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90% of a child’s brain develops by the time they’re 5 years old.

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Redkite - A lifeline for families facing childhood cancer

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Understanding anxiety in children | Redkite

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We share the common signs that children may be feeling anxious and how to help them navigate this scary and uncertain emotion.

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Child Theorists and Their Theories in Practice - Aussie Childcare Network

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As Educators working with children, it's important to understand each theoretical approach and use parts of different theorists in context. Each theor...

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Children with disability or developmental delay; for educators & families

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REiMAGiNE DISABILITY REiMAGiNE CHiLDHOOD Early intervention simply means doing things as early as possible in order to achieve the best result. All children need help and guidance as they learn, grow and develop. When a child has a developmental delay or disability, they often need more assistance than other children to actively participate in family,... Read more »

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Critical reflection has been explained in the EYLF as reflective practices that focus on implications for equity and social justice. In the context of childcare, it involves examining and analysing events, experiences and practices from a range of perspectives to inform future planning and decision-making. The following article provides information on Engaging In Critical Reflections, Questions For Critical Reflections, Practicing Critical Reflections and more.

Why Engage In Critical Reflection

Critical reflection is mandated by NQS as part of the planning cycle. According to NQS Element 1.3.2: Critical reflection: Critical reflection on children's learning and development, both as individuals and in groups, drives program planning and implementation. While planning, educators may need to reflect critically on their own understandings of Learning Outcomes, personal attitudes and training lessons carried over from the past as well as a choice of learning strategies for the overall development of children.

Critical reflection makes up one of the five principles that reflect contemporary theories and research evidence concerning children's learning and early childhood pedagogy. According to the EYLF, the approved learning framework for children till five years in Australia, these principles are meant to underpin practice so that all children are supported to make progress in relation to the Learning Outcomes. To put it very simply, critical reflection for educators is 'thinking about why we do the things that we do'. Through such thinking, educators can gather information and gain insights that support, inform and enrich decision-making about children's learning.

There is a reason why critical reflection is juxtaposed with ongoing learning in the EYLF Principles - the two go hand-in-hand. By helping educators reflect on what they are doing right in their professional practice, how they can do better and seeking out support or resources that can help them do this, educators are actually creating the groundwork for their own professional growth.

The other way that critical reflection benefits service is by achieving a high-quality program, as it supports the kinds of questions that need to be asked in developing a Quality Improvement Plan as part of the National Quality Framework.

Questions To Practice Critical Reflection

Critical reflection is not something that comes naturally or easily to us - wired as the human brain is to seek out paths of least resistance and fall back upon familiar ways to meet the overall goal of spending less energy on challenging cognitive processes. Educators too, like others, may find it easier to engage in descriptive reflection that just describes details of an event like the children's role-playing a visit to the doctor or a child's action like playing with sand. It is much more challenging to reflect critically which requires educators to step out of cognitive zones of comfort and question their own long-held attitudes, beliefs and practices which may no longer be effective. For all these reasons the EYLF suggests a few overarching questions that educators can use to guide their own reflective practices, like:

What are my understandings of each child?

What theories, philosophies and understandings shape and assist my work?

Who is advantaged when I work in this way? Who is disadvantaged?

What questions do I have about my work? What am I challenged by? What am I curious about? What am I confronted by?

What aspects of my work are not helped by the theories and guidance that I usually draw on - like Montessori, Reggio Emilia, Waldorf - to make sense of what I do?

Are there other theories or knowledge - like the Ecological Theory of Bronfenbrenner or the Information Processing of Chomsky - that could help me to understand better what I have observed or experienced? How might those theories and that knowledge affect my practice?

How To Practice Critical Reflection
For educators:

When educators engage in collaborative reflective practices, they are more likely to usher in change. Learning together makes it easier to experiment with new ideas and ways of teaching and caring, and to keep motivated about making a positive difference to children's learning. If you are an educator, you can do this by identifying a 'critical friend' to support and challenge educators in their thinking and practice. A critical friend can:

inspire, reminding you of the importance of your work and ongoing learning

challenge you to explore why and how you do things in particular ways with questions, new insights and alternative perspectives

support, helping you to identify information, resources and processes to expand your inquiry

lend an ear and offer friendship when the process becomes too overwhelming.

