Supporting children in OSHC with regulation techniques means creating safe, predictable environments and teaching strategies that help them manage emotions, behaviour, and social interactions. The most effective approaches combine self-regulation, co-regulation, and environmental adjustments tailored to children’s needs.
The My Time, Our Place (MTOP) Framework is designed for school-age care, with five outcomes that guide planning and reflection. Embedding it means linking everyday activities to these outcomes in ways that are intentional, inclusive, and meaningful. Here’s a clear breakdown with activity examples mapped to each outcome.
Transitions are one of the most vulnerable times in OSHC programs. Children move between spaces, activities, or staff supervision, and without structure, these moments can become chaotic. A structured line‑up system provides predictability, safety, and efficiency, ensuring every child is accounted for while fostering calm routines.
Australia is facing a significant shortage in Outside School Hours Care (OSHC), leaving many families—particularly working mothers—struggling to balance employment and childcare responsibilities.
The Educator to Child ratio of 1:15 for OSHC services will now apply in NSW from today (1 October 2018).
Here is the list of the EYLF Learning Outcomes that you can use as a guide or reference for your documentation and planning. The EYLF… Read More
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Reflective practice is learning from everyday situations and issues and concerns that arise which form part of our daily routine while working in an early… Read More
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When observing children, it's important that we use a range of different observation methods from running records, learning stories to photographs and work samples. Using… Read More
This is a guide for educators on what to observe under each sub learning outcome from the EYLF Framework, when a child is engaged in… Read More
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