Karla - learning - Centresupport

Home » Karla – learning

Welcome to Karla, our Knowledge and Resource Library Assistant
We have gathered a rich selection of resources, and learning material which will guide you through the essential educational skills that you need for a successful career in early childhood.

Learning Areas

Behaviour Guidance

EYLF

Leadership

Quality Areas

Critical Reflection

Room / Group Leaders

Teamwork

Educational Leaders

Management

Time Management

Sustainability

Aboriginal and Indigenous Perspectives

Hygiene

Educator Wellbeing

Child Wellbeing

Families

Science and STEM

Building with children

Art

Physical Activities

Literacy and numeracy

Mathematics

School Readiness

Music and movement

Behaviour Guidance – Start Here

Behaviour Guidance - Back to basics

What do I do when children won’t listen to me?

What do I do when children do things to annoy me?

What do I do when children throw toys?

What do I do when children climb on furniture and run inside?

What do I do when children’s behaviour is aggressive?

How do I teach children to be calm?

How do I stop children from biting?

What do I do with a defiant child?

How do I stop children from swearing?

Have you tried a ‘Home Visits’ to help with behaviour issues?

Case study – Aiden the non-listener, yelling, swearer……

Case study – Jackson the non-listener, swearer, rude…

Case study – Toddler Liam the non-listener, climber, hitter, pusher, swearer……

Supporting your educators to deal with extreme behaviour in children

Preparing autistic children for enrolment

Create a curriculum for the child

Entering children’s play worlds

Understanding a sibling’s perspective

Understanding a parent’s perspective

Understanding a child’s perspective – A voice of a child with Autism

Children can project their feeling onto us

How can you tell if children have problems with self regulation?

Teaching children how to be calm

Scenario – Identifying behaviour and triggers

Go back in time to deal with aggressive behaviours

Case Study – Charlotte

Behaviour Guidance – Learning about sensory processing

Behaviour Guidance – Learning about Autism

The myths of Autism

Three common challenges

Children with Autism at your service

Who may be involved in supporting a child on the Autism spectrum?

Health problems should also be considered

Before the diagnosis

How can we help support children on the Autism spectrum?

Sensory Processing Sensitivities

Supporting children who are triggered in sensory situations

Preparing autistic children for enrolment

Case Study – Charlotte

Go back in time to deal with aggressive behaviours

Scenario – Identifying behaviour and triggers

Teaching children how to be calm

How can you tell if children have problems with self regulation?

Children can project their feeling onto us

Understanding a child’s perspective – A voice of a child with Autism

Understanding a parent’s perspective

Understanding a sibling’s perspective

Entering children’s play worlds

Create a curriculum for the child

Preparing autistic children for enrolment

Behaviour Guidance

EYLF – Start here

EYLF – Back to basics

Views of play since late 1800s

What does the EYLF say about play?

Should educators be involved in children’s play?

How do educators enter children’s Playworlds

Family camping trips create play spaces for 18 month old children

Space create very interesting dramatic play

EYLF – How to use the EYLF’s Principles

EYLF – How to use the EYLF’s Practices

EYLF – How to program - Children have a strong sense of identity

EYLF – How to program - Children are connected with and contribute to their world

EYLF – How to program - Children have a strong sense of wellbeing

EYLF – How to program - Children are confident and involved learners

EYLF – How to program -Children are effective communicators

EYLF –

Leadership – Start here

Challenge your assumptions and become a more effective leader

Why you need to know the impact you have on others

Recognise the things that are “hard” for you and how to avoid them

Get to know yourself and use this to lead others

What are core values?

Using core values for non-performance

Who to talk to about what?

What are your educators doing at any given time?

How to identify goals to work on – Goal template

What is coaching?

How do you know if you are doing a good job?

1.1.1 Approved learning framework

1.1.2 Child-centred

1.1.3 Program learning opportunities

1.2.1 Intentional teaching

Educators are deliberate, purposeful, and thoughtful in their decisions and actions. Go through the checklist and be honest so your Educational Leader and Nominated Supervisor know how to help you be the best. E = Embedded, yes, I do that ALL the time. K = We know we need to do that, but we don’t …

Continue reading "1.2.1 Intentional teaching"

1.2.2 Responsive teaching and scaffolding

1.2.3 Child directed learning

1.3.1 Assessment and planning cycle

1.3.2 Critical reflection

1.3.3 Information for families

2.1.1 Wellbeing and comfort

2.1.2 Health Practices and Procedures

2.1.3 Healthy lifestyle

2.2.1 Supervision

2.2.2 Incident and emergency management.

2.2.3 Child Protection

3.1.1 Fit for purpose

3.1.2 Upkeep

3.2.1 Inclusive environment

3.2.2 Resources support play-based learning

3.2.3 Environmentally responsible

4.1.1 Organisation of educators

4.1.2 Continuity of staff

4.2.1 Professional collaboration

5.1.1 Positive educator to child interactions

5.1.2 Dignity and rights of the child.

5.2.1 Collaborative learning

5.2.2 Self regulation.

6.1.1 Engagement with the service

6.1.2 The expertise, culture, values and beliefs of families

6.1.3 Families are supported

6.2.1 Transitions

6.2.2 Effective partnerships

6.2.3 Community engagement

7.1.1 Service philosophy and purpose

7.1.2 Management Systems.

7.1.3 Roles and responsibilities

7.2.1 Continuous improvement

7.2.2 Educational leadership

7.2.3 Development of professionals

The dark reflection

Guidance determining exceeding NQS

Why Reflective Practice?

How Can I Be a Reflective Practitioner?

Viewpoints and questions to guide critical reflection

Using video to critically reflect

What you will see in your Assessment and Rating report

How to look at the Standards to identify what to critically reflect upon

The Learning Framework

Recognising your strengths and weaknesses

Self-Evaluation Worksheet Characteristics of a Room / Group Leader

Self Development Worksheet – Building the Characteristics of a Leader

Become a Leader by Creating Great Working Relationships

Recognising your team’s strengths

Educator’s issues identified and ways to manage them

Effective Communication

Identifying what needs managing

Ensure Management Roles Work Effectively

Day to day activities that just need good management

How do you know you are doing a great job?

Daily checklist and weekly reports

Helping your educators understand the EYLF and documentation

Identify what needs leadership

Create ‘Daily or Weekly Talking Points’ to give you direction and enable leadership

Where are you now in relation to teamwork?

Use team members’ strengths to create a fun working environment

Let’s start by getting to know the unique you!

Foster creativity and increase learning across the whole team

Tips to promote a sense of ownership across the team

Time for some action planning!

Create fun teamwork activities that increase skills

Medical Conditions Communication Plan and Risk Minimisation Plan

The little things in the NQS elements that get missed

What’s working well in other centres?

Exceeding theme three is causing some problems

What are tokenistic practices?

Consistently maintain effective partnerships

What rating do you want?

Why are you running out of time?

How to get your time back

Who is stealing your time?

Discover who is taking your time and how to get it back

Benefits of Music and Movement

Musical experiences should be integrated with other learning experiences to enhance learning

Creativity and Imagination

Physical activity and music

Numeracy and music

Behaviour and music

Emotions and music

Identity and music

Culture and music

Relationships and music

[/ms-user]