Yet another way an educator can practice critical reflection is by developing a Learning Journal that reflects your beliefs and practices about children's learning. While this could be something for children to look at and enjoy, you can primarily use it to educate parents with regard to your core values on play and learning.

Developing a philosophy statement with your own team that addresses questions like 'what do we believe', 'why do we hold such beliefs' and 'how can translate these beliefs into practice.

For administrator/service
If you are an administrator, service provider or even a senior educator, you can support the process by creating:

trust and collegiality so that educators feel able to talk about their concerns and the challenges they face without fear of judgment or ridicule

respect for different viewpoints

opportunities for all educators to contribute to discussions and debates

commitment to the inquiry at the organisational level for example providing educators with enough time for reflection and time to develop skills in a range of approaches to reflective practice, like journal writing, critical conversation groups

recognition that there is no one right approach or answer

courage to question taken-for-granted practices and assumptions.

Steps For Critical Reflection

The Educators' Guide to EYLF outlines the essential steps that educators can use to critically reflect upon ideas, programs and practices.
Identify a concern
The first step is to choose an issue for critical reflection - this can happen in a formal setting like a weekly staff meeting or informally over lunchbreak when perhaps some educators begin discussing the challenge of conducting group time for children and how most seem unwilling to join. With educators generally agreeing that none of them are happy with the way group time seems to be working, you have an issue suitable for critical reflective practice.
Gather information
The next step is to collect evidence on what is currently happening and look for patterns. In the above example, staff may decide to use different ways to collect the information about children's participation in group time, like taking observations and photographs of the children at five-minute intervals to see where the children were positioned and how they were participating, as well as asking children questions about what they understood group-time to be.

Once information is collected, it is time to analyse the date and reflect upon what the information is telling you. For example, in the above instance, educators may find that though a small group of children appeared to be highly engaged in the group times, a relatively large number of children remained disinterested and some even complained of it being too teacher-driven
Frame a question to be explored
Once you have identified what is not working, ask how might the situation be improved. So in the above example, a question framed by educators might be, "How can we rethink group time to make it more meaningful to the children?"
Decide upon action
This is mainly focused on ways to change a practice that is no longer working for example, in this instance, the staff may decide to

offer 'workshops' around music, stories, puppetry, and gardening to children instead of group time so that it would be both be focused on the child's interest and involve hands-on activities.

let children could choose between group time and the workshop, thereby giving them more agency and reducing the chances of non-compliance.

Evaluate the change
This is when educators would examine whether the new practices have addressed the issue first identified. Thus in the example, the staff would collect another round of observations and photographs, and then get back to discuss whether they revealed any changes, for example, children who had previously struggled with group time may now appear to have fun in the workshops. On the other hand, if evidence shows children still disengaged from the activities, educators may have to return to the evidence with a fresh set of eyes to identify patterns they may have missed out on earlier - like higher chances of task refusal in the late afternoon than mid-morning, based upon which a different framing question would have to be drawn up and action is taken.

Even when the intervention has been successful, evaluation can give educators a new direction of critical reflection. So for example, once educators realise children need to be given a voice in what they are learning, they can begin to reflect upon how children's voices might encourage more in the curriculum decision-making process.

Critical reflection benefits the sector as a whole. When early childhood educators and those with whom they work are all involved in an ongoing cycle of review, current practices are examined, outcomes reviewed and new ideas generated, On the other hand, an absence of critical reflection will lead to outdated theories, moribund concepts and practices that are at best ineffective and at worst harmful for children's development and learning. Critical reflection makes possible a lively culture of professional inquiry in which issues relating to curriculum quality, equity and children's wellbeing can be raised and debated and evolved.

Further Reading

Reflective Practices In Childcare - The following provides information on What Id Reflective Practice, Process Of Reflection, Sample Of Reflection In Action, Questions For Reflection and more.

Reflections In Action Posters - The posters give educators guidance on the reflection and include what to reflect on when to reflect, how to reflect and reflection recommendations. These are great to add to the staff room for Educators.

