and answer the questions.
a Who is this information written for?
b Where would you read it?
c How is the information organised?

What is Attachment?
Attachment is the emotional connection between babies and their carers that allows babies to feel safe
and free to learn and explore. It is not present at birth but develops over time in response to the type of
care they receive. Secure early attachment is an important foundation for healthy development and for
coping with all the challenges that development brings. If care is unresponsive, erratic or threatening, a
baby may have attachment problems that have an ongoing negative effect on development.

Who do babies attach to?

• Babies develop attachment relationships with their main carers over the first few months of life.
• Babies can form attachments with more than one person.
• Too many different carers and different relationship patterns can make it difficult for babies to
adjust and develop secure relationships.

What is attachment behavior?

• Babies and toddlers try to get comfort and protection from the people they are attached to. (All
human babies have this behavior to protect themselves from danger.)
• Attachment behavior can be smiling, cooing, crawling, following, holding out their arms and
crying. When babies get the right response, for example, eye contact, a smile, a touch or a cuddle
and feel safe, they stop trying to get attachment and they are free to relax, play, explore and learn
again.
• If babies do not get the right response, for example, they are ignored or punished, they continue to
feel anxious or afraid and continue the attachment behavior.

What are the signals?

All babies are different and will have their own special ways of showing what they need.
To show they need attention babies might:
• cry, make eye contact, make little noises, smile, copy actions or look relaxed and interested.
To show they need a break, or a different approach, babies might:
• look away, shut their eyes, try to pull away, look tense and unsettled or cry.
Responding to these signals helps to develop secure attachment but it is also the beginning of two-way
communication and helps the baby to develop a sense of independent self.

Adapted from tip sheet from the series Babies and Toddlers, Office for Early Childhood Education and Care, Queensland
Government www.education.qld.gov.au/earlychildhood

© Commonwealth of Australia 2013 Working WELL in Childcare – Learner Workbook 47

 Activity 2.16 Match the question on the right with the answer on the left. Write the letter in the space.

a What is attachment? It affects how well the child develops, is the beginning of
two-way communication and the baby’s sense of being
an individual person.
b When do babies develop  ne or more carers but too many carers make it difficult
O
secure attachment? for the baby.
c W
 hy is secure early E ach baby has its own way eg with eye contact, making
attachment important? noises, smiling or by pulling away and shutting their eyes.
d Who can babies attach to? Over time depending on the type of care the baby receives.
e W
 hat will a baby try to get Comfort and protection.
from the person he or she is
attached to?
f H
 ow do babies show their T he emotional bond or connection that develops between
carer what they need? a baby and a carer.

Activity 2.17 Discuss these questions with a partner, your trainer or mentor.
a What can a childcare educator do to develop secure attachment with a baby?
b When would be good times for a childcare educator to develop secure attachment while working in
the babies’ room?

48 Working WELL in Childcare – Learner Workbook © Commonwealth of Australia 2013

Reading: preparing formula
Joe’s mother brought bottles of prepared formula for Joe. When childcare educators need to prepare
bottled formula they should follow these guidelines.

Activity 2.18 Read the instructions. Circle any words you don’t know and find their meanings.

Safe Preparation, Storage and

Handling of Powdered Infant Formula
The Infant Nutrition Council recommends that the best practice for Safe Preparation,
Storage and Handling of Powdered Infant Formula is as below:

1. Always wash hands before preparing formula and ensure that the formula is prepared
in a clean area.
2.  ash bottles, teats and caps, and knife. Sterilise by boiling for five minutes or using an
W
approved sterilising agent.
3. Boil fresh water and allow it to cool until lukewarm.
4. Ideally prepare only one bottle of formula at a time, just prior to feeding.
5. Always read the instructions to check the correct amount of water and powder as
shown on the feeding table on the back of the pack. This may vary between different
formulas.
6. Add water to the bottle first, then powder.
7. Pour the correct amount of previously boiled water into a sterilised bottle.
8.  ill the measuring scoop with formula powder and level off, using the levelling device
F
provided or the back of a sterilised knife. Take care to add the correct number of scoops
to the water in the bottle. Always measure the amount of powder using the scoop
provided in the can – scoop sizes vary between different formulas.
9. Place the teat and cap on the bottle and shake it until the powder dissolves.
10. Test the temperature of the milk with a few drops on the inside of your wrist. It should
feel just warm, but cool is better than too hot.
11. Feed baby. Any formula left at the end of the feed must be discarded.
12. A feed should take no longer than one hour. Any formula that has been at room
temperature for longer than one hour should be discarded.

Adapted from: http://infantnutritioncouncil.com/safe-prep-and-handling/

© Commonwealth of Australia 2013 Working WELL in Childcare – Learner Workbook 49

Activity 2.19 Read the instructions for Safe Preparation, Storage and Handling of Infant Powdered
Formula again. Match the picture with the instruction. Write the correct number.

a ___________________________ b ___________________________ c ___________________________ d ___________________________ e ___________________________ f ___________________________

Activity 2.20 Match the question on the left with the answer on the right. Write the letter in the space.

a How can you sterilise bottles, teats and caps? Just before feeding
b What temperature water should be used for
Until the formula dissolves
preparing the formula?
c When is the best time to prepare a bottle? By boiling or with a sterilizing agent
d What should you use to measure the formula? Throw it away
e How do you test the temperature of the formula? The scoop provided
With a few drops on the inside of your
f How long should you shake the bottle?
wrist
g What should you do with leftover formula? Lukewarm boiled water

Activity 2.21 Number the instructions in the correct order for making up baby formula.

Place teat and cap on bottle and shake.

Wash your hands.

Add correct amount of formula powder.

Boil water and cool.

Add correct amount of water to bottle.

Clean area for preparation.

Test temperature before feeding the baby.

Sterilise all bottles, teats and caps to be used.

Activity 2.22 Why is it important to hold a baby while feeding? Discuss this question with a partner,
your trainer or a mentor and make notes.

50 Working WELL in Childcare – Learner Workbook © Commonwealth of Australia 2013

Using numeracy skills: measuring volume and capacity
In the video we see Joe’s mother give Hayley some information about Joe’s formula.
Letitia: Here are his bottles. I’ve increased the formula a bit because he seemed a bit hungrier.
Haley: What’s he having now?
Letitia: The full 240 ml.

Activity 2.23 Study the table about measuring volume and capacity. This is how we describe
measurement to say How much?

10 millilitres = 1 centilitre
10 centilitres = 1 decilitre
10 decilitres = 1 litre

250 millilitres = ¼ litre

500 millilitres = ½ litre
1000 millilitres = 1 litre

1 drop = .05 ml
1 teaspoon = 5 ml
1 tablespoon = 15 ml
1 cup = 240 ml

Activity 2.24 Read these tasks that involve measuring volume and capacity. Can you think of others?
Task Example
Mixing baby formula He has five 200 ml bottles a day.
Measuring medicine Give him 5 ml every six hours.
Craft recipes Use 120 ml of water and 15 ml oil.
Mixing chemicals Mix 40 ml bleach with 4 litres water.
Sterilising Mix 30 ml steriliser liquid to 5 litres water.

Activity 2.25 Read the scenario and list the tasks the childcare educator will perform that involve
measuring volume and capacity.
A parent drops off her six-month-old child in the babies’ room for the day. The mother asks the
childcare educator to make up her formula and to give her some prescribed medicine. The amount
of formula she drinks will be recorded as well as the medicine. The childcare educator will sterilise
her bottles, caps and teats and follow the centre procedure for making up the formula. Amounts of
formula the baby has at each feed will be recorded. The medicine will also be recorded. At the end of
the day, the childcare educator will disinfect the bench tops in the kitchen and change table area.

© Commonwealth of Australia 2013 Working WELL in Childcare – Learner Workbook 51

Word building: abbreviations
An abbreviation is a shortened form of a word or a phrase which is used for the whole word or
phrase, for example, FDC = Family Day Care; WHS = Work Health and Safety. Because we often
work in busy workplaces, we need short ways to speak and write about things.
Abbreviations can be formed by:
• using the first letter of a word: L = litre; m = metre
• using the first two or three letters of a word: mob = mobile; Feb = February
• using the first part of the word: Cert = Certificate; quals = qualifications
• omitting the vowels to make a skeleton we can recognise: ml = millilitres
• making an acronym that is formed from the first letters of the words in the phrase:
LDC = Long Day Care; OCC = Occasional Child Care; EYLF = Early Years Learning Framework

Activity 2.26 Look back at the daily information form on page 41. Note each of the seven abbreviations
below, and next to each one write its full form.

Activity 2.27 Read the following sentences. Write the full form of each abbreviation.

a L DC centre-based child care provided by professional staff for babies and children up to
school-starting age.

b EYLF is a curriculum which childcare educators use to develop early education programs for children
from birth to 5 years.

WHS is the system used to make sure that workers have a safe and healthy workplace.
c 

d DC is a form of home-based childcare and education for children by licensed childcare educators.

e Q
 AS is a way of setting the best standards and measuring how well a childcare program is being
delivered.

f In some situations staff need to use PPE to prevent the spread of infection.

52 Working WELL in Childcare – Learner Workbook © Commonwealth of Australia 2013

Language: informal forms

Learning tip
Informal language is usually spoken language and can include using shortened forms, slang and
idioms and humour. In the workplace we use informal language to build friendly relationships with
co-workers and parents.

Activity 2.28 Look at the informal language Haley and Joe’s mother used. They use some shortened
forms and some idioms. Write a more formal form next to the informal one in bold.

a How about yours? Great thanks. _____________________________________________________

(your weekend)

b How was your weekend Pretty good. _____________________________________________________

Joe? He just settled straight away. _____________________________________________________

c So, here are his bottles. If you just want to pop those _____________________________________________________

in the fridge.

d No worries. Don’t we Joe. _____________________________________________________

We pick you up.

Activity 2.29 Read the questions parents are asked on an information form when they enrol their child
in childcare. Write an informal question you could ask the parent face to face.

a Indicate any food preferences.

b Indicate any dietary restrictions.

c What medications (if any) is your child presently prescribed?

e Please provide details of siblings in care.

f Who is authorised to deliver and collect your child besides parents?

g Who is authorised for notification in the case of an emergency?

© Commonwealth of Australia 2013 Working WELL in Childcare – Learner Workbook 53

54 Working WELL in Childcare – Learner Workbook © Commonwealth of Australia 2013
PART 3:
Learning through play
Play is not simply a pleasurable activity for children. It is also a powerful learning tool. Through
play children organise and make sense of their social worlds and participate in activities with
people and things.

In this part you will watch some video segments about play during the morning at Binbeena Childcare
Centre. You will see:
■■ preschoolers during a play session
■■ childcare educators planning the next play sessions
■■ a childcare educator asking a parent a favour

You will also:

■■ practise communicating with children, discussing future plans, asking a parent a favour
■■ read
• a graphic text of a planning cycle
• program documentation
• different ways to document observations

■■ write an observation
■■ develop vocabulary related to children’s learning outcomes

© Commonwealth of Australia 2013 Working WELL in Childcare – Learner Workbook 55

DVD
Watching the video: a play provision
In this part you will watch a play provision. This interaction is one in a series of activities which started
when the children bought a stick insect from a pet shop. The first thing the children did was to name
the insect Izzy and from this simple purchase there was enormous interest from the children in
wildlife, insects, other animals and family structures.

Activity 3.1 Look at the following learning that has developed with Izzy the stick insect.
12th January Group went to pet shop and chose a stick insect. The children brought the stick insect
back to the centre and named her Izzy.
13th January The children took the stick insect out of her cage and talked about her and other
insects. Hamish suggested they draw friends for Izzy.
16th January The children drew friends for Izzy. While they were drawing Finn suggested they make
friends and family for Izzy.
It’s now the 17th January.

Activity 3.2 Watch Part 3 Scene 1 of the DVD. Tick the correct information.
a Ben talks about different types of bugs.
Ben talks about what they did with Izzy the other day.
b Ben and the children take Izzy out of the cage.
The stick insect climbs out of the cage.
c Ben talks to the children about lots of different bugs.
Ben talks with the children about Izzy’s body.
d The children make stick insects.
The children draw stick insects.
e Ben writes the words for the stick insect features.
Ben writes what the children say.
f Ben looks in the book for the names of stick insect ‘ears’.
Ben looks in the bug book for the names of other bugs.
g Finn says that people in Thailand cook bugs.
Ben talks about his experiences in Thailand.
h Ben tells the children how they can improve their stick insects.
Ben gives the children positive feedback on their stick insects.

56 Working WELL in Childcare – Learner Workbook © Commonwealth of Australia 2013

Activity 3.3 W
 atch Scene 1 again and discuss these questions with a partner, your trainer or mentor.
a Why did Ben talk about what they did the day before?
b How did Ben help the children make friends for Izzy?
c Why was it important to look in the bug book?

Activity 3.4 Ben helps the children make the stick insect. To do this he asks a lot of different questions.
He asks the questions to:
• remind the children what they did the day before
• help the children identify the stick insect’s features
• help the children make their own stick insect

Watch Scene 1 again and read Ben’s questions. Why does he ask these questions? Choose one of the
above reasons.
a Do you remember we got our brand new bug. What’s her name again?
b What does she have that you can see?
c She’s got legs. Can you see how many she has got?
d What are the two things on the top of her head? Do you know?
e What do you think we should do first?
f Why would you choose that as a tummy?
g We’ve got lots of stuff here that you can use. What would you like to use?

© Commonwealth of Australia 2013 Working WELL in Childcare – Learner Workbook 57

Talking to children: questioning
Questions are an important tool to help children learn. With good questioning children can:
• describe things
I wonder what that is? What can you see?

• describe events
Tell me about your day out? What did you do?

• describe processes
How did you do that? What’s happening here?

• become critical thinkers

Why do you think that happened?

• express opinions and attitudes

What do you think about ...?

• clarify and focus ideas

Can you tell me again ...?

• connect experiences and previous learning

What did we do yesterday?

Childhood educators call these open questions. Open questions are good because they open up
conversations and help the educators learn what the children think.

Closed questions are used to find or check information. They are called closed questions because:
• the educator already knows the answer eg What’s this?
or
• the answer is only yes or no eg Is this a bus?

Closed questions tend to stop creative and individual thinking.