Writing Prompts For Evaluations, Reflections and Children Documentation - The following will give you examples of writing prompts you can use to complete your written work.
References:

What Are Critical Reflections, ACECQA

Belonging, Being and Becoming, ACECQA

Guide To The EYLF, ACECQ

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critical reflection in early childhood questions

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explain the effects of meaningful critical reflection

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why is critical reflection important in early childhood

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Educators Guide To Critical Reflections - Aussie Childcare Network

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The following article provides information on Engaging In Critical Reflections, Questions For Critical Reflections, Practicing Critical Reflections and more.

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We have shared this Speech Development Checklist with the families in our services.

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Image by Dadion Gomez from Pixabay

There are 6 different types of play that children participate in over the course of their development.

The stages of play were developed by Mildred Parten. She discovered that children of different ages actually played together differently and they were capable of different levels or categories of social play.

Unoccupied Play - when the child is not playing, just observing.
For example: A child may be standing in one spot or performing random movements.

Solitary Play - when the child is alone and maintains focus on its activity.
For example: Such a child is uninterested in or is unaware of what others are doing. More common in younger children (age 2-3) as opposed to older ones.
Onlooker Play - when the child watches others at play but does not engage in it.
For example: The child may engage in forms of social interaction, such as a conversation about the play, without actually joining in the activity. This type of activity is also more common in younger children.
Parallel Play - when the child plays separately from others but close to them and mimicking their actions.
For example - This type of play is seen as a transitory stage from a socially immature solitary and onlooker type of play, to a more socially mature associative and cooperative type of play.
Associative Play - when the child is interested in the people playing but not in coordinating their activities with those people, or when there is no organized activity at all.
For example:There is a substantial amount of interaction involved, but the activities are not in sync.
Cooperative Play - when a child is interested both in the people playing and in the activity they are doing.

For example: In cooperative play, the activity is organized, and participants have assigned roles. There is also increased self-identification with a group, and a group identity may emerge e.g would be dramatic play activities with roles, like playing school, or a game with rules, such as freeze tag.

As children become older and improve their verbal communication skills, there are more opportunities for children to interact with their peers and social play becomes apparent over non-social types of play.

The categories of social play are a useful tool to help us focus on how social play changes and develops at different stages of children's lives.

Reference:
Parten's Stages Of Play, Wikipedia

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Stages Of Play - Aussie Childcare Network

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There are 6 different types of play that children participate in over the course of their development. The stages of play were developed by Mildred Pa...

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The importance of play in children's learning and development

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The importance of play | StartingBlocks.gov.au

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Learning through play is one of the most important ways children learn and develop.

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Different types of disabilities | Services

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You may come across many disabilities in your work life. Some examples of common disabilities you may find are:

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Challenging behaviour - biting | StartingBlocks.gov.au

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Holistic approaches in early childhood include a spectrum of teaching goals and practices that facilitates all aspects - physical, emotional social as well as academic - of a child's growth. The following article provides strategies for implementing a holistic approach.

Activity Ideas That Align With A Holistic Approach

Here are some detailed activity ideas that align with a holistic approach to early childhood education:

indoor materials, playground equipment and free outdoor play to foster the working of children's limbs, gross and fine motor skills, sensory organs, hand-eye coordination etc

paint, colours, music, fabric, loose parts, objects and elements from nature to nurture the child's creativity and sense of wonder, curiosity and imagination

group play, pair activities, buddy walk to develop social skills like collaboration, negotiation, planning and problem solving

stories, songs, rhymes, art, and projects to teach emotional skills and self-regulation

projects and activities to learn curricula concepts to lower emphasis on worksheets etc

Holistic approaches are organic and emergent. Use children's discussions and interests to select the germ of an idea and then expand it into learning opportunities in several directions. For example, if a child expresses interest in airplanes, a teacher could, through projects or activities, facilitate discussions on how airplanes were invented, the flying machines in history, what types of airplanes are used for which purposes, the physics behind flying; understanding why some people can and cannot afford to fly; how airplanes impact environment and what might be some alternatives to long distance travel, new designs of airplanes and so on.

Engagement with the environment is another important feature of holistic approaches in early childhood. Plan to include more nature walks, school trips and free outdoor play so that young children are exposed to different elements, textures and sensory stimuli in nature. Let them work on projects like growing a kitchen garden or vermicomposting that will not only help them learn about soil, plant growth and seasons but also fosters a sense of responsibility to the environment and its long-term future. Also host Culture Days or invite public service professionals to speak at school so that children feel a sense of belonging to their cultural, social and civic environment as well.

Involving Parents In Promoting Holistic Development

Involving parents in promoting holistic development is essential, as it ensures that children receive consistent support both at home and in educational settings. Here are some strategies to engage parents effectively:

Further Reading
Practices Of The EYLF Version 2.0
Holistic Learning In Early Childhood
Scaffolding Children's Learning
Engaging Families In Early Childhood Education
Take Home Book Program For Preschoolers

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Holistic Approaches In Early Childhood - Aussie Childcare Network

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Holistic approaches in early childhood include a spectrum of teaching goals and practices that facilitates all aspects - physical, emotional social as...

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Neurodiversity- affirming practices in the early years

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Neurodiversity- affirming practices in the early years

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Suitable for 1-6 years

Fussy eating

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About fussy eating and fussy eaters

It's normal for children to be fussy eaters - that is, to not like the taste, shape, colour or texture of particular foods.

It's also normal for children to like something one day but dislike it the next, to refuse new foods, and to eat more or less from day to day.

This all happens because fussy eating is part of children's development. It's a way of exploring their environment and asserting their independence. And it's also because children's appetites go up and down depending on how much they're growing and how active they are.

The good news is that children are likely to get less fussy as they get older. One day your child will probably eat and enjoy a whole range of different foods.

Handling fussy eaters: making mealtimes pleasant

Your child's willingness to try food will depend partly on the eating environment. Pleasant, low-stress mealtimes can help.

Here are some tips:

Make mealtimes happy, regular and social occasions. Try not to worry about spilled drinks or food on the floor.

Start small. For example, start by asking your child to lick a piece of food, and work up to trying a mouthful. And praise your child for these small attempts.

Never force your child to try a food. He'll have lots of other opportunities to try new foods.

If your child is fussing about food, ignore it as much as you can. Giving fussy eating lots of attention can sometimes encourage children to keep behaving this way.

Make healthy foods fun - for example, cut sandwiches into interesting shapes, or let your child help prepare a salad or whisk eggs for an omelette.

Turn the TV off so your family members can talk to each other instead.

Set a time limit of about 20 minutes for meals. Anything that goes on too long isn't fun. If your child hasn't eaten the food in this time, take it away and don't offer your child more food until the next planned meal or snack time.

Sometimes toddlers are too distracted to sit at the family table for a meal. If this sounds like your child, try having quiet time before meals so she can calm down before eating. Even the ritual of hand-washing can help.

Offer a variety of nutritious foods from the five food groups at each family meal. Go for variety yourself - show your child that you're willing to try new foods and that you enjoy them too. Healthy family food and an eating environment that encourages a positive attitude to healthy food make a great start for your child.

Giving fussy eaters independence with food

It can be a good idea to support your child's need for independence when it comes to food. You provide healthy food options for your child. But let your child decide how much he'll eat.

You could also try letting your child make choices within a range of healthy foods. Just limit the options to 2-3 things, so your child doesn't get too confused or overwhelmed to eat. For example, instead of asking your child to pick what she wants from the fridge, you could ask, 'Would you like grapes or carrot sticks?'

Another top tip is getting your child involved in preparing family meals. For example, your child could help out with:

He'll feel proud of helping and be more likely to eat something he has helped to make.

Sometimes your child will refuse food just because it gets an interesting reaction from you! If children refuse to eat a food, it doesn't necessarily mean they dislike it - after all, they might not have even tasted it yet. They might just be putting on a show of independence to see what you'll do. Try to stay calm when this happens.

Introducing new foods to fussy eaters

If you have a fussy eater who doesn't like trying new food, here are some tips that might help:

Keep offering new foods at different times. Your child will probably try them and eventually like them - but she might have to see a food on the plate 10-15 times before she even tries a taste.

Put a small amount of new food on the plate with familiar food your child already likes - for example, a piece of broccoli alongside some mashed potato. Encourage your child to touch, smell or lick the new food.

Make food attractive. Offer your child a variety of different colours, shapes and sizes and let your child choose what he eats from the plate.

Serve your child the same meal the family is eating but in a portion size your child will eat. If your child doesn't eat it, say something like, 'Try it, it's yummy'. If she still doesn't want it, calmly say, 'OK, we'll try it another time when you're hungry'.