58 Working WELL in Childcare – Learner Workbook © Commonwealth of Australia 2013

Activity 3.5 Jasmine, Jenny and Ben ask the children questions. Tick if they are open or closed
questions.

a Jenny is with a child who is playing the drums. Jenny asks her, “What are you doing?”
Open Closed

b Jasmine sees a child outside making a collage. She goes outside and asks the child, “How did you
make it?”
Open Closed

c Amy tells Jenny that she has a new baby sister. Jenny asks, “How do you feel about having a new
sister?”.
Open Closed

d Hannah is watering the vegetables in the garden. Hannah says to Jasmine, “I’m making the
tomatoes grow.” Jasmine asks, “Why do you think the water helps them to grow?”
Open Closed

e 
Finn tells Ben that he went to the beach on the weekend. Ben asks, “Tell me what you did there Finn.”
Open Closed

f Jenny sees Zac putting some bugs in a jar. She asks, “Where are you putting the bugs?”
Open Closed

g At the beginning of a play session Jenny asks the children, “Tell me about what you did yesterday
with the painting.”
Open Closed

h Jasmine is helping the children to read. She points at a picture of a bus and asks, “What’s this?”
Open Closed

Activity 3.6 Look back over the open questions above. In what way do they help the child to learn?
Are they helping them to:
• be a critical thinker?
• describe something?
• describe an event?
• describe a process?
• express an opinion or attitude?
• clarify and focus on an idea?
• connect experiences and previous learning?

© Commonwealth of Australia 2013 Working WELL in Childcare – Learner Workbook 59

Activity 3.7 What about you? Think back over your practice. What type of questions do you ask the
children? Do you ask open or closed questions?
Describe an interaction in which you used open questions.

Practising your skills: asking open questions

Activity 3.8 Look at the following photos of different play provisions. Write open questions you can ask
the children.
Discuss your questions with a partner, trainer or mentor.

Learning tip
Don’t ask the children too many questions. You need to give them time to think and respond.

60 Working WELL in Childcare – Learner Workbook © Commonwealth of Australia 2013

Talking to children: listening carefully
Learning tip
Sometimes children are not easy to understand and sometimes they take the topic away from
what you are doing with them.
In these situations it is very important to:
• listen carefully to what the children say and let them have their say
• repeat the words and ideas they are using
• ask them questions about the thing they are talking about
• question them if you don’t understand

Activity 3.9 Watch Scene 1 again. Answer the

questions.
a Ben does not understand what Zac says.
What does Ben do to check understanding?

How does Ben show that he is listening carefully?

b Finn talks about eating grasshoppers in Thailand.

How does Ben show he is interested in what

Finn says?

What does Ben say when Finn tells him they cook grasshoppers?

© Commonwealth of Australia 2013 Working WELL in Childcare – Learner Workbook 61

Reading: a graphic text of the planning cycle
Ben’s play provision was based on the needs and interests of the children. His provision was part of an
ongoing cycle in which he observed the children, reflected on each child’s strengths, weaknesses and
interests, planned the next learning environment and then reflected on that learning.
This ongoing cycle is an essential part of early childhood education.
Activity 3.10 Download the Educator’s Guide to the Early Years Learning Framework*. It includes an
Early Years Planning Cycle chart on page 11.
Look at the chart carefully and then answer the questions.

a Who or what is at the centre of the planning cycle?

b What sort of information (data) should the childcare educator collect before starting the planning
cycle?

c What should you do first?

d What do you use to help you clarify objectives, the learning environment, the role of the childcare
educator and assessment/evaluation methods and evidence?

e What should you do after you have implemented your plans?

f When do you decide on the personal and site philosophy?

*Downloadable from http://www.deewr.gov.au/earlychildhood/policy_agenda/quality/pages/earlyyearslearningframework

62 Working WELL in Childcare – Learner Workbook © Commonwealth of Australia 2013

Practising your skills: your planning cycle
Activity 3.11 Think about any planned and unplanned teaching and learning you have been involved
with. Write what you did in each part of the cycle.
a What questions did you ask?
b What did you plan?
c What happened (Act/Do)?
d What did you think about what happened (Reflection) and what would you change (Review)?

Show your facilitator or mentor what you did in each part of the cycle.

© Commonwealth of Australia 2013 Working WELL in Childcare – Learner Workbook 63

DVD
Watching the video: planning
Ben’s play experience with Izzy, the stick insect, has finished and Jasmine, Jenny and Ben have a
chance to reflect and review the day’s teaching and learning.

Activity 3.12 Watch Part 3 Scene 2 of the DVD and answer the questions.

Ben, Jenny and Jasmine thought the play session with the stick insect went well. Why did they think
that?

Ben

Jasmine

Jenny

64 Working WELL in Childcare – Learner Workbook © Commonwealth of Australia 2013

Activity 3.13

a Ben, Jenny and Jasmine talk about two ways to follow up on the stick insect. What were they? What
reasons did they give for suggesting these activities?

What did they agree to do first?

b Ben, Jenny and Jasmine also decided to have a babies and hospital role play. Why did they think
they should do this?

c Where should they have the roleplays?

d What does Jasmine think would be a good follow up for the roleplays?

© Commonwealth of Australia 2013 Working WELL in Childcare – Learner Workbook 65

Talking to colleagues: discussion
Childcare educators spend time during their day planning what to do next. Jasmine, Jenny and Ben:
• suggested follow-up activities
We could do stuff with other insects.
We can compare different insects.
I think we need to provide more reading.
I would suggest setting up two roleplays.
What about Amy?
• agreed
Yes, I think we should do it now because it’s fresh.
Yeah, OK.
Yes, I think that’s good.
• suggested alternatives
I think the bug thing is really good but something I thought quite important that came out
was the mum and dad thing.

Practising your skills: planning a provision

Activity 3.14 Look at another planning session where childcare educators discuss setting up a
community vegetable garden. Write what you would say. Practise your conversation with
a partner, your trainer or mentor.
Jenny: Did you hear Hannah talk about her vegetable garden at home? The other children were
really interested in it.

You: Yes I did. ___________________________________________________________________________________________________________________________________________________________________

(Suggest they have a vegetable garden at the centre)

Jenny: And we could have some flowers too.

You: ____________________________________________________________________________________________________________________________________________________________________________
(You don’t think flowers are a good idea. Give an alternative suggestion)

Jenny: OK. Well we could grow carrots and potatoes.

You: ____________________________________________________________________________________________________________________________________________________________________________
(Agree and suggest some green vegetables as well)

_____________________________________________________________________________________________________________________________________________________________________________________
(Also suggest they look at bugs that are in the garden. It links their learning with Izzy the
stick insect)

Jenny: Brilliant. Let’s do that.

66 Working WELL in Childcare – Learner Workbook © Commonwealth of Australia 2013

Useful phrases
Activity 3.15 Study the language bank.

They were really involved.

They used ...
Talking about play provision They developed their fine motor/gross motor/
communication skills.
The ... was really helpful.
We could ...
We can ...
We need to think about ...
Making suggestions I thought we might ...
I suggest we ...
What about ...?
Why don’t we ...?
Yes that’s a great idea.
Agreeing Yes I agree.
Great.
Yes ... would be good but ...
Suggesting alternatives I’m not sure. I think ... would be better.
Yes but I think we need to ... first.

© Commonwealth of Australia 2013 Working WELL in Childcare – Learner Workbook 67

Reading: program documentation
As part of Ben’s work he is required to document the children’s learning and his planning ideas.

Activity 3.16 Read Ben’s documentation. Think about and discuss these questions with a partner, your
trainer and mentor.
a Who would read this information?
b Why do you think it is important to document it?

17th January Preschoolers

The new preschoolers have settled in well and are already talking about things that interest them and
activities they would like to do. The main catalyst has been a little stick insect called Izzy which we
bought last week. Finn said he wanted to make other stick insects “so she [Izzy] can have friends.”
Today’s experience started when we tried to get Izzy out of the cage. Finn
very gently took her out of the cage and smiled happily when she climbed up his
arm and nearly went under his shirt.
The children then chose the things they wanted to use to make friends for
Izzy. Finn said he would use the cork for the tummy “because it’s like a tummy,
it’s round” and placed it next to his stomach.
Hannah, Gwendoline, Zahara , Zac and Finn concentrated on making “Izzy
friends”. They chose string for the antenna and cut and sticky taped it around
the cork body. They glued round balls for the eyes and straws for the legs onto
the cork body. Hannah was very
pleased with herself when she had finished her insect and
declared, “Izzy wants a mummy and daddy” and the other
children nodded in agreement.
When we looked in the bug book Finn saw a picture of a
grasshopper and took us to a whole new topic. He told us,
“They eat grasshoppers in Thailand. They cook them”.
Comments:
Hannah, Gwendoline, Zahara, Zac and Finn were all very
involved in making the stick insects and showed great persistence in completing them
They demonstrated well developed fine motor skills when cutting the string and straws and gluing them
and the eyes onto their stick insect.
Finn showed great interest in insects and was able to transfer the information about insects he saw in
the bug book to his own experience of grasshoppers in Thailand.
Outcome 4: Children are confident and involved learners
• Children develop disposition for learning such as curiosity, cooperation, confidence, creativity,
commitment, enthusiasm, persistence, imagination and reflexivity
• Children transfer and adapt what they have learned from one context to another
What next?
Our stick insect, Izzy, has not only brought an interest in bugs but also conversations about families.
Over the next few weeks we’ll explore families. Amy’s mother will be coming to show their new baby girl
and the children will be able to watch Amy’s mother wash and dress her.
We’ll set up a hospital and babies roleplay to prepare the children for Amy’s mother’s visit.
Set up books for the children to read.
We have ordered some more bugs from the pet shop which we hope will support and develop the
children’s interest in insects and animals over the coming weeks.

68 Working WELL in Childcare – Learner Workbook © Commonwealth of Australia 2013

Activity 3.17 Read the documentation again. Tick the information that Ben has included.
The names and ages of all the children
The context in which the play is set
What the children did
What the children said
Photos
Ben’s interpretation of the children’s behaviour
Parent’s comments on the learning
Director’s review of the program
The Early Years Learning Framework outcomes covered in the learning experience
Some ideas for future play provisions

Activity 3.18 Ben didn’t write about everything that occurred in the play experience. He chose events
that best demonstrated how the children were learning and developing. Tick the events
he wrote about.
Taking Izzy out of the cage
Talking about the stick insect’s features
Writing down the words to describe stick insect’s features
Choosing the materials to make the stick insect
Making the stick insect
Finn talking about grasshoppers in Thailand
Telling the children they did a good job

© Commonwealth of Australia 2013 Working WELL in Childcare – Learner Workbook 69

Activity 3.19 Ben comments on the children’s learning and development in the comments section of
the program.
Read the comments section again and answer the questions.

a How did the children demonstrate that they have fine motor skills?

b What part of the comments section tells you the children were interested and engaged in their
learning?

c How did Finn show he was able to transfer information from one situation to another?

Activity 3.20 Ben, Jasmine and Jenny are going to build on what the children have learned. Read the
What next? section again and answer the questions.

a How are they building on families?

b How are they building on insects?

70 Working WELL in Childcare – Learner Workbook © Commonwealth of Australia 2013

Vocabulary: EYLF outcomes
Ben has listed outcomes from the Early Years Learning Framework (EYLF). This document uses words
which describe children’s learning and development.
Activity 3.21 Read the outcome related to the children’s learning. Use a word (in red) from Outcome 4
of the EYLF to complete the sentences below.

Outcome 4: Children are confident and involved learners

• Children develop disposition for learning such as curiosity, cooperation, confidence, creativity,
commitment, enthusiasm, persistence, imagination and reflexivity
• Children transfer and adapt what they have learned from one context to another

a She has unusual and original ways of doing things. She has developed skills in

_________________________________________________________________________ .

b Ellie is always engaged and interested in her learning. She is an ________________________________________________________ learner.

c Millie has a natural tendency to play and get along well with other children. She has a

_________________________________________________________________________ for _________________________________________________________________________.

d Holly wants to learn about everything. She has a great ___________________________________________________________ in everything.

e We’ve noticed she is able to use the skills she has learned in one situation, in another. She can

_________________________________________________________________________ her skills.

f Bryn is always pleased with the way he does things. He never worries about making mistakes. He is

.
_________________________________________________________________

g She is pleased with herself when she does a good job. This ___________________________________________________________ has

assisted her in learning.

h Once she starts doing something she will never stop until she is successful, even if the task is

difficult. She shows great ___________________________________________________________.

© Commonwealth of Australia 2013 Working WELL in Childcare – Learner Workbook 71

Writing: the observation
Learning tip
Documentation usually contains:
• the context for learning
• the observations – what the children did
• interpreting what the children did – commenting on their learning and development
• Early Years Learning Framework outcomes covered in the learning
• future plans – what next

In Part 2 you read documentation for baby Joe and studied its structure.
In this part of the book you will learn to write an observation.
In Part 5 you will learn to write comments on the children’s learning and development and future
plans.
In Part 6 you will learn to write a program which supports positive behaviour.

Language: tense, time markers and quotes

To write these observations we use:
• Past tense so the reader knows exactly when the event happened
Finn very gently took her out of the cage.
• Time markers tell the readers when the significant events occur
When she climbed up his arm ...
The children then chose the things ...
• Quotes report the children’s actual words
He told us, “They eat grasshoppers in Thailand”.

72 Working WELL in Childcare – Learner Workbook © Commonwealth of Australia 2013

Activity 3.22 Look through the observation section of the program.
a Circle the past tense verbs.
b Underline the time markers.
c Highlight the quotes.

Today’s experience started when we tried to get Izzy out of the cage. Finn very
gently took her out of the cage and smiled happily when she climbed up his arm
and nearly went under his shirt.
The children then chose the things they wanted to use to make friends for Izzy.
Finn said he would use the cork for the tummy “because it’s like a tummy, it’s
round” and placed it next to his stomach.
Hannah, Gwendoline, Zahara , Zac and Finn concentrated on making “Izzy
friends” . They chose string for the antenna and cut and sticky taped it around
the cork body. They glued round balls for the eyes and straws for the legs onto
the cork body. Hannah was very pleased with herself when she had finished her
insect and declared, “Izzy wants a mummy and daddy” and the other children
nodded in agreement.
When we looked in the bug book Finn saw a picture of a grasshopper and took us
to a whole new topic. He told us, “They eat grasshoppers in Thailand. They cook
them”.