Offer different foods from each of the five healthy food groups. For example, if your child doesn't like cheese, he might enjoy yoghurt instead.

Try not to let your child fill up on drinks or 'sometimes' foods before introducing new foods. She's more likely to try food if she's hungry and doesn't have the option of something else to eat.

When possible, look for opportunities for your child to share meals and snacks with other children - he might be more willing to try a food if other children are tucking in.

Want to know how to make broccoli disappear? See how making food fun can get kids into healthy food and eating.

Punishments and bribes for fussy eaters

Punishing your child for refusing to try new foods can turn new foods into a negative thing. If your child refuses to eat it, calmly take it away and offer it to her again another time.

It's tempting to offer your child food treats just so he eats something - for example, 'If you have a carrot, you can have some chocolate'. But this can make your child more interested in treats than healthy food. It also sends the message that eating healthy food is a chore.

Fussy eating facts

These facts can help you understand why children sometimes fuss about their food:

Children's appetites are affected by their growth cycles. Even babies have changing appetites. At 1-6 years, it's common for children to be really hungry one day and picky the next.

Children have different taste preferences from grown-ups.

Life is too exciting for children sometimes, and they're too busy exploring the world around them to spend time eating.

Children learn by testing the boundaries of acceptable behaviour. They can be very strong willed when it comes to making decisions about food (to eat or not to eat, and what to eat). It's all part of their social, intellectual and emotional development.

If your child is healthy and has enough energy to play, learn and explore, she's probably eating enough. But if your child eats only a very small range of foods or won't eat entire food groups for a long time, see your GP, your child and family health nurse or a dietitian.

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It's normal for children to be fussy eaters - that is, to not like the taste, shape, colour or texture of particular foods. It's also normal for children to like something one day but dislike it the next, to refuse new foods, and to eat more or less from day to day.

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letter writing to writing name transitions

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letter writing to writing name transitions

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Not only do name practice activities build early writing skills, but they are a great way to introduce classroom routines to students at the beginning of the school year too.

this website has some ideas on how to make writing names and letters more interesting

https://mrslearningbee.com/learn/blog/kindergarten-name-writing-activities

Explore how educators can create authentic, and engaging writing experiences with children, while embedding important learning foci for development of emergent literacy.

https://www.vic.gov.au/literacy-teaching-toolkit-early-childhood/teaching-practices-emergent-literacy/writing-children

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Try these easy and fun name writing activities to build early writing skills. It’s also a great way to introduce students at the start of the year!

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Australian Education Research Organisation (AERO) – Transitions Practice Guide

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Australian Education Research Organisation (AERO) – Transitions Practice Guide

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The Australian Education Research Organisation (AERO) acknowledges the Traditional Custodians of the lands, waterways, skies, islands and sea Country across Australia. We pay our deepest respects to First Nations cultures and Elders past and present. We endeavour to continually value and learn from First Nations knowledges and educational practices.

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https://theeducationhub.org.nz/the-image-of-the-child/#:~:text=The%20concept%20of%20the%20'image,and%20historical%20constructions%5Bi%5D.

The concept of the ‘image of the child’ recognises that the ideas that teachers and other adults hold about children and childhood are created by the societies in which they live: ideas and conceptualisations of children and childhood are social, cultural, political and historical constructions[i].

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Challenging behaviour – toddlers and young children

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Challenging behaviour – toddlers and young children

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Young children experience a range of emotions and express themselves in many different ways. It's normal for toddlers and young children to have tantrums and break rules while their social and emotional skills are developing.

It's important that you and other caregivers provide support while your child is developing and learning to manage their own emotions. Guiding your child and encouraging positive behaviours will help them learn appropriate ways to behave.

Signs and symptoms of challenging behaviour

Different families will have different expectations about what is acceptable and what is considered difficult behaviour. Some behaviours that families commonly find challenging include:

What causes challenging behaviour?

Challenging behaviour is sometimes due to your child not having the social and emotional skills they need to behave the way you would like them to. Often when a child misbehaves, it is a response to feeling anxious, angry or overwhelmed and they are struggling with processing these feelings.

Children need attention from their parents and carers to feel secure and thrive emotionally. Children may show challenging behaviours in an attempt to gain attention and responses from adults - for some children, even negative attention is preferable to no attention at all.