Language: describing what children do and say

Information about children’s behaviour and learning can be documented by:
• describing what the children do and say. This is in the observations section of the
documentation.
• interpreting children’s actions. This is in the comments section.
Describing what the children do and say tells us a lot about the children’s learning and
development.
In Ben’s observation he:
• uses words that tell the reader about the child eg Finn very gently took her out of the cage.
This tells the reader that Finn is careful and patient.
• writes what the children say and the reader can then interpret this. This is called
‘documenting the child’s voice’.

© Commonwealth of Australia 2013 Working WELL in Childcare – Learner Workbook 73

Activity 3.23 Look at the following extracts from Ben’s observation. What do they tell you about the
children’s learning and development?

a Finn smiled happily when she climbed up his arm.

b Finn said he would use the cork for the tummy “because it’s like a tummy, it’s round” and placed it
next to his stomach.

c Hannah, Gwendoline, Zahara, Zac and Finn concentrated on making “Izzy friends”.

d They chose string for the antenna and cut and sticky taped it around the cork body.

e Hannah was very pleased with herself.

f Finn saw a picture of a grasshopper and took us to a whole new topic. He told us, “They eat
grasshoppers in Thailand. They cook them”.

74 Working WELL in Childcare – Learner Workbook © Commonwealth of Australia 2013

Vocabulary: words that tell you about development
Learning Tip
The right choice of words in observations can tell the reader a lot about the child. For example, the
reader can learn about the child’s following skills by the words in bold.
• Gross motor skills
He threw the ball.

• Fine motor skills

She cut the paper carefully. She turned the page.

• Language development
He read the simple sentences.

• Emotional development
He shared his paints with this friend.

• Cognitive development
He thought carefully before putting the block on the stand.

Activity 3.24 What aspects of a child’s development do the following words tell you? Each word can
describe more than one aspect of development.

a chatted _________________________________________________________________ i helped ______________________________________________________________

b joined in _________________________________________________________________ j balanced ______________________________________________________________

c cut _________________________________________________________________ k played with ______________________________________________________________

d noticed _________________________________________________________________ l cried ______________________________________________________________

e asked _________________________________________________________________ m enjoyed ______________________________________________________________

f read _________________________________________________________________ n picked up ______________________________________________________________

© Commonwealth of Australia 2013 Working WELL in Childcare – Learner Workbook 75

Practising your skills: writing an observation
Write an observation about a teaching experience
you have had during a practice session or in your
work.
In your observation:
• choose a significant learning and development
event
• write what happened during the experience
• use words which tell you about the child’s
development and learning
• write anything significant that the child has said
• use the past tense
• use time markers to tell the reader when the
events occur

Show your observation to your trainer or mentor.

Learning tip
• Set up a file or journal in which you keep all your writing.
• Write notes about your strengths and weaknesses.
• Review your past writing and notes on strengths and weaknesses to see how your writing has
developed during the course.

76 Working WELL in Childcare – Learner Workbook © Commonwealth of Australia 2013

DVD
Watching the video: talking to a parent
Activity 3.25 Watch Part 3 Scene 3 of the DVD. Shelly and Jenny talk about Amy’s interests. Tick who
says what.

Jenny Shelly
a She’s talking a lot about her baby sister.
b She’s talking about visiting in hospital.
c She couldn’t stop talking to the nurses.
d She’s interested in everything to do with the community.
e She’s always pretending to be different things.

Activity 3.26 Watch Scene 3 again. How will play

experiences at the childcare centre link
with Amy’s interest in hospitals?

Activity 3.27 Jenny asks Shelly a favour. She asks Shelly to bring the baby to the childcare centre to
show the other children. Watch Scene 3 again and tick how Shelly reacts to this request.
She is really happy to bring the baby to the centre when the baby is a bit older.
She’ll bring the baby in tomorrow after she’s finished her shopping.
She says no she doesn’t want to bring the baby.
She is a bit concerned but agrees to bring the baby after she’s been immunised.
She is a bit concerned and in the end says no she won’t.

© Commonwealth of Australia 2013 Working WELL in Childcare – Learner Workbook 77

Talking to a parent: asking a favour
Sometimes we want someone to do something to help us. This is asking a favour. We usually ask a
favour through a series of stages:
• acknowledging the person’s situation
• explaining the reason for asking
• asking the favour
• encouraging and reassuring the person

Activity 3.28 Read the conversation below and identify the different stages in asking the favour. Then
write the words associated with each stage in the table underneath.
Jenny  Look, I know you’re really busy but we try to incorporate parents in our learning
programs and it would be really great if you could bring the baby in to show the children.
Shelly I’m not sure. Do you think it’ll interrupt Amy a bit?
Jenny No not at all. I think she’ll be really proud.
Shelly What time do you think it’ll be?
Jenny Any time that’s best for you.
Shelly (looks concerned)
Maybe you could bath her here? How would you feel about that? We’ll help you with
Jenny 
anything that you need.
Shelly All right. OK. Yeah. That’s fine.

Stages Words used

78 Working WELL in Childcare – Learner Workbook © Commonwealth of Australia 2013

Useful phrases
Activity 3.29 Study the language bank.

Yes I understand you are very busy.

Acknowledging the person’s situation
I realise that you ...
We try to incorporate ...
Explaining reasons We feel it is important to include ...
As part of the learning program ...
It would be great if you could ...
Would you be able to ...
Offering a solution
Could you ...
We were wondering if you could ...
We’ll help in any way.
If you would prefer ... we’d be happy.
Encouraging and reassuring I think ... would be really happy/proud.
It would be really good for ...
Anything that’s best for you.

Practising your skills: asking a favour

Activity 3.30 Practise asking a favour for the following situations. Record your answer or tell a
partner or your trainer.

a A parent is a fireman. You know that children would love to have a fireman talk to them so you ask
him to come and talk to the children.

b A Korean parent is a really good cook. You would like her to show the children what Korean
children eat at home. Ask her if she can come to the centre and cook for the children.

© Commonwealth of Australia 2013 Working WELL in Childcare – Learner Workbook 79

Writing: different ways to document observations
In your study and in childcare centres you will see there are many different ways people document
their observations.

Activity 3.31 Look at the different examples of observations.

• What observation do you think provides the best documentation of a child’s learning?
• When do you think it might be best to write a jotting, anecdote or learning story?
• Discuss your answers with a partner, your facilitator or mentor.

Jottings
Jottings are short notes on significant 10th January
behaviour observed by childcare Amy ran into room today told everyone about her baby
educators. These are usually not sister. Didn’t stop talking.
sufficient for centre documentation
but do assist in helping the educator Charlie ran around. Couldn’t keep still. Need to revisit
remember events and plan future plan to make sure she is engaged.
experiences with the children.
Bryn constructed a dam in the sandpit.
Hannah played well with drums but was alone. When
next playing musical instruments get group together.

Anecdotes
Anecdotes are a very common form of documenting observations. They provide detailed information
about a particular time and aspect of the daily program.

Name: Zac Age: 4 years 8 months Time: 10.15 am

Setting: Outdoors Date: 30th January
Recorded by Jenny:
in
Zac sat at the table with a bowl full of bugs. He picked up the bugs gently and put them
birds in the
different jars. He put the Christmas beetles in one, grasshoppers in another and lady
other. He then put some some grass and twigs in each glass for them to climb over.
the stick
When he finished sorting he took the jars inside and lined them up on the shelf beside
insect for everyone to see.
asked him
He was very pleased with himself and told the other children the name of each bug. I
se they’re
why the lady bird and the Christmas beetle were in separate jars and he said, “Becau
different bugs. Christmas beetles are big and lady birds are small.”

80 Working WELL in Childcare – Learner Workbook © Commonwealth of Australia 2013

Learning story
Learning stories are about a particular aspect or time in a child’s or children’s day. It differs from an
anecdote because it includes comments and reflections by the writer.

Making a swimming pool Date: 17th January

Bryn said his neighbours had a swimming pool. He wants a

swimming pool too so he said he was going to make one for his
family and all his friends.

“It’s got to be a big swimming pool because I’ve got mummy

and daddy and lots of friends,” explained Bryn.

Aiden jumped in, “I want to make a pool too.”

“OK,” said Bryn, “You can help me. I’ll make a hole here with a
shovel.”

“I’m using a truck,” said Aiden.

Bryn and Aiden are very social and love playing with other
children.

Aiden and Bryn worked hard together building the swimming

pool. When they finished Aiden called, “I’ll make a fence around
the pool” and he put blocks around the pool.

Bryn then ran up to the water pump and pumped the water into
their swimming pool.

Bryn jumped up and down, “See. We have a swimming pool for

mummy and daddy.”

Aiden said, “Yeah we did it. A pool for everyone.”

This experience was wonderful to observe. Bryn and Aiden got

really involved in making the swimming pool and were very

Learning tip
During work experience at childcare centres it’s a good idea to collect examples of observations.
You can then:
• compare the features of the observations you have collected
• check to see if different centres have different ways to document observations
• consider the purpose of each observation

© Commonwealth of Australia 2013 Working WELL in Childcare – Learner Workbook 81

82 Working WELL in Childcare – Learner Workbook © Commonwealth of Australia 2013
PART 4:
Responding to accidents
Childcare educators are responsible for the safety and wellbeing of the children in their care. This
involves providing a safe environment. It also means reducing the risks of accidents by being aware of
the links between children’s development and safety. This involves providing appropriate programs,
educating children in safe behaviours including rules to keep children safe, providing adequate
supervision at all times and knowing how to properly respond when an accident happens.

In this part you will watch the video segments about play during the morning at Binbeena Childcare
Centre. You will see:
■■ a childcare educator give first aid to a child
■■ the childcare educator report the accident to the centre director
■■ the childcare educator report the accident to the parent of the child

You will also:

■■ practise communicating with children, colleagues and parents
■■ read
• an accident policy and procedure
• an accident report form
• a first aid procedure
■■ write an accident report
■■ practise some numeracy using ratios and interpreting a graph
■■ develop vocabulary skills to talk about accidents and first aid

© Commonwealth of Australia 2013 Working WELL in Childcare – Learner Workbook 83

Children’s accidents and injuries
Work health and safety policies and procedures are there to provide safe, secure and healthy
environments where children are cared for. Indoor and outdoor spaces must be clean and hygienic
and toys and equipment must be safe for children to use. Preventing infection and its spread, securing
chemicals, and protecting everyone from the dangers of too much sun are all the responsibility of
childcare educators. Educating children and families about these issues is very important too. Even so,
it is not possible to provide an environment that is totally free of hazards. Children do not have the
developmental skills to protect themselves from accidents and injuries and their curiosity often makes
them behave in ways that lead to accidents and injuries.

Activity 4.1 What can childcare educators do to minimise the risks of accidents and injuries in the
following ways? Discuss this question with a partner, your trainer or mentor and make
some notes.

a Planning programs and equipment ahead

b Making rules and reminding children of them

c Making sure there is adequate supervision

d Educating children about safety

84 Working WELL in Childcare – Learner Workbook © Commonwealth of Australia 2013

DVD
Watching the video: giving first aid
Jasmine is giving first aid to Bryn, a preschooler, who has had an accident at the childcare centre.

Activity 4.2 Read the questions and then watch Part 4 Scene 1 of the DVD. Now answer the questions.

a What has happened to Bryn?

b What procedure does Jasmine follow?

c What advice does Jasmine give Bryn?

d What does Jasmine do and say to comfort and reassure Bryn?

© Commonwealth of Australia 2013 Working WELL in Childcare – Learner Workbook 85

Talking to children: reassuring a child
To reassure Bryn, Jasmine: a engages with the child and asks him how he is.
b explains what she is doing.
c repeats what she has done and says what will happen next.
d makes suggestions and gives some advice.

Activity 4.3 Read how Jasmine reassures Bryn. Mark the stages a, b, c and d.
Jasmine You’re a brave boy, aren’t you? Let me just clean it up for you. Does that hurt? I’ve just
cleaned you up now and I’m going to put a dressing on. So it’ll be all over soon. OK? There
you are. Well done.
You’ve had a bit of an accident. We’ve cleaned it up, put a dressing on it and we’ll tell your
daddy when he comes this afternoon. Maybe he can take it off tonight. OK.
Would you like to go and play right now and we’ll have lunch in a little while and then you
can have a bit of a rest. And it might be better if you don’t run around that much. OK?
There you are.

Useful phrases
Activity 4.4 Study the language bank.

How’s that now?

Engaging with the child Tell me how you feel.
Is that starting to feel better?
You bumped your head. I’m going to get you to sit down here.
Saying what’s happened and
You’ve got a splinter in your hand. I’ll take it out.
explaining what you are doing
It’s a little cut. I’ll just put some antiseptic on it and a band aid.
We’ll tell your mum about it.
Saying what will happen next You can go outside again, if you like.
Your mum can take it off tonight.
Are you OK to join the other children now?
Making suggestions and giving
Would you like to sit quietly over there?
advice
What do you feel like doing now?

Practising your skills: talking to children

Activity 4.5 What would you say to reassure a child in these situations? Practise the conversation.
a Seth has fallen off the cubby house the children were making. He’s grazed his elbow. You wash the
wound with sterile solution, apply some antiseptic lotion and put a dry dressing on it.
b Mollie caught her finger when another child closed a drawer on it. It’s slightly bruised. You comfort
her and apply an ice pack.

86 Working WELL in Childcare – Learner Workbook © Commonwealth of Australia 2013

DVD
Watching the video: talking to the director
When a child has an accident or an injury, the childcare
educator must follow procedure and report it.

Activity 4.6 Read the questions and then watch Part 4 Scene 2
of the DVD. Now answer the questions.

a Who does Jasmine report the accident to?

b What does Jasmine say happened to Bryn?

c How did the accident happen?

d What else must Jasmine do?

Activity 4.7 Watch Scene 2 again and complete what they say.

a The director and Jasmine assess the cause of the accident and decide what to do next.
Director: ______________________________ ___________________________________ did he fall?
Jasmine: On the jouncing board. We’ve sort of moved it to make it more _________________________________________
but the children aren’t used to the new set up.

Director: Well it’s less of a _________________________________________________________________ there. Maybe we should have it

somewhere else. Or maybe we should just tell the children when we _______________________________
to the play area.
Jasmine: Good idea. I think it’s a good thing to make them more _____________________________________________________
of their _________________________________________________________________

b Why does the director ask Was your ratio right?

c How does Jasmine answer this question?

© Commonwealth of Australia 2013 Working WELL in Childcare – Learner Workbook 87

Talking to a parent: reporting an accident
When a child has an accident or an injury, the childcare
educator must follow the procedure and report what
happened to the parent.
How do you think Bryn’s father will react to his child’s
accident?

Activity 4.8 Read the questions and then watch Part 4 Scene
3 of the DVD. Now answer the questions.

a How does Bryn’s father react to his son’s accident?

b What two questions does Barry ask?

c How does Jasmine plan to educate Bryn about safety?

d What is the purpose of the accident report for parents?

Learning tip
Childcare educators and parents want to have friendly relationships so they use informal language –
slang and idioms when they speak to each other. Notice how Bryn’s father says:
He’s always on the go. He goes at 100 Ks.
It’s very difficult to know all the informal language people use so you should check the meaning
with the speaker to make sure you understand.

88 Working WELL in Childcare – Learner Workbook © Commonwealth of Australia 2013

Practising your skills: reporting accidents and injuries
Activity 4.9 Read about these accidents in childcare. Take turns reporting the accident to the director
with a partner or your mentor. Then practise reporting it to the parent of the child.
Remember to:
• Interrupt the director politely. /Greet the parent.
• Tell the director/the parent what happened to the child.
• Explain how the accident happened.
• Say what first aid you administered.
• Discuss hazard management and/or safety education./ Give the parent advice if needed.

a Coleman and Ji Woon were in the sandpit making a race track

when they suddenly began to fight over a plastic shovel.
Coleman grabbed the shovel and threw its contents in Ji Woon’s
face. Ji Woon got sand in his right eye, which had to be washed
out with sterile solution. He went back out to play. The children
need to be reminded about safe play in the sandpit.

b Zahara had made a castle with blocks when Noah from the
toddlers’ room walked into it and it fell down. Zahara was upset
and picked up a block and hurled it at Noah. It hit him on the
forehead and made a small cut. You comforted him and washed
the cut with sterile solution. It didn’t bleed so you put some
antiseptic lotion on it and returned Noah to the toddlers’ room.
Noah should not be allowed in the preschoolers’ room without
supervision.

© Commonwealth of Australia 2013 Working WELL in Childcare – Learner Workbook 89

Reading: accident policy and procedure
Activity 4.10 Before you read the accident policy and procedure, look at the list of words that are in
the reading. Can you predict how they are used in the document?

a safe environment hazard supervise safety education

First Aid Certificate a serious accident a minor accident a Child Accident
and Injury form

Activity 4.11 Read the accident policy and procedure for Binbeena Childcare Centre.

Binbeena
Childcare Centre
Accident Policy and Procedure
The Binbeena Childcare Centre endeavours to maintain a safe environment.
Staff will supervise children, re-direct play that could cause harm, remove
items or equipment that pose a hazard and report any problems with equip-
ment or fixtures or the building to the director. Safety education is integrat-
ed into the children’s learning programs.

In the event of a child sustaining an injury, the following procedure will be

followed:

• A staff member holding a current First Aid Certificate gives appropriate

first aid to the child following guidelines.

• Emergency medical aid will be obtained if necessary and parents notified

immediately by the director.

• If the accident is minor, the parent will be informed at the end of the day.

• A full description of the accident including names and addresses of any

adult witnesses are recorded on a Child Accident and Injury form as soon
as possible after the accident and brought to the attention of the Direc-
tor. Other details to be recorded include the date and time of the accident,
the parent contacted and by whom, details of first aid administered and
by whom, strategies for future prevention. The parent or guardian will be
asked to sign the form to verify they have been notified of the incident.

• All accidents and injuries are to be kept strictly confidential.

• The circumstances of the accident will be assessed to see if further risk

management practices should be adopted.

90 Working WELL in Childcare – Learner Workbook © Commonwealth of Australia 2013

Activity 4.12 Write the steps in the flowchart that you would follow if a child had an accident, using
Binbeena Childcare Centre’s accident policy and procedure. Write who would be involved
in each step. The first one is done for you.

Ask director and parent to sign Assess accident for hazard Complete the accident form
form management
Give first aid Inform the parent Seek emergency aid if
(if serious) necessary

b a c

Give first aid

(Childcare educator with
First Aid Certificate)

e f

© Commonwealth of Australia 2013 Working WELL in Childcare – Learner Workbook 91

Reading: using disposable gloves
When you give first aid you have to wear disposable gloves. Single-use gloves protect both the child
and the person giving first aid against the risk of infection.

Activity 4.13 Look at the pictures which show the procedure for removing disposable gloves. Match
the instructions with the pictures. Write the correct letter in the space.

1 2 3

4 5

a Make a ball of the dirty glove in the palm of your other hand.

b Put on a new pair of gloves. Administer the appropriate first aid.

c With your clean hand, pull off the other glove, from under the wrist, turning the glove
inside out, with the first glove inside.

d Grab the first glove at the palm and pull it off.

e Throw away the dirty gloves immediately in a waste container.

92 Working WELL in Childcare – Learner Workbook © Commonwealth of Australia 2013

Reading: children’s development and hazard risks
The risk of harm to a child from accidents and injuries changes at each stage of the child’s
development. Childcare educators need to be aware of the developmental stages of the children
they care for and the risks to the child. However, because children develop at their own rates, these
examples are only a framework.

Activity 4.14 Read about the connections between the development level of the child and the kinds of
injuries they may have.

Age Stages of child development Most common injuries

Birth to 9 • Wriggles and rolls, sits up at 6 • Falling from change tables, beds
months months, crawls at 9 months • Burns from spilled hot liquids
• Reaches and grasps objects to • Scalding from hot baths
Babies from birth place in mouth
to crawling • Choking on small items
• Poisoning on medications
• Road accidents from inadequate child restraint use
9 to 18 months • Becomes mobile and begins • Choking on inappropriate food
to walk • Falls from highchairs, cots, stairs
Toddlers on the • Toddlers are curious and seek • Scalding by tap water, saucepans on stove
move out items
• Burns from heaters and fires
• ‘Tests’ things in mouth
• Poisoning from medications and household chemicals
• Being hit by vehicles in driveways
1½ to 3½ years • Babies become mobile, start • Falls from heights, highchairs, cots, beds, stairs,
walking • Falls off play equipment
• Has poor balance due to top • Drowning in unprotected swimming pools, dams,
heavy body creeks, buckets
• Explores environment, • Poisoning from access to chemicals, medicines not
interested in smell, taste, properly stored
texture
• Being hit by vehicles running onto roads
• Wants to do thing without
• Head injuries from not wearing safety helmets on
help
bikes, scooters
• Children begin to run and
• Being bitten by a dog
jump without sense of fear
• Likes playing in water

3½ to 5 years • Becomes increasingly • Drowning in unprotected swimming pools

independent and adventurous
• Falls from bikes and playground equipment
Preschoolers
• Has little understanding of
independent •Getting head injuries for not wearing safety helmets
danger
adventurers on bikes, scooters
• Enjoys climbing, water play
• Being bitten by a dog
• Being hit by vehicles running onto roads

Adapted from Family Day Care Victoria Child Safety Guidelines 2009 http://www.eduweb.vic.gov.au/edulibrary/public/
earlychildhood/licensed/fdc-guidelines.pdf

Activity 4.15 W
 hat are the dangers of injury in a childcare setting for each age group? What could you
do to prevent accidents and injuries? Discuss these questions with a partner, your trainer
or a mentor.

© Commonwealth of Australia 2013 Working WELL in Childcare – Learner Workbook 93

Reading: an accident report form
Activity 4.16 Look at the accident report form. Look at the format and the kinds of information
Jasmine has to complete.

Binbeena
Childcare Centre Child Accident and Injury Report

1 Full name of child: Bryn Mitchell

2 Age of child at the time of accident/injury: 4 years 8 months

3 Date accident/injury occurred: 4 Time accident/injury:

17/01/ 20__ 12:05 pm

5 Circumstances of accident/injury:
Bryn was playing a chasing game with two children. They were playing in an open area when suddenly
they changed direction and Bryn tripped and fell on the jouncing board. He grazed his knee in the fall.
I comforted him and took him to the first aid station and administered first aid. Bryn returned to play with
the other children for a short period before lunch.

6 Location where accident/injury occurred:

In outdoor play area adjacent to veranda

7 Nature of injury sustained: Grazed knee

8 Names of adult witnesses: Jenny Thomas (childcare educator)

9 Action taken including administration of first aid:

I cleaned his knee with sterile water, applied some antiseptic and covered it with a dry dressing.

10 Time of child’s departure from the centre: 4.00 pm

11 Name of person collecting child: Barry Mitchell (father)

12 Record of person notified and by whom:

Barry Mitchell contacted by Jenny Thomas

13 Name of person making report: Jasmine Lakshmi

14 Signature of person making report: Date: 17/01/ 20__

J P Lakshmi

15 I/We acknowledge that I have been notified of the accident/injury:

Yes

16 Signature of parent: Barry Mitchell Date: 17/1/ 20__

17 Signature of director: Kate Sinclair Date: 17/01/ 20__

3 Action has been taken to address the risk (as relevant).

Adapted from http://www.childcare.tas.gov.au/publications/standards/CBC5-Standards-December-2011.pdf 15.4 f i (a-j)

94 Working WELL in Childcare – Learner Workbook © Commonwealth of Australia 2013

Reading: an accident report form
Activity 4.17 Write the section number where Jasmine wrote the following information:
a The name and age of the child Sections 1 and 2

b The name of the parent or person contacted _____________________________________________________

c The name of the person who completed the form _____________________________________________________

d Names of people who saw the accident _____________________________________________________

e The signature of the person completing the form _____________________________________________________

f The signature of the parent _____________________________________________________

g The signature of the director _____________________________________________________

h How the accident happened _____________________________________________________

i Where the accident happened _____________________________________________________

j When the accident happened _____________________________________________________

k What part of the child was hurt _____________________________________________________

l The first aid that was given _____________________________________________________

Activity 4.18 Now look at the details Jasmine wrote on the form and answer questions about the
accident.

a What is the child’s full name and how old is he?

b When did the accident happen and what time was it?

c What exactly happened?

d And where was this?

e Who else saw the accident?

f What did Jasmine do from the time the accident happened? What first aid did she give Bryn?

g Has she told Bryn’s parent?

h Who has she asked to sign the form?

i Has she completed the paperwork?

j Has the accident been assessed for risk?

© Commonwealth of Australia 2013 Working WELL in Childcare – Learner Workbook 95

Writing: the circumstances of the accident
Activity 4.19 Study what Jasmine wrote in Section 5 of the form.

5 Circumstances of accident/injury:
Bryn was playing a chasing game with two children. They were playing in an open area when suddenly they
changed direction and Bryn tripped and fell over the jouncing board. He grazed his knee in the fall. I comforted
him and took him to the first aid station and administered first aid. Bryn returned to play with the other children
for a short period before lunch.

a Highlight all the verbs. What tense are they? (What time do they tell about the accident?)

b Where does Jasmine say the actions happened. Underline the phrases that tell where.

Activity 4.20 Complete the circumstances of Charlie’s accident. Write the verbs in the correct tense.

near the fence remove lean show

of her hand return play splinter

Charlie _____________________________________________________ hide and seek _____________________________________________________ ________________________________________________

with a small group of children. She _____________________________________________________ against the fence when she got a

_____________________________________________________ in the palm _____________________________________________________. She_____________________________________________________ it

to me and I_____________________________________________________ it. She_____________________________________________________ to play with the children.

Activity 4.21 Use the information to write about another accident.

Finn’s acciden
t
• Collided with
Ben
head chasing ou and banged
tside in open
play area
• First aid
• Quiet time in
preschoolers’ ro
• Lunch om

96 Working WELL in Childcare – Learner Workbook © Commonwealth of Australia 2013

Writing: the actions taken and first aid
Activity 4.22 S tudy what Jasmine wrote in Section 9 of the form.

9 Action taken including administration of first aid:

I cleaned his knee with sterile water, applied some antiseptic and covered it with a dry dressing.

a Highlight all the verbs. What tense are they? (What time do they tell about the actions?)

b Underline the things Jasmine used.

Activity 4.23 Write actions taken including administration of first aid for these accidents.

Charlie Finn
First aid for splinter: First aid for nosebleed:
• wash area with sterile water • place head forward
• remove splinter with sterilised
• pinch nostrils for 10 minutes
tweezers
• clean wound • p lace ice packs on forehead and
neck
• apply antibiotic ointment and
band aid • avoid blowing nose and sniffing

a 9 Action taken including administration of first aid:

b 9 Action taken including administration of first aid:

© Commonwealth of Australia 2013 Working WELL in Childcare – Learner Workbook 97

Writing: an accident report
Four-year-old Maxi Jiang had an accident today (17th January). It happened at 3.30 pm. The group was
being supervised by Jasmine Lakshmi and Jenny Thomas. It’s 5 pm now and Maxi’s father is picking
him up. Jenny has to report the accident to Maxi’s father, Tom.

Activity 4.24 Read their conversation.

Jenny Did Maxi show you his cheek?
Tom Yes, he’s had a bit of a bump.
Jenny We were all outside after afternoon tea. Maxi
was on the climbing equipment with a number of
children waiting turns for the slide. He was about
to sit down and take his turn when the child behind
pushed him. He banged his cheek on the rail.
Tom That’s no good.
Jenny No, but luckily it wasn’t a big knock. It didn’t break the skin.
Tom Was he upset?
Jenny Yes he was at first but I helped him down and took him back to the preschoolers’ room.
Tom I see.
Jenny I put an ice pack on it for him. His cheek was slightly bruised and a bit red. He was very good
about it actually.
Tom That’s good to hear.
Jenny He said he wanted to go back outside five minutes later. So we joined the other children and
talked about what happens when a child doesn’t wait his turn and pushes the person in front.
The other child was really sorry and I don’t think it will happen again.
OK. That’s all right. Thanks for looking after him Jenny.
Tom 
Jenny That’s fine. Unfortunately these things happen.
Tom Yes, they do.
Jenny Here’s the accident report. Do you mind looking at it and signing it here?
Tom Sure. I’ll just read it first.