Young children are also easily distracted and have short memories, which may be why sometimes they don't do what you ask them to.

There are a number of other things that might affect your child's ability to control their reactions, emotions or behaviours, including:

Sometimes, ongoing challenging behaviour can indicate other health issues or an underlying developmental, social or emotional problem. It is also important to consider a child's current situation or environment and how it may be affecting them. If you are concerned about your child, see your GP.

As part of healthy development, toddlers will slowly learn to control how they react to different situations. As your child gets older, they will be able to understand more about what behaviour you expect of them and be better able to control their behaviour.

How to deal with challenging behaviours

Setting rules is important so that your child knows what behaviour is expected of them. Keep your instructions simple and short (e.g. "No hurting other people."), and make sure your child understands what you have told them. It's also important to give a short and simple instruction about the behaviour you would like to see (e.g. "be gentle with your brother").

There are a number of options for discouraging challenging behaviours, such as:

Ignoring - for minor attention-seeking behaviours, it is best to ignore the behaviour (e.g. turn away from your child and respond only when they stop doing it). Constantly responding to negative behaviours can teach a child that this is a good way to get your attention.

Distraction - young children might stop the negative behaviour if given an appealing alternative.

Encouraging empathy - point out how your child's behaviour is making another person feel (e.g. sad, hurt) and ask your child how they would feel if someone did the same to them.

Dealing with ongoing, more serious negative behaviour can be very stressful. It is best to guide your child's behaviour by using a positive approach.

Positive reinforcement

A positive approach to managing your child's behaviour invloves rewarding good behaviours often and focusing on positive aspects of your child's behaviour, rather than directing attention to negative behaviours.

Reinforce positive behaviours before they become negative (e.g. "I think you're doing a great job at playing gently with your brother"). This encourages your child by giving attention to their positive behaviour, rather than waiting until they become too rough and having to focus on the negative behaviour. Make sure you are specific about what behaviours you really like and want to encourage.

Consider implementing a positive behaviour system in your home. A reward chart for younger children can add incentive for your child to increase desirable behaviours. This strategy can help you focus on the times when your child is behaving well.

Be a role model for your child. Children pick up clues about how to behave from watching others. It's important to act and talk in a way that you'd like to see reflected in your child's behaviour - if you want to discourage your child from shouting at you, it is important to try to keep a calm voice when you are becoming frustrated.

Consequences for negative behaviour

If your child is breaking the rules, communicate to them that they are doing the wrong thing and, if appropriate, give them a second chance to correct the behaviour.

If the negative behaviour continues, there should be a logical, age-appropriate consequence that you are willing and able to carry through with (e.g. "If you don't stop snatching from your friend, you can't play with the cars anymore"). Immediate consequences are fairer and more effective than delayed consequences.

Time-out is a common way to deliver an immediate consequence, but it needs to be used appropriately to work well. Keep time-out as a consequence for more challenging behaviours (e.g. deliberately hurting others, dangerous behaviours or deliberately breaking things) rather than behaviours that can be ignored (e.g. whinging, swearing).

Time-out should not be used to make the child suffer (e.g. isolating them for long periods), but can be used to remove your child from the situation for a few minutes and give them an opportunity to change their behaviour.

Generally, it is recommended that your child stays in time-out for a maximum of one minute for every year of their age, and that you allow them out of time-out when the time is up, even if they are not yet calm or quiet. Leaving your child in time-out or isolation for longer periods is likely to cause them to become more distressed.

If your child continues to misbehave after the time-out has finished, they can be put back into time-out for another session or two if their inappropriate behaviour continues.

Be consistent with your approach to consequences and your child will be more likely to understand what is expected of them.

Negative discipline can be harmful

Physical discipline

Physical discipline is anything that is done to a child to cause physical pain or discomfort in response to their behaviour. Physical discipline includes smacking, hitting, spanking, slapping, pinching or pulling.

Many studies have found that physical discipline can have long-lasting negative effects on a child, including:

If there is violence or aggression in your family, you feel unsafe, or you or your child is at immediate risk of harm, contact emergency services on 000.

Shouting or shaming

Shouting or yelling may be an understandable response when parents are frustrated; however, studies have found that repeated shouting at children can have similar harmful effects to physical discipline.