98 Working WELL in Childcare – Learner Workbook © Commonwealth of Australia 2013

Writing: an accident report
Activity 4.25 Complete the form about Maxi’s accident.

Binbeena
Childcare Centre Child Accident and Injury Report

1 Full name of child:

2 Age of child at the time of accident/injury:

3 Date accident/injury occurred: 4 Time accident/injury:

5 Circumstances of accident/injury:

6 Location where accident/injury occurred:

7 Nature of injury sustained:

8 Names of adult witnesses:

9 Action taken including administration of first aid:

10 Time of child’s departure from the centre:

11 Name of person collecting child:

12 Record of person notified and by whom:

13 Name of person making report:

14 Signature of person making report: Date:

15 I/We acknowledge that I have been notified of the accident/injury:

16 Signature of parent: Date:

17 Signature of director: Date:

3 Action has been taken to address the risk (as relevant).

© Commonwealth of Australia 2013 Working WELL in Childcare – Learner Workbook 99

Using numeracy skills: working with ratios
Children in care must be supervised at all times. Remember how the director asked Jasmine about the
staff to children ratio when Jasmine reported Bryn’s accident.
Director: Was the staff ratio ratio right?
Jasmine: No worries. Yes, there was four of us outside with two groups.

We use ratios in childcare to know how many childcare

educators must be supervising children at any one time.
What is ratio?
The ratio between numbers is how many times one
number is bigger than another.
Ratios are usually written as eg 1:3, 3:5, 4:5.
We talk about ratios saying eg one to three, three to five,
four to five.

Activity 4.26 Study the table that shows staff to children ratios in childcare centres in Australia (2012).

Staff to children ratios

1:4 for children 0 - under 2 years of age
1:8 for children 2 or more years of age but under 3 years of age
1:10 for children 3 or more years of age but under 6 years of age

Activity 4.27 At Binbeena Childcare Centre the ratios for staff to children depend on the activity.
Discuss the ratios for these activities with a partner, your trainer or mentor and make
some notes.

Children’s activity Ratio

When supervising toddlers in particular areas eg outdoor play area 1:8
When supervising particular activities with toddlers eg toileting 1:2
When supervising particular groups eg a group of 3 year olds on tricycles 1:5
When supervising children’s arrival and departure from the service 1:1
When supervising preschoolers on excursions 1:4
When supervising challenging activities with preschoolers 1:5
When administering medication 2:1

Activity 4.28 Work with a partner and make some notes. Can you think of other situations in which a
childcare educator might use ratios eg: recipes, mixing liquids, mixing solids?

100 Working WELL in Childcare – Learner Workbook © Commonwealth of Australia 2013

Using numeracy skills: interpreting a graph
Activity 4.29 Look at the bar graph and find:
a the title (what the graph is about)
b the horizontal axis (accidents that cause children to go to hospital)
c the vertical axis (the number of injured children who go to hospital)
d the scale (the age groups of the children)
e the bars (a ‘ruler’ that measures the number)

< 1 year
1 year
Graph 1. Child injuries 0-4 years of age requiring hospitalisation in South Australia 2 years
– data for country South Australia for 2006 and 2007. 3 years
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Activity 4.30 Look at the bar graph again. Read the names of the accidents along the horizontal axis.
Then answer the questions.

a For each age group which is the biggest cause of injury?

b Less than 1 year

c 1 year

d 2 years

e 3 years

f 4 years

© Commonwealth of Australia 2013 Working WELL in Childcare – Learner Workbook 101

9
Word building: categories
Activity 4.31 The words in the box are examples of words we use when we talk about accidents and
first aid in childcare. Decide which category each word belongs to and write it in the
correct column.

band aid antiseptic prevent contact

reassure scissors disposable gloves bandages
trips suffocation scalds drowning
choking sterile water supervise burns
tweezers apply falls poisoning
report disinfect thermometer assess

Types of accidents First aid equipment Actions

102 Working WELL in Childcare – Learner Workbook © Commonwealth of Australia 2013

Word building: collocations
A collocation is two or more words that often go together. There are different patterns:
adjective + noun eg medical treatment
noun + noun eg childhood illnesses
verb + noun eg administer first aid
The important thing is to know which words go together to become a new expression.

Activity 4.32 Match a word from the List A to form a collocation with a word from the List B. Write
your collocations in the space provided

List A List B

first education first aid

risk skills _____________________________________________________

emergency treatment _____________________________________________________

medical call _____________________________________________________

careful supervision _____________________________________________________

hazard member _____________________________________________________

motor characteristics _____________________________________________________

safety aid _____________________________________________________

staff management _____________________________________________________

developmental factors _____________________________________________________

environmental assessment _____________________________________________________

© Commonwealth of Australia 2013 Working WELL in Childcare – Learner Workbook 103

Activity 4.33 Complete the sentences by using a word from the box to form a collocation with the
words in bold.

risk-taking sterile climbing dry learning safety disposable

a Always use _______________________________________________ gloves when giving first aid.

b Use a ____________________________________________ dressing to cover the graze.

c Use ____________________________________________________ water to wash the wound.

d ____________________________________________________ education should be part of the children’s __________________________________________________

program.

e Older children engage in __________________________________________________________________ behaviour.

f Children need careful supervision on the ___________________________________________________________________ equipment.

Learning tip
• Putting words in categories helps us to understand the relationships between words and can
make it easier to remember them.
• Learning collocations makes the language we use more natural, easier to understand and richer.
It is also easier to remember language when we learn it ‘in blocks’ rather than in single words.

104 Working WELL in Childcare – Learner Workbook © Commonwealth of Australia 2013

PART 5:
Learning through routines
Daily routines are structured events that happen at regular times in the education and care
environment. They include children’s arrivals and departures, nappy changing and toileting, snack
and meal times, rest and sleep.

In this part you will watch some video segments about daily routines during the afternoon at Binbeena
Childcare Centre. You will see:
■■ the toddlers during lunch
■■ two childcare educators talking about this lunch
■■ a parent asking about her child’s toilet training

You will also:

■■ practise communicating with children, colleagues and parents
■■ read
• a lunchbox checklist
• documentation of observations, interpretation and follow up
• an EYLF text about cultural diversity
■■ write
• an interpretation of children’s behaviour
• a plan of future experiences to support children’s development
• an interpretation and follow up based on observations
■■ develop vocabulary skills in daily routine contexts
■■ practise some numeracy skills in measuring food portions

© Commonwealth of Australia 2013 Working WELL in Childcare – Learner Workbook 105

DVD
Watching the video: children at lunch
Meal times are a great opportunity for learning. Children have the opportunity to:
• develop social skills and social conventions
• develop conversational skills
• try different types of food
• learn when they have had the right amount of food
• learn about good nutrition
• develop self-help skills
• learn that food should not be wasted
• learn about cultural differences

Activity 5.1 Watch Part 5 Scene 1 of the DVD. You will see Paul, Grace and the toddlers at lunch.
Answer the questions.

a How does Paul support the children’s conversation?

b What do Paul and Grace do to encourage the children to try different food?

c How does Paul support the emotional needs of a child who won’t eat?

d What do the children do to help themselves?

Note: These children are normally much more talkative and communicative. They were very natural in
their interactions but were slightly inhibited by the filming.

106 Working WELL in Childcare – Learner Workbook © Commonwealth of Australia 2013

Talking to children: conversations
Meal times are a great opportunity for children to
develop their conversation skills. It is important to
value children’s conversation and to respond to their
communication.
During lunch time Paul participated in children’s
conversation.
• He responded to a child’s comments
• He extended the conversation
• He clarified when he didn’t understand
•  He showed interest by asking follow-up questions

Watch Scene 1 again and notice how Paul participates in the children’s conversation.
Paul: You didn’t have breakfast? (Paul clarified when he didn’t understand.)
Child: I don’t want to eat more.
Paul: You must be hungry now! (He responded to the child’s comments.)
Child: Cos I ate all my milk I had a tummy ache then I didn’t want cos my tummy ache.
Paul: Oh OK. Lots of people have had a tummy ache lately. (He extended the conversation.)
Child: I’ve got two eggs cos the other one’s crack.
Paul: You’ve got two eggs? (He clarified because he didn’t understand.)
Child: And the other one crack and it fall down the floor.
Paul: Did it make a big mess? (He asked a follow-up question.)
Child: Yes.
Paul: Did you clean it up? (He asked a follow-up question.)
Child: Yes.

Activity 5.2 R
 ead the following conversation. Tick how the childcare educator interacts and responds
to the child’s conversation.
Respond to Extend Clarify Follow-up
comments conversation question
a Child: I cook.
Educator: You did what?
b Child: I cook chicken.
Educator: Yeah, when did you do that?
c Child: Dinner.
Educator: So you cooked dinner last night?
d Child: Yeah. And Kai help me.
Educator: Oh that’s good that he helped you.
e Child: Yeah.
Educator: We’re having chicken nuggets for
lunch tomorrow.
f Child: Mm chicken yummy.
Educator: And did you have any dessert last night?
Child: Ice cream.

© Commonwealth of Australia 2013 Working WELL in Childcare – Learner Workbook 107

Talking to children: encouraging positive behaviour
Meal times are a good opportunity to promote social skills and help children recognise various social
conventions. Good ways to encourage positive behaviour are:
• use the child’s name
• explain why the behaviour is good
• praise the child for positive behaviour

Activity 5.3 Watch Scene 1 again. Write what Paul says to encourage positive behaviour.
a Child: Thank you Paul.

Paul:

b Child: I eaten my carrot.

Paul:

c Paul: What about you Ashley? Are you going to swallow what’s in your cheeks. Been in there for a
long time. You don’t want to eat it. Are you going to spit it out? Are you sure? Are you going
to try some more? Can you bring it over to the rubbish bin please? Bring your bowl this way
please.
(Child spits out carrot)

Paul:
d Girl cleans her plate.

Paul: Leila. .

Activity 5.4 Paul not only tells the children they have done well but he also gives a reason for this
positive behaviour. Look at the following situations. Write what you could say to the child.

a Harry drops his food on the floor. He gets down on the floor, picks it up and puts it in the bin.

b Leila sees that the girl next to her hasn’t got a drink. She gives the girl her drink.

c Coleman is the first to make his bed and lie down for a sleep.

108 Working WELL in Childcare – Learner Workbook © Commonwealth of Australia 2013

Talking to children: guiding
Daily routines need some structure and to achieve this structure the children need to be guided in
what they should do. In guiding children you can:
• give very clear direct instructions with each step explained (Use this strategy when there is no
choice and it has to be done.)
Pick up your cups and put them over here.
• ask them politely if they can do something
Can you make sure you pick up your cups?
• say please.

Learning tip
In Part 1 you studied using indirect instructions when speaking to colleagues. Toddlers and
young children do not understand indirect instructions. Always keep directions clear and easy to
understand.

Activity 5.5 Look at what Paul and Grace said to the children during meal time. What strategies did
they use to direct the children?
Paul: Can everyone eat their carrots please?
Grace: How about you have another bite of your carrot?
Paul: Can you take it over there for me?
Paul: G
 uys, when you’ve finished your lunches can
you take your bowls over to the trolley and
scrape them please?

© Commonwealth of Australia 2013 Working WELL in Childcare – Learner Workbook 109

Practising your skills: talking to children
Activity 5.6 Look at the following conversation. Imagine you are the childcare educator. What would
you say in the following situations? Discuss your answers with a partner, your trainer or
mentor.

a Chloe tells you her parents bought a new puppy. She named the puppy Bella. The puppy is white
with big brown eyes.

What would you say to extend the conversation?

b Here is the children’s menu. They don’t want to eat their broccoli.

What would you say to encourage them to eat it?

c Emma is using her spoon really well to eat the spaghetti.

What would you say to tell her how well she is doing?

d The children need to scrape their plates out with the spoon and put their spoons in the yellow
bucket.

What would you say to direct them to do this?

110 Working WELL in Childcare – Learner Workbook © Commonwealth of Australia 2013

Talking to colleagues: reflecting on meal time
Maria wasn’t at lunch with the toddlers so Grace told her what happened.

Activity 5.7
Watch Part 5 Scene 2 of the DVD. Grace tells Maria about the food for lunch and about the children,
Coleman and Dylan. What does Grace tell her?

a The food served at lunch

b Coleman

c Dylan

Activity 5.8 M
 aria and Grace discuss self-help skills for Coleman and support for Dylan. Watch Scene 2
again. Complete what they say.

a Grace: T hey were fine. You should have seen Coleman. He even scraped his plate properly. Usually
it’s all over the floor. Do you know what? ________________________________________________________________________________________________
_________________________________________________________________________________________________________________________.

Maria: . I mean, he can’t use tongs properly yet.

__________________________________________________________________________

Grace: Yeah. Well ___________________________________________________________________________________________________?

Maria: Wow, ___________________________________________________________________________________________________.

b Grace: I am worried about Dylan though.

Maria: Why? What happened?

Grace:  e just didn’t eat any of his lunch. I’m just worried he doesn’t like anything that we give
H
him.

Maria: OK. _________________________________________________________________________________________________________________________________________________________________.

Grace: Yeah._______________________________________________________________________________________________________________________________________________________________.

Maria: Yeah. I know. OK for today ______________________________________________________________________________________________________________________.

Grace: OK.

© Commonwealth of Australia 2013 Working WELL in Childcare – Learner Workbook 111

Talking to colleagues: offering solutions
When discussing future plans for learning it is important to suggest solutions. There are different levels
of suggestions from strong to mild.
Strong Moderate Mild
must can would
have to will could
should may
need to might

Activity 5.9 Read the different ways Grace and Maria offer solutions. Tick if the following statements
or suggestions are strong, moderate or mild.
Strong Moderate Mild
a I think he might be ready to serve his own lunch.
b We could give it a try.
c We’re going to have to talk about changes to the menu.
d We’ll have to make sure he eats something.

Activity 5.10 W
 e usually offer strong suggestions when we have a problem that needs to be fixed in
some way. Tick the situations which require a strong suggestion.
a Noah cried for an hour after his mother left him and was distressed.
b Emma picks up the food with her fingers. She’s ready to eat with utensils.
c Harry is four years old and he’s still wearing a nappy.
d William won’t lie on the mattress during sleep time and always rolls onto the floor.

Practising your skills: follow up

Activity 5.11 Look at the following situations. Suggest solutions for follow up. Discuss your follow-up
suggestions with a partner, your trainer or mentor.
a Harry is nearly three years old. He always scrapes his plate into the wrong bucket.
b Chloe is two years old. She finds it very difficult to eat yogurt using a spoon.
c Leila is three years old. She loves helping and wants to set the table but doesn’t know where to put
things.
d Cooper is three years old. He often pulls down his nappy and poos on the floor.

112 Working WELL in Childcare – Learner Workbook © Commonwealth of Australia 2013

Reading: lunchbox checklist
Grace and Maria are concerned that Dylan didn’t eat his lunch. Good nutrition is extremely important
and childcare centres must make sure children are given the correct balance and amounts of food.
Some parents supply the food and they are given information on the right food for children to eat.

Activity 5.12 Read the Lunchbox Checklist for Food Brought from Home – A Guide for Parents. It can
be downloaded from http://www.healthykids.nsw.gov.au/teachers-childcare/food-and-
nutrition/publications.aspx
This checklist has been developed to assist parents. Why is it also helpful for educators?

Activity 5.13 Read the checklist again and answer the questions.
a What age groups are these guidelines for?

b If the child is vegetarian and doesn’t eat meat, chicken or fish, what should the parent provide?

c What types of food should be avoided?

d How should the lunchbox with food such as meat, chicken and fish be transported?

e Should children drink fruit juice?

Numeracy: working out amounts

When calculating how much a child eats the parent must work with the following amounts:
• a number eg 1 egg
• slices eg 1 slice of meat
• spoon size eg 1 tablespoon of grated cheese
• cup size eg ½ cup of milk

Activity 5.14 Look at the amounts in the lunchbox guide and look at what the parent wants the child
to eat. Calculate the amount required.
a A baked bean sandwich, carrots, lettuce, apple, yoghurt and cheese.

b Beef, pasta, tomato sauce for pasta, grated cheese, milk, custard, fruit juice, plum, capsicum.

© Commonwealth of Australia 2013 Working WELL in Childcare – Learner Workbook 113

Activity 5.15 S ometimes you might need to check that a child has been given the correct food.
Look at the contents of the following lunchbox. The parent hasn’t given the child a well-balanced and
nutritious lunch. What is the problem?

1 cup noodles with ¼ cup tomato sauce _____________________________________________________

½ cup yoghurt _____________________________________________________

1 banana _____________________________________________________

¼ cup carrot _____________________________________________________

1 muesli bar _____________________________________________________

Reading: documentation
Routines are not just about meeting a child’s physical needs. They also offer opportunities to promote
a child’s skills and knowledge development. If something significant occurs or if there is an opportunity
for follow up it should be documented.

Activity 5.16 Read the documentation (opposite) of the lunch with the toddlers.

114 Working WELL in Childcare – Learner Workbook © Commonwealth of Australia 2013

 17th January: Toddlers Childcare Educator: Paul
The cook was away today so the children had sandwiches instead of chicken. They also
had carrots and yoghurt and we took the opportunity to point out how they are healthy.
All the children were encouraged to eat their carrots. Ashley tried very hard. He
didn’t talk and concentrated on chewing his carrot for a long time. In the end he was
unable to swallow it so he spat the remainder in a bin. It was great to see how he tried
to eat it even though he did not enjoy it at all.
Ji Woon ate his sandwiches but didn’t eat
any more. There were visitors at the centre
and Ji Woon was uncomfortable with them
there. Coleman patted him on the back and
tried to comfort him. Dylan didn’t like any of
the food we gave him today and just wouldn’t
try any of it.

Interpretation
Ashley shows great persistence in dealing
with things he finds challenging and is
responsive to praise.
Coleman shows empathy with others’ distress.
Ji Woon is reluctant to talk or participate socially during lunch.
Dylan demonstrates independence in choosing his preferred food.

EYLF outcomes
Outcome 1: Children have a strong sense of identity
• Children feel safe, secure, and supported
• Children learn to interact in relation to others with care, empathy and respect
Outcome 3: Children have a strong sense of wellbeing
• Children take increasing responsibility for their own health and physical
wellbeing

What’s next?
This meal time showed the need for the children to learn more about food. We’ll look
at two aspects of food, health benefits and food from different cultures.
To start we’ll take an excursion to a fruit and vegetable shop and the children will
choose their favourite fruit and vegetable.
They’ll then familiarise themselves with the names of these through games and
categorising.
We’ll also ask parents from different cultural backgrounds to come to the centre and
show the children the food that children eat in their cultures.
For our long term project we’ll set up a vegetable patch. The children will be
responsible for watering the plants and observing how they grow.

© Commonwealth of Australia 2013 Working WELL in Childcare – Learner Workbook 115

Activity 5.17 Read Paul’s observation again. Who did what? Write the name of the child.

a _____________________________________________________ tried to eat all his carrot but couldn’t.

b _____________________________________________________ only ate sandwiches.

c _____________________________________________________ didn’t eat anything.

d _____________________________________________________ t ried to comfort Ji Woon and

patted him on the back.

Activity 5.18 Paul used his knowledge of child development and learning theories to interpret the
children’s behaviour. Read Paul’s interpretation again. Read the following statements
about the children and tick the correct statement.
a Ashley does not care if the childcare educator says he is good.
Ashley’s behaviour and skills improve when he is told he has done well.
b Coleman is concerned for people when they are unhappy.
Coleman is not interested in anyone around him.
c Ji Woon is very quiet during lunch.
Ji Woon enjoys lunch and the company of his friends.
d Dylan likes to be told what to do.
Dylan likes to choose things himself.

 ead the What’s next? section of Paul’s program and answer the questions.
Activity 5.19 R
a List four play experiences Paul is going to organise.

b Why is he organising these types of experiences?

116 Working WELL in Childcare – Learner Workbook © Commonwealth of Australia 2013

Language: interpreting children’s behaviour
The observations tell us what actually happens. The interpretation tells us what the childcare
educator thinks the child’s actions and behaviour means in terms of development and learning.
An interpretation makes general statements about a child’s social, emotional, cognitive, physical
and language skills eg
Observation: Coleman patted Ji Woon on the back.
Interpretation: He shows an empathy with others’ distress.
In observations we often use words that we can see performed, eg patted, eats, talks.

In interpretations we often use words that talk about:

• being (the way the person is)
He is interested in other children. She is always involved in her work.
• having (what the person has got)
He has a cheerful disposition.
• ability
She can understand simple instructions. She is able to relate to other people’s feelings.
• what is possible to see
He demonstrates creativity. He shows creativity.
• physical and language skills
She is using fine motor skills.
• reaction
She responds well to instructions.
• feelings
She enjoys painting and music.

An interpretation can be:

• about one event in the past. In Part 3 Ben interpreted the children’s behaviour and learning
with making stick insects and used the past tense verb eg Finn showed great interest.
• about the way the children are. In Paul’s interpretation he used the present tense to describe
the children’s general development eg Ashley shows great persistence.

Activity 5.20 L ook at the following observations. Write an interpretation of this behaviour. Use the
present tense.

a Alicia looked very sad when Kai dropped his fruit and said, “Poor Kai.”

b Harry picked up the fruit carefully with the tongs.

c Kai smiled happily and said thank you loudly every time we gave him some food.

d Leila waited for Kai to stop speaking and then told us about her baby sister.

© Commonwealth of Australia 2013 Working WELL in Childcare – Learner Workbook 117

Language: follow up
Follow up (future planning) can be written in two ways.
• Explanation of what will happen eg
To start with we’ll go on an excursion to a fruit and vegetable shop.
We’ll also ask the parents ...

This follow up uses:

– the subject of the action, we
– the future form, will
– time words, to start with
– joining words, and
– extra information, also

• In shortened form with the imperative eg Go to the fruit and vegetable shop.

Activity 5.21 Look at Paul’s follow up. Identify the features.

a Highlight the time word. Underline the future form.
They’ll then familiarise themselves with the names of these through games and categorising.
b Highlight the extra information. Underline the joining words.
We’ll also ask parents from different cultural backgrounds to come to the centre and show the
children the food that children eat in their cultures.
c Underline the subjects of the action.
For our long term project we’ll set up a vegetable patch. The children will be responsible for
watering the plants and observing how they grow.

Activity 5.22 Look at the notes on planning future sessions. Write them as an explanation.
Two week plan - Food
Classify food – fruit / vegetables, put in fruit and vegetable bowl + painting – fruit and vegetables
Next - make fruit and vegetable man
Week after - home corner, include kitchen utensils + roleplay cooking healthy meals.

118 Working WELL in Childcare – Learner Workbook © Commonwealth of Australia 2013

Practising your skills: documenting learning
Activity 5.23 Read the observation, look at the photo and write an interpretation and follow up. Show
your work to your trainer or mentor.

17th January Toddlers Jenny

We saw Harry help us make his bed for the first time this afternoon.
He ran over to me and said, “I help bed”. He then ran quickly around the other side of
the mattress and grabbed the end of the sheet and pulled it over the mattress. He
patted the sheet down to make sure it was flat. When he was satisfied with the way he
put the sheet on the bed he looked for the pillow in the cupboard and brought it over
to the bed. He took his shoes off and lay on the bed. He laughed happily and looked
very pleased with himself.

Interpretation

Follow up

© Commonwealth of Australia 2013 Working WELL in Childcare – Learner Workbook 119

Reading: cultural competence
Paul, Grace and Maria are concerned that Ji Woon and Dylan are not settling in during meal times.
They think it might be because the children are not familiar with the food at the centre and the way it
is organised. It is very different from their home environments.
Knowledge and sensitivity to different cultures is crucial for childcare educators in the early childcare
sector.

Activity 5.24 T he Educator’s Guide to the Early Years Learning Framework* includes a section on
cultural competence on pages 21 and 22. Read those pages and think about and discuss
these questions with a partner, your trainer or mentor.
Who is this information for?
What is the main purpose for writing this information?

Activity 5.25 The information tells you what different aspects of culture mean. Match the aspect of
culture on the left with what it means on the right. Write the letter in the space.

families, community institutions, the culture

a Cultural identity is essential because
and codes for living in a culture.
Some ways we get our cultural identity are willing to learn more about the cultures
b
are from of children and families in our community.
think very carefully about how to develop a
c If you are culturally competent you
child’s identity and self esteem.
If you are culturally competent you something that we created, not how we are
d
don’t have to born.
e The definition of culture is ignore your own culture.
it gives children a healthy knowledge of who
f Culturally competent educators need to
they are and where they belong.

* Downloadable from http://www.deewr.gov.au/earlychildhood/policy_agenda/quality/pages/earlyyearslearningframework

120 Working WELL in Childcare – Learner Workbook © Commonwealth of Australia 2013

 Practising your skills: cultural competence
Activity 5.26 The Educator’s Guide to the Early Years Learning Framework is designed to encourage
educators to think carefully and to discuss the main concepts of the Early Years Learning
Framework. Read the section on cultural competence again and think about the
following. Discuss these issues with a partner, your trainer or mentor.

a Think about children you have worked with in a childcare centre.

• What cultural backgrounds do they have?
• Do they have strong cultural identities related to their backgrounds?
• How can you tell this?
• What services do the parents use to support their cultural identity?
• How does the childcare centre support the different cultures?
• What cultural difference have you observed in the following routines?
– meal times and food
– self help, making beds, cleaning up after lunch
– rest time
– dressing and clothing
– transition from home to childcare

b Think about you and your own learning.

• How different is the way you are learning now from when you were at school?
• What learning styles do you feel more comfortable with?
• Which ways of learning do you think are best?

DVD Watching the video: talking to a parent

Activity 5.27 W
 atch Part 5 Scene 3 of the DVD. Grace and Maria
are talking to a parent. Answer the questions.

a Does Angela think her son behaves himself at home?

b What does Angela want the childcare educators to do?

c Do Grace and Maria think this is a good idea?

d What reasons do they give?

e What do Grace and Maria recommend Angela do?

© Commonwealth of Australia 2013 Working WELL in Childcare – Learner Workbook 121

Talking to parents: responding to a request
In Part 1 of this workbook you looked at how Maria responded to a parent who was worried about
the children using metal tools in the sandpit.
In this part we see Maria and Grace saying they can’t agree to Angela’s request to toilet train Emile.
To do this they:
• ask questions about the situation
• give information about toilet training
• acknowledge the concern
• explain reason
• offer a solution

Activity 5.28 Watch Scene 3 again and write what Grace and Maria say to Angela.
a Ask questions
OK. ___________________________________________________________________________________________________________________________________________________________________________________ ?

b Give information
OK. Well we __________________________________________________________________________ . So when _________________________________________________________________________

So when does that happen?

Normally _____________________________________________________________________________________ but ________________________________________________________________________________

c Acknowledge concern
Look I _____________________________________________________________________________________________________________________________________________________________________________________

d Explain reason

e Offer a solution
How about Kate? Our ______________________________________________________________________________________________________________________________________________________

122 Working WELL in Childcare – Learner Workbook © Commonwealth of Australia 2013

Practising your skills: responding to a parent request
Activity 5.29 Practise the following situations with a partner, your trainer or mentor. For each
situation:
• ask questions
• give information about what the childcare centre usually does, the child and child development
• acknowledge the parent’s concern
• explain the reason for your action
• offer a solution

a Chloe is two years old. She has temper tantrums occasionally. Chloe’s mother asks you to teach
Chloe not to do this.

b Jack is three years old. He plays with his next door neighbour’s children but he doesn’t want to
share any of his toys with them. Jack’s mother asks you to help him learn to share.

© Commonwealth of Australia 2013 Working WELL in Childcare – Learner Workbook 123

Word building: categories
In Part 4 you looked at how you can build your vocabulary by categorising words related to accidents
and first aid. In this part you will look at words related to daily routines.

Activity 5.30 W
 rite the words in the box under the appropriate daily routine. Words may be used in
more than one daily routine.

wipes nappies comforters cots lunchbox

change table mattress quiet time kit table cloth placemats
clothing hand basin sheets blanket buttons
tongs eating utensils zips dessert pants

Practising your skills: building your vocabulary

Activity 5.31 Go around the centre and find the names of other objects and write them under the
appropriate daily routine. Compare your words with a partner.

Learning tip
 good way to remember the new words you have learned is to build a picture dictionary. Take
A
photos around the centre of different objects, put the photos into a word document, write the
name of the object and arrange these objects into alphabetical order.