Being shouted at - especially by someone much larger than them - is very stressful for a child. Shouting does not improve children's behaviour, and it can lead to more behavioural problems (e.g. increased aggression) and mental health issues (e.g. anxiety, depression) in the future.

Shaming, belittling and humiliating children for their actions is also very damaging to their long-term mental health, and not an effective way to improve their behaviour.

Isolation as punishment

Spending long periods in isolation without explanation or emotional support can be harmful for young children. Being isolated (especially at a time when they are upset) can be perceived as rejection, which can cause distress and confusion for your child. At times it can be effective to take your child away from a challenging situation and have a quiet change of scene, but it is not helpful to keep them away for longer than the recommended period of one minute per year of age.

When to see a doctor

Sometimes, severe and persistent challenging behaviour can be a sign of a developmental condition or a more serious mental health concern. If your child's behaviour is affecting the way they cope with life you should see your GP for help and further assessment.

Behavioural challenges can have an ongoing, negative impact on family life. If you are having difficulties managing or coping with your child's behaviour, you can talk to a GP who may refer you on to a specialist in paediatric behaviours.

Key points to remember

For more information

Developed by The Royal Children's Hospital Community Information, Department of Adolescent Medicine, and The RCH Child Health Poll. We acknowledge the input of RCH consumers and carers.

First published October 2018.

This information is awaiting routine review. Please always seek the most recent advice from a registered and practising clinician.

Kids Health Info is supported by The Royal Children's Hospital Foundation. To donate, visit www.rchfoundation.org.au.

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Challenging behaviour - toddlers and young children

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Young children experience a range of emotions and express themselves in many different ways. It's normal for toddlers and young children to have tantrums and break rules while their social and emotional skills are developing. It's important that you and other caregivers provide support while your child is developing and learning to manage their own emotions.

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Child and Adolescent Health Service | CAHS - Toddler tucker

Guide to toilet training with StartingBlocks.gov.au | StartingBlocks.gov.au

Occupational therapy support for toilet training information sheet | The Sydney Children's Hospitals Network

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Toilet Training | Continence Foundation of Australia

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Getting the timing right is key to successful toilet training (potty training). Deciding on the right time for your child is an important decision, and one only you can make.

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Young children bite, pinch and pull hair to experiment and explore their environment. Babies put things into their mouths to explore and learn through taste and touch. At 6-12 months, biting, pinching and hair-pulling also help babies work out cause and effect. It's a way of getting to know their world.

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take the quiz, helps to understand helping yourself, children and others in filling their cupps

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Ang

"This time is going so fast. So now I'm really glad that I did it [Triple P] when I did it... It's making me see things differently, which is really good."

Timothy

"I want to be the kind of dad that uses a positive approach with my kids, and Triple P is all about that. It's just a really great program."

Yoshie

"It would have been easy to parent on 'auto-pilot' - doing what my parents had done. Instead I now pay attention, to see and understand what's going on in his mind."

It's easier to stay calm as a parent or carer with some coping skills of your own.

Practical ideas to help improve work-home balance.

Ways to handle emotional changes that take you by surprise.

Delivery of the Triple P - Positive Parenting Program ® to parents and carers of children in Australia is supported by funding from the Australian Government Department of Health and Aged Care under the Parenting Education and Support Program.

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Happier, healthier, less stressed kids & families

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Make every parenting moment count | 35+ years' research proves Triple P works for most families & it can work for you too!

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We’re your partner in integrating Aboriginal perspectives into early childhood education.

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Aboriginal early childhood consultancy based in Sydney's inner west assisting educators in the inclusion of Aboriginal perspectives in early childhood curriculums. Aboriginal and indigenous resources for children, professional development, workshops and more.

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SNAICC – National Voice for our Children

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Connected Beginnings | Early Years Program | SNAICC

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Learn more about National Early Years Program, Connected Beginnings, and the role SNAICC plays in the program’s continual success.

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Baby teeth

Healthy baby teeth allow a toddler to enjoy a nutritious diet, aid in proper speech development, enhance the child's appearance and contribute to good self-esteem.

Baby teeth also help to maintain the space for permanent teeth, guiding them into their correct position.

Early loss of a baby tooth can reduce the space for the permanent tooth, resulting in crowded permanent teeth.