124 Working WELL in Childcare – Learner Workbook © Commonwealth of Australia 2013

PART 6:
Supporting behaviour
Supporting children to get along with other children and adults is an important part of a childcare
educator’s role. Children who are able to interact in social situations have more confidence and have
positive feelings about themselves.

In this part you will watch a video of childcare educators:

■■ chatting together
■■ talking to their director about children and parents

You will also:

■■ practise reporting children’s behaviour to the director
■■ read
• behaviour guidance policies
• a program
■■ write a program using non-judgemental language
■■ develop vocabulary skills

© Commonwealth of Australia 2013 Working WELL in Childcare – Learner Workbook 125

DVD
Watching the video: talking to the director

Activity 6.1 Y ou will see Kate, Jenny and Grace discuss behaviour issues. Read the questions then
watch Part 6 of the DVD. Now answer the questions.

a What time of day is it at the centre? How do you know this?

b Grace and Jenny chat about what they will be doing after work.

What will Jenny do?

What will Grace do?

c Why have the childcare educators been having trouble with Charlie?

d Kate gives a number of reasons for Charlie’s behaviour. What are these?

e Kate suggests a number of changes to the program. What are these?

f Jenny spoke to Charlie’s mother about her behaviour. What did Charlie’s mother say about it?

g What strategies does Kate suggest for rest time?

h What did Grace ask Kate about? Did Kate think Grace did the right thing?

126 Working WELL in Childcare – Learner Workbook © Commonwealth of Australia 2013

Communicating at work: chatting with workmates
It’s important to develop good relationships at work. One way to do this is to chat casually with your
workmates. This means you talk about bit about your interests, what you do on the weekends, friends
and family. Obviously you don’t want to overdo it but a bit of chat before you start work, during breaks
and at the end of the day helps to make a happier workplace.

Activity 6.2 Watch Part 6 again. Grace and Jenny chat about what they will do after work. Look at their
conversation and answer the questions.

Grace: That was a tough day. I’m ready to go home.

Jenny: Yeah me too. The children were so busy today.
Grace: Are you doing anything tonight?
Jenny: I just want to go home and collapse in front of the TV.
Grace: What about you?
Jenny: I’m going to the gym.

a Who starts the conversation? What does she comment on?

b How does Jenny feel? What word tells you how she feels?

Useful phrases
Activity 6.3 Study the language bank.

Oh I had a busy weekend.

Starting chat at the beginning What a terrible weekend. The weather was awful.
of the day with comments and Beautiful weather this weekend, wasn’t it?
questions Did you have a good weekend?
How was your weekend?
Yeah I went to the beach and visited some friends.
I just flopped about and did nothing.
Talking about what you did
I was racing around getting lots of jobs done.
Nothing much really.
That was a tough day. I’m tired.
Starting chat at the end of
The children were fun today, weren’t they?
the day with comments and
What are you up to tonight?
questions
Are you doing anything interesting this weekend/tonight?
I’ll just collapse in front of the TV.
I’m going away for the weekend.
Talking about what you will do I’m visiting friends and then I’ll spend the rest of the weekend
at home.
I’m not sure what I’ll do.

© Commonwealth of Australia 2013 Working WELL in Childcare – Learner Workbook 127

Talking to colleagues: checking information
In the video we see Kate giving Jenny a lot of information about how to deal with Charlie’s behaviour.
At one point Jenny is not exactly sure what Kate has said so she checks the information.

Activity 6.4 Watch Part 6 where Jenny checks the information. What does she say to Kate?

Activity 6.5 W
 hat about you?
What do you do when you don’t understand something? Do you sit quietly or do you make sure you
understand?

Remember it’s always really important to make sure you understand everything your manager has
said. Otherwise you might make a serious mistake.

There are different ways you can check what a person has said. You can:
• ask for repetition
• check the meaning of a word
• check your understanding

Activity 6.6 Look at these short conversations. How does the listener check the information?

a
Director: S o you need to build up his confidence by choosing activities that he is interested in
like board games and puzzles.
Educator: So you think puzzles are best for him?
Director: Yeah I do. He’s got quite an analytical mind.

b
Director: You need to determine what triggers the behaviour.
Educator: Sorry, triggers?
Director: Y eah what’s happened to make the child behave in this way. It might be an event or a
situation.
Educator: Oh yeah I know.

c
Director: The child should be engaged with activities that stimulate her and are ...
Educator: Sorry Kate. What was that again?
Director: I said the child should be engage in stimulating activities.
Educator: OK I’ll do that.

128 Working WELL in Childcare – Learner Workbook © Commonwealth of Australia 2013

Useful phrases
Activity 6.7 Study the language bank of different ways to check meaning

Sorry?
Sorry, what was that?
Sorry, what did you say?
Sorry, what was that again?
Asking for repetition Could you say that again please?
Could you repeat that please?
I didn’t quite catch that.
I didn’t follow that.
I don’t quite understand that.
Sorry a ...?
What does ... mean?
What’s a ...?
Checking the meaning of a word
I’m not sure what ... means.
I don’t quite understand what ... means.
What’s the meaning of ...?
So, you’re saying ...
Can I just check that? You want me to ...?
Checking understanding You want me to ... Is that right?
You mean ...?
Did you say ...?

Practising your skills: clarifying

Activity 6.8 Look at the following situations. How would you clarify what has been said? Practise what
you would say with a partner, your trainer or mentor.

a Your director says:

According to current legislation you are required to provide a comprehensive behaviour
management plan that is in accordance with federal and state requirements.
You do not understand any of what she has said.

b Your co-worker says:

 Hey, did you hear that we are going to be audited on our behaviour management policy? A parent
has submitted a complaint.
You do not understand what audited is.

c A parent says:
Really Tom is totally uncontrollable at home. We can’t stand having him around us.
You need to check you have understood correctly.

© Commonwealth of Australia 2013 Working WELL in Childcare – Learner Workbook 129

Talking to colleagues: reporting using direct and indirect
speech
When you work in childcare it is important to accurately report what children, childcare educators and
parents say. There are two ways we can do this:

• Direct speech – We say exactly what the other person has said eg
Amber’s mother said, “My child always behaves perfectly at home.”

• Reported speech – We don’t say the exact words eg

Amber’s mother said that her child always behaved perfectly at home.

Activity 6.9 In the conversation with Kate, Jenny reports what she said to Charlie’s mother and what
Charlie’s mother said to her.
a Watch Part 6. What does Jenny say? Complete the conversation

Well I __________________________________________________________________________________ and she ________________________________________________________________________________

I got the impression she wasn’t that interested. I mean, ___________________________________________________________________________________.

b Does Jenny use direct speech or reported speech?

Activity 6.10 S tudy the following conversation with a parent. Then tell your director about the
conversation with the parent, using reported speech.

Parent and childcare educator

Educator: Petra, could I just have a word with you about Will?
Parent: Yes sure. Anything wrong?
Educator: W
 ell yes. I’m afraid Will pushed another boy in the toilets. The boy fell down and hit his
head.
Parent: He’s not injured is he?
Educator: No the boy’s fine but we do need to do something. He’s always pushing other
children and there’s going to come a time when it’s really serious.
Parent: Yes we’re having quite a bit of trouble at home too. He’s a bit of a bully with his
little sister. Pulls her hair all the time.
Educator: Have you explained to him the consequences of his actions?
Parent: Y es, all the time. We try to be gentle with him and explain what happens when he pulls
Sophie’s hair but it just doesn’t make any difference.
Educator : W
 ell we’re developing an individual guidance plan for him. We’ll give you a copy
and if you could support what we are doing that would be great.
Educator: I most certainly will. Thanks so much for your help.

130 Working WELL in Childcare – Learner Workbook © Commonwealth of Australia 2013

Childcare educator and Director
Director: Have you spoken to his mother yet?
Educator: Yes, today.
Director: Are they having the same problem at home?
Educator: Yes they are.
Director: And what did she say?

Educator:

Director: Did they explain the consequences of his action?

Educator:

Director: So what did you tell her?

Educator:

Director: And was she happy about that?

Educator:

© Commonwealth of Australia 2013 Working WELL in Childcare – Learner Workbook 131

Reading: behaviour guidance
All childcare centres have behaviour guidance policies that the staff must follow.
These policies tell you what you should do, who you do it with, how you do it, when you do it.
For example:
Action Who with? What work do you do with them?
Work with families to collaboratively manage unsociable or unacceptable behaviours

Activity 6.11 Read some more examples of policies for guiding behaviour and answer the questions.

a Policy - Actively assist children to participate in their own behaviour recognition and modification
techniques

Who do you assist?

What do you assist them to do?

How do you assist them?

b Policy - Immediately remove from the social setting any child who has intentionally hurt another

Who do you remove from the social setting?

When do you remove him/her?

c Policy - Maintain written records of repeated unacceptable behaviours to ascertain causal effects

What do you maintain?

Why do you maintain these?

132 Working WELL in Childcare – Learner Workbook © Commonwealth of Australia 2013

Reading: an individual program for Charlie
Kate recommends that Jenny reassess the program so that Charlie becomes more engaged in learning
and less disruptive. Jenny has chosen to write an anecdotal record of the play provision, interpret this,
make other observations and include some follow-up strategies.

Activity 6.12 Read the documentation for Charlie to assist them review their practice.

Name: Charlie
Age: 4 years 5 months
Date: 20 September
Childcare educator: Jenny

Charlie wasn’t interested in any of the play we provided today. She Interpretation
didn’t want to make stick insects or do any painting. Charlie has difficulty concentrating
Instead she went up to the musical instruments. Rosie and Vincent and interacting with her peers.
were playing drums and making a tune together. Charlie didn’t talk to She shows little interest in the
Rosie and Vincent. She just banged on the drums and other children activities provided.
stopped playing. After two minutes Charlie dropped the drums on the
Charlie attempts to engage with
floor and then moved to the blocks.
the other children in the music
Hannah, Gwendoline and Amy were making a castle with the blocks and and block areas. She uses physical
roleplaying kings and queens. Charlie grabbed the blocks from them. actions rather than language to do
Hannah shouted, “Don’t take them. We’re making a castle” but Charlie this.
ignored her. Hannah, Gwendoline and Amy walked away to play with
Charlie demonstrates some
other toys. Charlie was alone playing with the blocks but after about
understanding and self regulation
two minutes she lost interest in them and went outside to the sandpit.
when the educator speaks to her
She took a bucket, filled it with sand and then threw it around. but she is only able to do this for a
Jasmine saw what happened and spoke to Charlie, explaining that her short period.
behaviour could hurt the other children. Charlie looked concerned and
Previously, Charlie’s mother said
tried to play with the sand more carefully but after a few minutes
she hadn’t noticed any problems at
lost interest and went inside to play with the musical instruments
home.
again.

Follow up
Check what Charlie’s interests are. Talk to her about what she likes to do at home and plan stimulating
activities linked to her interests.
Provide one-to-one time with her.
After Charlie has gained some confidence ask her if she would like to share her play with one or two other
children.
During rest time give her puzzles that she enjoys doing.
Assist Charlie, through modelling and encouragement, to develop the necessary language skills to engage in
play with the other children.

EYLF Outcomes focus:

Outcome 1: Children have a strong sense of identity
• Children feel safe, secure and supported
• Children develop their emerging autonomy, inter-dependence, resilience and a sense of agency
• Children develop knowledgeable and confident self identities
• Children learn to interact in relation to others with care, empathy and respect

© Commonwealth of Australia 2013 Working WELL in Childcare – Learner Workbook 133

Activity 6.13 Jenny has observed Charlie’s behaviour. Number the following events in the correct
order.

She took the blocks from Hannah.

She filled a bucket with sand and threw it around.

She banged on the drums loudly.

She played with the blocks by herself.

She returned to the musical instruments.

She dropped the drums on the floor.

Activity 6.14 Charlie’s behaviour has an effect on other children. Answer the questions.

a What happened when Charlie banged on the drums loudly?

b Why did Hannah not want Charlie to take the blocks?

c What could happen when Charlie threw the sand around?

Activity 6.15 J enny interprets Charlie’s behaviour. This will assist her in developing a program that
meets her needs. Read the interpretation again. Write if the interpretation is true (T) or
false (F).
a Charlie is able to work on one thing for a long time.

b Charlie uses inappropriate physical actions rather than language

when trying to engage in play with other children.

c Charlie does not take any notice of the childcare educators.

d Charlie might be difficult because the play is not interesting enough for her.

e Charlie is badly behaved at home.

Activity 6.16 Tick the things that Jenny will do in her new program for Charlie.
Choose the best play for her.
Tell her she has to play with the other children.
Work with her alone with the things she is interested in.
Encourage her to play with other children when she’s ready.
Make sure she sleeps when the other children are sleeping.

134 Working WELL in Childcare – Learner Workbook © Commonwealth of Australia 2013

Activity 6.17 Jenny chose to focus on Outcome 1 of the EYLF. Why do you think she chose this as the
specific outcome for Charlie?

Vocabulary: non-judgmental language

Documentation is available for all to see, so care should be taken to write in language that does not
make a personal judgement about a child. All documentation should be based on observations of
behaviour.
Study the examples below.

Judgmental Non-judgmental
None of the children like Charlie. The children find it difficult to relate to Charlie.
Charlie is extremely naughty. Charlie’s behaviour is not acceptable.
Charlie’s mother isn’t interested in Charlie. Charlie’s mother has not noticed any problems.

Activity 6.18 Match the inappropriate language on the left with the correct use of language
on the right. Write the letter in the sapce.

Judgmental and subjective language Non-judgmental or non-subjective language

He is inclined to tell the other children what to
a He’s an anti-social child.
do.
He doesn’t pay a lot of attention to the way he
b He’s aggressive and violent.
does his work.
He’s quite selfish and won’t let any
c He is reluctant to take turns.
other children use his toys.
He becomes frustrated and angry very quickly
d He’s rude to the other children. and often hits, pushes or shoves the other
children.
He uses inappropriate and negative language
e He’s bossy with all the children. with the other children and often calls them
names.
He is still learning to interact with the other
f He shouts and yells all day.
children.
He’s careless with the work that he
g He is developing the ability to share.
does.
He tends to make quite a bit of noise, even in
h He dominates the play sessions.
group sessions.

© Commonwealth of Australia 2013 Working WELL in Childcare – Learner Workbook 135

Activity 6.19 Read the following interpretation that is made in judgmental and subjective language
and change it to a correct interpretation using non-judgemental language.

Ellie is a bossy little girl. She is always dominating the sessions and doesn’t give the other children a
chance to do any of their own work. When I asked her to stop doing this she shouted and swore at
me. Her parents have totally spoilt her.

Vocabulary: verbs
Verbs can tell us a lot about the feelings of a person. For example in the individual program for Charlie
Jenny writes, Charlie banged the drums. Charlie wasn’t playing the drums but hitting them.
We also know in the conversation with Jenny and Grace that Jenny was very tired because she said, I’m
just going to go home and collapse in front of the TV.

Activity 6.20 Read the sentences and choose the best word from the box.

grabs stomps whispers creeps shouts shoves

a He walks into the room quietly. He ________________________________________________________________________________ into the room.

He walks into the room loudly and with heavy steps. He _______________________________________________________ into the room.

b She says the word very quietly. She ________________________________________________________________________________ it.

She says the word very loudly. She ________________________________________________________________________________ it.

c He takes the pen forcefully. He ________________________________________________________________________________ the pen.

d She pushes the toy forcefully. He ________________________________________________________________________________ the toy.

Activity 6.21 Read the sentences. What do they tell you about the child? Circle the correct feelings.
a He yelled, “I don’t want that.” He was (happy/upset).
b She growled, “I won’t do it.” She was (happy/angry).
c She skipped along the path. She was (happy/sad).
d He stormed into the room. He was (worried/angry).
e She concentrated on putting the blocks together. She was (interested/bored).

136 Working WELL in Childcare – Learner Workbook © Commonwealth of Australia 2013

Language: writing the follow up
In Part 5 you practised writing a descriptive follow up. We will now look at how you write a follow up
in a shorter form.
Jenny has chosen to write her follow up this way.

Check what Charlie’s interests are. Talk to her about what she likes to do at home and stimulating
activities for her.
Provide one-to-one time with her with her special interest.
After Charlie has gained some confidence ask her if she would like to share her play with one or two
other children.
During rest time give her puzzles that she enjoys doing.

Key:
The action
What you do with the action
When the action happens

Practising your skills: writing a follow up

Activity 6.22 Read this situation:
A three-year-old child gets very upset, cries and screams when he has to pack up his equipment for
group time and lunch.
Use the following verbs to write a follow up.
1 Check
2 Observe
3 Talk
4 Provide
5 Give
6 Ask
7 Encourage

Ask your trainer or mentor to check your answers.

© Commonwealth of Australia 2013 Working WELL in Childcare – Learner Workbook 137

Reading: reflecting on the plan
In Part 3 you studied the cycle of learning where there is
observation, questioning and interpreting, planning, acting
and doing and then reflecting on what has been done.
Activity 6.23 Read Jenny’s reflection on her strategies
to engage Charlie in play and answer the
questions.

Reflecting on the plan

at home. She talked
Charlie was really happy to be asked what she was interested in
George and a big black
about her pet animals. She has two Labradoodle dogs, Millie and
she did the next day. She
cat. I asked her to bring in some photos of her animals which
Jasmin e and I then
told me their names, their breed and what she liked about them.
respon ded to this
decided to have a group session where we talked about pets. Charlie
were surprised and really
well and showed the other children photos of her animals. We
about her pets. This is
pleased to see that Charlie showed so much confidence talking
interes ted and asked
an important step with her social skills as all the children were
her questions.
rest time. She
Charlie did not respond at all well to doing puzzles on her own during
quickly lost interest and started running around the room.

Future planning
group experience with
Charlie named various types of dogs so we should set up a small
social and language
different types of pets. During this play we can help develop her
well to this we can have
skills in interacting with other children. If the children respond
a roleplay with vets.
her pets.
During rest time try giving Charlie some pencils and ask her to draw

a How did Charlie respond to being asked about her interests at home?

b In response to this what did Jenny do?

c Did Charlie respond in the group session as Jenny and Jasmine expected?

d What happened with the planned puzzles in rest time?

138 Working WELL in Childcare – Learner Workbook © Commonwealth of Australia 2013

Writing: drafting a plan
Very few people can write perfect texts the first time. We often have to write and then rewrite
what we have written to make sure the information we provide is easy to understand and that the
grammar and spelling are correct.
The documents you write are not only for the centre you work in but also for the children’s family
so you must make sure they are correct. Your writing needs to be well structured and easy to read.
It should contain:
• non-judgmental language
• correct grammar
• correct spelling
• correct punctuation

Activity 6.24 J asmine has written a short report about Luke. When she looked at it again she saw there
were lots of mistakes. She decided to note these mistakes and fix them up when she had
a chance to work at a computer.
Look at these notes. What areas has she had to correct? Give an example of each of these areas.

Observations
and Zac playing with
Luke sat by himself on the side of the sandpit watching Hamish
d
urs e stood
dinosadinosor es. He watched for about five minutes and then walk over to them
and stand
ly grabbed one of
next to them staring at them, not saying a word. Then he sudden screamed
dinosau rs Zac Zac
ed “I want it.
the dinosor es from him. He then took it back from Luke who screem
It’s Its mine.” and pushed him onto the cement around the sandpit.

Interpretation
and doesn’t seem
Luke has difficulty playing with his peers and sharing their toys
to have the necessary social skills. ting to
ficulty rela
Luke has dif This may be due
ren.
Luke can’t relate to other children because his parents other child
that he has
not had
to the fa ct interact
never let him see other children. rtunities to
enough oppo er children.
with oth
Follow up different
p diffrent skills.
Provide Luke with a variety of diffrent play experiences which develo erent
diff
Observe what experience Luke responds to most positively.
play.
Provide one-to-one play experiences with his preferred form of
together.
Encourage Luke.... observe other children interacting successfully
to

© Commonwealth of Australia 2013 Working WELL in Childcare – Learner Workbook 139

Writing: an individual plan
When you write a plan you need to follow these steps.

STEP 1
Write notes or jottings to help you remember what important or significant
things have happened.

STEP 2
Think about the vocabulary you will use:
The people
(childcare educator/children/parents/visitors to the centre)
Places
(outdoors, lunch room, sandpit)
The things
(equipment, materials, resources)
The actions
(verbs and tenses)
Description of the children
(inquisitive/curious/helpful/interested/involved/unengaged/bored)

STEP 3
Write your observation. This can be in the form of
an anecdote of an important part of the day.

STEP 4
From the observation write what you have noticed
about the behaviour and interpret this.

STEP 5
Write a follow-up session which responds to what
the children have learned.

STEP 6
Carefully check your plan for grammar and spelling
mistakes and for ease of reading.

STEP 7
Evaluate your follow up.

140 Working WELL in Childcare – Learner Workbook © Commonwealth of Australia 2013

Practising your skills: an individual plan
Activity 6.25 Write a plan for a child who has challenging behaviour. Choose the following jotting to
base your plan on, or write a plan from your own experience.
Use the steps opposite to write your plan.
Ask your trainer or mentor to check your plan. Date 20th Apri
l
Ellie loved play
wit
to leave for lun h butterflies. Didn’t want
ch.
Ellie sat next to
G
under table. N race at lunch and kicked
ot hard but Gra
“You kick me! ce screamed,
Horrible.”
Ellie shouted b
ack,
Grace’s food on “You bugger” and pushed
floor. Grace cri
ed.
Need to talk to
Ell
about lunch se ie’s mum. Need to think
ating.

© Commonwealth of Australia 2013 Working WELL in Childcare – Learner Workbook 141

Talking to children: language to support positive
behaviour
The language we use with children is very important in supporting positive behaviour.
The following are examples of:
• strategies you should use
• examples of this language
• examples of language you should avoid

Strategy Example: Instead of:

Make positive statements It’s a good idea to sit quietly. Don’t run around.
We don’t throw the sand around because
Explain the consequences Don’t throw the
it can go into other children’s eyes and hurt
of an action sand.
them very badly.
Say what is expected in the Don’t stand on the
Chairs are for sitting on.
centre chair. Sit down!
Focus on the behaviour, When you took the dinosaurs from Zac you You’re a very bad
not the child upset him because he was playing with them. boy.
Thank you for bringing in your photos of your
Explain why the behaviour
pets Charlie. Everyone really enjoyed looking Well done.
was positive
at them.
Provide the child with a What would you like to eat first, your chicken
Eat your vegetables.
choice or your beans?
When there is no choice
Would you like to join
don’t ask if the child would It’s time for group session now.
us in group session?
like to do it

Adapted from Behaviour Management in Childcare http://www.aussiechildcarenetwork.com/behavior_management.php

142 Working WELL in Childcare – Learner Workbook © Commonwealth of Australia 2013

Activity 6.26 Look at the following situations. What could you say to support positive behaviour?

a Rosie is throwing balls at other children who are quietly reading books together.
Explain the consequences of her action.

b Luke and some other children were playing with blocks and reading books. It’s time for a group
activity so the other children are cleaning up. Luke just continued playing.
Provide Luke with a choice.

c Ellie is not very confident with singing. Today she sings with everyone else and is very pleased with
herself.
Explain why the behaviour is positive.

© Commonwealth of Australia 2013 Working WELL in Childcare – Learner Workbook 143

Glossary

A documentation
is the process that childcare
foodborne illness
is a sickness that is spread through
anecdote
educators use to create written eating bad food.
is a written record of the
records of children’s development
observations of a child’s learning formative assessment
and learning.
made by a childcare educator. It is the process of gathering and
is a story of events and is written dummy analysing information as evidence
after, not during the event. is a nipple shaped plastic device about a child’s learning in an
that an infant sucks on for ongoing way, as the learning
attachment
comfort. happens.
is the emotional bond that
develops between a carer and a
baby that allows the baby to feel
safe and free to learn and explore.
E G
EYLF gross motor skills
is the abbreviation for Early Years are actions that require the

B Learning Framework, a national

Australian guide which describes
development of the large muscles
of the body to allow children to
behaviour
the principles, practices and walk, run or climb, etc.
is the responses and actions that
outcomes for the education and
can be observed and described in
care of children from birth to five
children.
years. H
hazard
emotional development
C is the process where a child learns
is an action, a thing or a process in
the workplace that is dangerous
cognitive development to express his or her feelings along
and could result in someone
is the process where a child learns with the development of self
having an accident or becoming
to think and reason and solve concept and self esteem.
sick.
problems in order to understand
the world around them. hazard room

cultural identity F is a locked room in a childcare

centre where dangerous
is a person’s background – usually Family day care (FDC)
substances (disinfectants,
where they come from, the is child care that is provided by a
detergents, etc) are stored safely.
language they speak, their cultural licensed carer in their own home.
practices and beliefs. fine motor skills
are actions that require the
I
D development of small muscle
groups of the hands, wrists,
infant formula
daily routines is used instead of breast (human)
fingers, feet, toes, lips, and
are regular events that are milk to feed babies and infants
tongue. These allow a child to do
repeated at special times in the under 12 months of age and is
tasks eg holding small objects,
education and care environment prepared for bottle or cup feeding
speaking clearly and writing.
eg nappy changing, morning tea. interpretation
floater
development is part of documentation. It tells
is a childcare educator who works
is the process that describes how us what the educator thinks the
across a number of rooms in a
children change over time as a child’s actions and behaviour
childcare centre in different roles
result of learning and physical, means in terms of development
as needed.
social and emotional growth. and learning. An interpretation

144 Working WELL in Childcare – Learner Workbook © Commonwealth of Australia 2013

makes general statements about a long day care centre questioning what the child needs,
child’s social, emotional, cognitive, is a place that provides at least 8 planning learning, implementing
physical and language skills. hours a day child care for children the plan and reflecting on this.
under school age. (Long day care
play provision
J provides food, provisions, etc.)
is the opportunity for children to
jottings learn through play: to explore,
are short notes of significant M discover, imagine, develop ideas,
events that a childcare educator milestone interact and communicate.
writes to record behaviour or is a skill or event in a child’s life
policy
something a child said. They assist that can be used as a guide of the
is a statement of principles, beliefs
the educator in remembering child’s development. For example,
and attitudes which provides the
events. when a child begins to walk, he or
framework on which a childcare
she moves from being a baby to
jouncing board centre operates.
becoming a toddler.
is a long piece of timber board
preschoolers
that children jump and bounce on.
It is used for play equipment. N are children aged from three to
five years.
non-verbal communication
is the signs an infant uses to relay procedure
L a message. For example: eye is a set of step-by-step instructions
language development contact, gestures, sounds, body to do something.
are the tools of sound, writing movements, etc. program
and pictures that a child uses to
is a planned sequence of activities
communicate ideas and thoughts
and feelings with other people.
O and experiences for children,
observations which are intended to achieve a
learning are the responses and actions that learning outcome.
is the change that happens in an a childcare educator sees a child
individual’s behaviour when the
child has experiences; learning is
enact that can be understood
and interpreted as knowledge
Q
affected by the child’s maturing Quality Assurance System (QAS)
about the child’s learning and
and their environment. is a set of documents that
development.
describe and measure quality
learning outcomes childcare. The system helps to
are skills or knowledge that a P make sure high standards exist
childcare educator can expect and peers across the childcare industry.
encourage in a child in a childcare are children or adults of the same
setting.
learning story
age.
philosophy
S
safety audit
is a written record of the is the statement of the values, is a checklist that is used to
observations of a child’s learning beliefs and attitudes that guide evaluate how safe the childcare
made by a childcare educator. the everyday practices of the setting is; to identify any risk or
A learning story documents childcare educators who work in a hazard and remove them.
an episode of play and the childcare setting.
interactions that happen during sandpit
planning cycle is an enclosed area of sand for
that episode.
is the process of gathering children to play in.
information about the child,

© Commonwealth of Australia 2013 Working WELL in Childcare – Learner Workbook 145

self esteem
is the opinion and the way a
person values him or herself.
settled
is when a baby is calm and
contented and goes to sleep
easily.
social development
is the process that allows a child to
develop relationships with others
that are appropriate in social and
cultural situations.
softfall
is material that is placed under
play equipment to protect a child
who may fall.

T
toddlers
are children aged from two to
three years.

W
Work health and safety (WHS)
is a system of protecting workers’
health, safety and welfare in a
workplace.

146 Working WELL in Childcare – Learner Workbook © Commonwealth of Australia 2013

Notes
Notes
Notes