Teething

A baby's first tooth usually appears at around 6 months, however this can vary greatly.

By the age of 3 a child should have a full set of 20 baby teeth (10 in each jaw).

It is not uncommon for babies to experience some discomfort when new teeth break through the gums.

Teething signs and symptoms

Symptoms that indicate your baby may be teething include:

red swollen gums

flushed cheeks

dribbling

irritability or restlessness

a slight fever

pulling the ear on the same side as the erupting tooth

sucking fingers and fists.

Mild teething problems may be eased by the baby chewing on hard objects such as chilled teething rings or sugar free rusks.

Alternatively you can give your baby a dummy or wet flannel to bite on. It may also help to rub your child's gums with a clean ﬁnger or the back of a cold spoon.

See your dentist or doctor before using any pain reliever or oral gel containing anaesthetic, or if problems persist.

Cleaning baby's mouth

Start cleaning gums before the teeth appear.

At first, use a clean damp cloth to wipe the gums, and when a few teeth are present use a small, soft toothbrush with no toothpaste.

When your child is 18 months, you can use a small pea-sized amount of low strength fluoride toothpaste.

If your child is 6 or over, use a small amount of standard strength fluoride toothpaste and encourage your child to spit out, not swallow and not rinse after brushing.

Where to get help

Dental Health Services

You can also

Remember

Baby teeth are important, so take good care of your child's teeth.

Teething should not cause severe illness. If your child has a fever or diarrhoea, see your doctor.

Avoid choking by always being present when your child is eating.

A low fluoride toothpaste is recommended for children under 6 years.

This publication is provided for education and information purposes only. It is not a substitute for professional medical care. Information about a therapy, service, product or treatment does not imply endorsement and is not intended to replace advice from your healthcare professional. Readers should note that over time currency and completeness of the information may change. All users should seek advice from a qualified healthcare professional for a diagnosis and answers to their medical questions.

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Information on what to expect when your child is teething, and how keep their teeth and gums healthy.

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Baby teeth

Healthy baby teeth allow a toddler to enjoy a nutritious diet, aid in proper speech development, enhance the child's appearance and contribute to good self-esteem.

Baby teeth also help to maintain the space for permanent teeth, guiding them into their correct position.

Early loss of a baby tooth can reduce the space for the permanent tooth, resulting in crowded permanent teeth.

Teething

A baby's first tooth usually appears at around 6 months, however this can vary greatly.

By the age of 3 a child should have a full set of 20 baby teeth (10 in each jaw).

It is not uncommon for babies to experience some discomfort when new teeth break through the gums.

Teething signs and symptoms

Symptoms that indicate your baby may be teething include:

red swollen gums

flushed cheeks

dribbling

irritability or restlessness

a slight fever

pulling the ear on the same side as the erupting tooth

sucking fingers and fists.

Mild teething problems may be eased by the baby chewing on hard objects such as chilled teething rings or sugar free rusks.

Alternatively you can give your baby a dummy or wet flannel to bite on. It may also help to rub your child's gums with a clean ﬁnger or the back of a cold spoon.

See your dentist or doctor before using any pain reliever or oral gel containing anaesthetic, or if problems persist.

Cleaning baby's mouth

Start cleaning gums before the teeth appear.

At first, use a clean damp cloth to wipe the gums, and when a few teeth are present use a small, soft toothbrush with no toothpaste.

When your child is 18 months, you can use a small pea-sized amount of low strength fluoride toothpaste.

If your child is 6 or over, use a small amount of standard strength fluoride toothpaste and encourage your child to spit out, not swallow and not rinse after brushing.

Where to get help

Dental Health Services

You can also

Remember

Baby teeth are important, so take good care of your child's teeth.

Teething should not cause severe illness. If your child has a fever or diarrhoea, see your doctor.

Avoid choking by always being present when your child is eating.

A low fluoride toothpaste is recommended for children under 6 years.

This publication is provided for education and information purposes only. It is not a substitute for professional medical care. Information about a therapy, service, product or treatment does not imply endorsement and is not intended to replace advice from your healthcare professional. Readers should note that over time currency and completeness of the information may change. All users should seek advice from a qualified healthcare professional for a diagnosis and answers to their medical questions.

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Information on what to expect when your child is teething, and how keep their teeth and gums healthy.